[Xmca-l] Re: "conscious awareness enters through the gate" (a Participation Question)
Andy Blunden
andyb@marxists.org
Sun Aug 16 01:39:25 PDT 2020
Thank you Francine. Vygotsky *did* read Plekhanov as a
youth, and he also would have acquired good secondhand
knowledge of Hegel from there, too. But whatever, Vygotsky
was not like any other Marxist of his time, or hardly of any
time. But still, a lens through which to read Vygotsky is of
no use to you if that lens is as obscure as the object viewed.
But the way Vygotsky *appropriated* the ideas of other
people, non-Marxists, even Fascists, is by no means
something unique to the omnivore Vygotsky. Critical Theory,
a.k.a. the Frankfurt School, have always done this in a big
way. It has been my beef with these people that they have
ignored Vygotsky and instead used Freud and Piaget for their
Psychology.
But this is how I see Vygotsky working: he *appropriates*
concepts from any source he can get his hands on, drawing
them into his own conceptual frame. But I think he also has
a kind of "home ground," which is informed by Marx. Engels,
Lenin and Hegel, in roughly that order. He is not
appropriating this conceptual frame but trying to build on it.
But still. I am necessarily "relativist" on this question.
Whatever makes sense for you. :)
Andy
------------------------------------------------------------
*Andy Blunden*
Hegel for Social Movements <https://urldefense.com/v3/__https://brill.com/view/title/54574__;!!Mih3wA!TySJ-CxmgfFoj_mur5IhV-TSxy3upeeMPaBzab8eJQQQlD5JKyZLtn1wfzUbDDnS1Iboow$ >
Home Page <https://urldefense.com/v3/__https://www.ethicalpolitics.org/ablunden/index.htm__;!!Mih3wA!TySJ-CxmgfFoj_mur5IhV-TSxy3upeeMPaBzab8eJQQQlD5JKyZLtn1wfzUbDDnmqUSIzg$ >
On 16/08/2020 4:41 pm, Larry Smolucha wrote:
> >From Francine:
>
> Andy,
>
> Thank You for taking the time to explain your reading of
> Vygotsky from a Hegel/Marx perspective.
>
> Together with my husband Larry, I am just now completing a
> paper on Vygotsky for a volume on pioneers of psychology.
>
> I have come across sources that claim that Vygotsky's
> father was an admirer of Hegel and that Vygotsky would
> have been exposed to Hegel's ideas as he grew up. Now this
> doesn't
> mean that his understanding of Hegel was that of a Hegel
> scholar. However, it would suggest Vygotsky had taken an
> interest in dialectical thinking as it originated with
> Hegel prior to reading Marx.
>
> Also, while Vygotsky was sincere in using theoretical
> concepts from Marx, he also used concepts from non-Marxist
> sources. I would argue that to get a full understanding of
> Vygotsky's writings you cannot discount any of these
> sources whether Hegel, Marx, Freud,
> Ribot, Janet, Piaget, Buhler, Kohler, Lewin, oh and even
> Pavlov. Also at least for a time, Vygotsky felt the
> intellectual freedom to weave concepts from these
> different 'schools' of psychology into a unified theory.
>
> In/The Mozart of Psychology/, Stephen Toulmin quoted V. V.
> Ivanov as saying Vygotsky had opened the way to a
> unification of the biological and social sciences that had
> as great a significance as the deciphering of the genetic
> code (my paraphrasing).
>
> We can agree to disagree about this, but I think labeling
> Vygotsky as a Marxist, a Freudian, a Piagetian, a
> Gestaltist, is like putting a square peg into a round hole.
>
>
>
>
>
>
> ------------------------------------------------------------
> *From:* xmca-l-bounces@mailman.ucsd.edu
> <xmca-l-bounces@mailman.ucsd.edu> on behalf of Andy
> Blunden <andyb@marxists.org>
> *Sent:* Saturday, August 15, 2020 10:10 PM
> *To:* xmca-l@mailman.ucsd.edu <xmca-l@mailman.ucsd.edu>
> *Subject:* [Xmca-l] Re: "conscious awareness enters
> through the gate" (a Participation Question)
>
> Francine, you are completely right that Vygotsky's use of
> words is inconsistent and evolves over time.
>
> How should we deal with this?
>
> I don't believe there is any way to definitively settle
> disputes over the meaning of the various passages.
> Interpretation is inescapable. But my approach is this:
>
> Vygotsky saw himself as a Marxist and although, as I have
> argued, he had little direct knowledge of Hegel, he
> aligned himself with that wing of Marxism which was
> "Hegelian." I see this as evidenced by his change of
> opinion c. 1930 on the meaning of "true concept," in his
> frequent citation of Lenin's /Philosophical Notebooks/,
> and his allusions to Hegel, his declaration about
> Psychology needing its own /Capital/ and in general I find
> this proves to be a satisfactory frame for interpretation
> of Vygotsky, inclusive of the fact that within the terms
> of this frame he sometimes makes mistakes.
>
> This approach is helped by having people like Ilyenkov who
> /are/ careful about their use of words, and /have/ read
> Hegel, etc., as assistants in reading Vygotsky. Plus you
> have to add what I have referred to as a "generous"
> reading of Vygotsky. Vygotsky is in the process of
> building the frame from which he can be read. But he is
> not building that frame alone.
>
> This approach obviously doesn't help everyone and will not
> definitively close any dispute about Vygotsky's meaning,
> but it /is/ a valid approach and it works for me.
>
> So it is in that context that I say that "consciousness"
> is a very broad term for Marxists, inclusive of the
> totality of mental processes in an organism. The verb "to
> be conscious /of/" is a different concept, as is the
> adjective in "/conscious/ awareness." These are
> distinctions which are far from being unique to Vygotsky.
> But I would generally look elsewhere in the same paradigm
> to get clues on their meaning, though sometimes it is
> necessary to look at contemporaneous usage among
> non-Marxist Psychologists.
>
> It's never simple. But not impossible.
>
> Andy
>
> ------------------------------------------------------------
> *Andy Blunden*
> Hegel for Social Movements
> <https://urldefense.com/v3/__https://brill.com/view/title/54574__;!!Mih3wA!UDLXqNKChotxPqKt3KuFt7ZohSOuV45cbrng0blGdeR_zYamLIrW_l857v1oc1qfSPx4xQ$>
> Home Page
> <https://urldefense.com/v3/__https://www.ethicalpolitics.org/ablunden/index.htm__;!!Mih3wA!UDLXqNKChotxPqKt3KuFt7ZohSOuV45cbrng0blGdeR_zYamLIrW_l857v1oc1qTyh0yGA$>
>
> On 16/08/2020 12:10 pm, Larry Smolucha wrote:
>> >From Francine:
>>
>> I don't usually enter into these philosophical debates on
>> XMCA - but we have crossed each other's paths.
>>
>> There is no concordance to Vygotsky's writings (as we
>> have for Freud's).
>> As I recall there was an XMCA project to create a
>> dictionary of Vygotsky's terminology.
>> Simply to have a dictionary of Freud's terminology, would
>> be of limited use without a concordance to track his use
>> of the terms as his theory evolved.
>> The same with Vygotsky.
>>
>> And*there is theoretical continuity throughout Vygotsky's
>> writings* despite claims to the contrary. To understand
>> Vygotsky's use of the word consciousness, it is necessary
>> to look at /Consciousness as a Problem in the Psychology
>> of Behavior/ (1925).
>> Reading /only/ the very last passage in /Thinking and
>> Speech/, you could come to the */erroneous/* conclusion
>> that for Vygotsky any/living being /without language is
>> not conscious (i.e. is unconscious).
>>
>> The problem here is that the word /conscious/ has
>> multiple meanings (usages).
>> We can rule out the medical determination of a patient
>> being conscious versus unconscious.
>>
>> I would argue that Vygotsky used the word consciousness
>> to mean consciously directed
>> functions (behavior, perception, thought, emotion, will,
>> imagination, and memory).
>>
>> The proof is in the very quote that he used from Marx's
>> /Das Kapital/ of how the spider constructs a web by
>> instinct, but the "architect raises the structure in his
>> imagination before he erects it in reality."
>>
>> There is also an interesting lineage between Ribot and
>> Janet's concept of /the unconscious/, that carried over
>> into Freud's use of the term, and over to Vygotsky's and
>> Luria's theory of the prefrontal cortex's role in
>> consciously directed /functions/. In 1925, Vygotsky was
>> thinking along the same lines as Freud's concept of
>> /consciousness/ as a /function/ of the Ego. He even cited
>> Freud's example of the Ego as a rider on a horse (the Id).
>>
>> There are other papers between 1925 and 1934, where
>> Vygotsky discussed /the problem of consciousness/ - but
>> enough said for now.
>>
>> In regard to scientific concepts, I didn't think that
>> Piaget thought scientific concepts were necessarily
>> learned in school. Didn't he think that concrete and
>> formal operations develop from activities involving
>> /natural/ objects in the world? Either independently or
>> with peers?
>>
>> In regard to The Development of Scientific Concepts in
>> Childhood (1986, p. 167) Vygotsky stated "Elsewhere we
>> have already discussed the role played by functional
>> interactions in mental development. . . mental
>> development does not coincide with the development of
>> separate psychological functions, but rather depends on
>> changing relations between them . . . the development
>> of the interfunctional system."
>>
>> Hence Vygotsky didn't take a reductionist approach to
>> development of conscious awareness, as the result of
>> thinking in terms of scientific concepts. Conscious
>> awareness enters through the gate opened up by scientific
>> concepts but /that doesn't mean it is the only/ /gate/.
>>
>>
>> __
>>
>>
>> ------------------------------------------------------------
>> *From:* xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu>
>> <xmca-l-bounces@mailman.ucsd.edu>
>> <mailto:xmca-l-bounces@mailman.ucsd.edu> on behalf of
>> mike cole <mcole@ucsd.edu> <mailto:mcole@ucsd.edu>
>> *Sent:* Saturday, August 15, 2020 6:06 PM
>> *To:* eXtended Mind, Culture, Activity
>> <xmca-l@mailman.ucsd.edu> <mailto:xmca-l@mailman.ucsd.edu>
>> *Subject:* [Xmca-l] Re: "conscious awareness enters
>> through the gate" (a Participation Question)
>> I was not being ironic, David
>> If scientific concepts are required for conscious
>> awareness (as specified in the quotation I was asked to
>> respond to) and people who
>> have not been to school do not acquire Piagetian concepts
>> related to formal operations (for example) or other
>> measure of "thinking in
>> scientific concepts) if seems to follow that they have
>> not achieved conscious awareness.
>>
>> LSV writes about non-literate, indigenous, peoples that
>> they are capable of complexes, but not true concepts (I
>> think the use of the term.
>> "scientific" is not helpful here). Luria interprets his
>> data on self-consciousness that are a part of the same
>> monograph as his work on syllogisms,
>> classification, etc among Uzbekis who had experienced
>> various degrees of involvement in modern (e.g. Russian)
>> forms of life as evidence for
>> what might be termed "lack of conscious awareness I am
>> not sure."
>>
>> mike
>>
>>
>>
>>
>> On Sat, Aug 15, 2020 at 3:31 PM David H Kirshner
>> <dkirsh@lsu.edu <mailto:dkirsh@lsu.edu>> wrote:
>>
>> Maybe I missed an ironic intention, Michael, but on
>> August 11 Anthony asked about the meaning of a couple
>> of paragraphs from /Thinking and Speech/.
>>
>> *Here is the passage in question*, from/Thinking and
>> Speech/, Ch. 6, pp. 190-1:
>>
>> "To perceive something in a different way means to
>> acquire new potentials for acting with respect to it.
>> At the chess board, to see differently is to play
>> differently. By generalizing the process of activity
>> itself, I acquire the potential for new relationships
>> with it. To speak crudely, it is as if this process
>> has been isolated from the general activity of
>> consciousness. I am conscious of the fact that I
>> remember. I make my own remembering the object of
>> consciousness. An isolation arises here. In a certain
>> sense, any generalization or abstraction isolates its
>> object. This is why conscious awareness – understood
>> as generalization – leads directly to mastery.
>>
>> /Thus, the foundation of conscious awareness is the
>> generalization or abstraction of the mental
>> processes, which leads to their mastery/. Instruction
>> has a decisive role in this process. Scientific
>> concepts have a unique relationship to the object.
>> This relationship is mediated through other concepts
>> that themselves have an internal hierarchical system
>> of interrelationships. It is apparently in this
>> domain of the scientific concept that conscious
>> awareness of concepts or the generalization and
>> mastery of concepts emerges for the first time. And
>> once a new structure of generalization has arisen in
>> one sphere of thought, it can – like any structure –
>> be transferred without training to all remaining
>> domains of concepts and thought. Thus,/conscious
>> awareness enters through the gate opened up by the
>> scientific concept/."
>>
>> Mike’s reply, in total was:
>>
>> I understand that to mean that humans who have not
>> achieved scientific/real concepts do not have
>> conscious awareness.
>>
>> What am I missing?
>>
>> Mike
>>
>> David
>>
>> *From:*xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu>
>> <xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu>> *On Behalf
>> Of *Martin Packer
>> *Sent:* Saturday, August 15, 2020 4:36 PM
>> *To:* eXtended Mind, Culture, Activity
>> <xmca-l@mailman.ucsd.edu
>> <mailto:xmca-l@mailman.ucsd.edu>>
>> *Subject:* [Xmca-l] Re: "conscious awareness enters
>> through the gate" (a Participation Question)
>>
>> David,
>>
>> Are you saying that either Mike Cole or Lev Vygotsky,
>> or both, are claiming that 5-year old children (for
>> example) lack conscious awareness of the world they
>> live in?
>>
>> Puzzled...
>>
>> Martin
>>
>>
>>
>> On Aug 14, 2020, at 9:16 PM, David H Kirshner
>> <dkirsh@lsu.edu <mailto:dkirsh@lsu.edu>> wrote:
>>
>> Andy,
>>
>> That “any ‘actual’ concept is the intersection or
>> merging of both the scientific and spontaneous
>> path,” speaks to their complementarity, making
>> them akin to Type 1 and Type 2 processing I
>> referred to in my post.
>>
>> But they’re also hierarchically related, since
>> according to Mike’s interpretation of a
>> Vygotsky’s passage cited by Anthony a few days
>> ago, “humans who have not achieved
>> scientific/real concepts do not have conscious
>> awareness.”
>>
>> I do not question Vygotsky’s genius. What I do
>> question is the coherence of the interpretive
>> frames that have evolved from his work. As
>> Michael observed in a recent post, “like the
>> writer he wanted to be he [Vygotsky] used phrases
>> and ideas less as truths and more to move his
>> narrative forward.” What I always wonder in
>> eavesdropping on XMCA is whether the issues we
>> discuss are resolvable, or is the theoretical
>> backdrop to our conversation so heterogeneous as
>> to make the possibility of resolution illusory.
>>
>> David
>>
>> *From:*xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu><xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu>>*On
>> Behalf Of*Andy Blunden
>> *Sent:*Friday, August 14, 2020 10:32 AM
>> *To:*xmca-l@mailman.ucsd.edu
>> <mailto:xmca-l@mailman.ucsd.edu>
>> *Subject:*[Xmca-l] Re: "conscious awareness
>> enters through the gate" (a Participation Question)
>>
>> No David, as I said, the term "scientific
>> concept" as it is understood nowadays, tends to
>> mislead. The distinction for Vygotsky is
>> entirely, as you say,/developmental/, and it is
>> not a categorisation either (as in putting things
>> into boxes), and nothing to do with
>> "sophistication." "Scientific concept" refers to
>> the path of development that begins with an
>> abstract (decontextualised) concept acquired
>> through instruction in some more or less formal
>> institution. "Spontaneous concept" refers to the
>> path of development which begins with everyday
>> experience, closely connected with immediate
>> sensori-motor interaction and perception, i.e.,
>> it begins from the concrete, whereas the
>> "scientific" is beginning from the abstract.
>>
>> Any "actual" concept is the intersection or
>> merging of both the scientific and spontaneous
>> path. For example (1) everyday life is full of
>> ideas which have their source in institutions,
>> but have made their way out of the institutional
>> context into everyday life. On the other hand,
>> for example (2) any scientific concept worth its
>> salt has made its way out of the classroom and
>> become connected with practice, like the
>> book-learning of the medical graduate who's spent
>> 6 months in A&E.
>>
>> I admit, this is not clear from Vygotsky's prose.
>> But here's the thing: when you're reading a great
>> thinker and what they're saying seems silly,
>> trying reading it more generously, because
>> there's probably a reason this writer has gained
>> the reputation of being a great thinker.
>>
>> Andy
>>
>> ------------------------------------------------------------
>>
>> *Andy Blunden*
>> Hegel for Social Movements
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fnam04.safelinks.protection.outlook.com*2F*3Furl*3Dhttps*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fbrill.com*2Fview*2Ftitle*2F54574__*3B!!Mih3wA!XxSEPVIR0yRJgFaNSBm_i4WM3CddjlgSG_ngNcugdSCaXGC-tM-WRY9GIob6WVqti5Nn5Q*24*26data*3D02*7C01*7Cdkirsh*40lsu.edu*7Ca67ad4b8e1054ad0908108d840677d4e*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330160531086326*26sdata*3DklbbGOD961jWAJJ2y9AC4ITYXCnaDGFBvC0IbUJKVVs*3D*26reserved*3D0__*3BJSUlJSUlJSUlJSUlJSUlJSUlJSUlJQ!!Mih3wA!Xj5wWxgfwuTDZiCehf_tnNDlXD6gP8BpwnjrYGS24qDQcMEd3gC6xhsU3N_JiNLOorai4A*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C4c9f97baa48249eab87b08d841637595*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637331242718851133&sdata=W*2FK*2BTbTCBGe1eDIjlq4*2BhdhmoNfNxW11ayTlKsOia*2FA*3D&reserved=0__;JSUlJSUlJSUlJSUqKioqKioqKioqKioqJSUqKioqKioqKiUlKiUlJSUlJSUlJSUlJSUlJSUl!!Mih3wA!WoFSvqRItZRFG-Wb6AmS0wx0inVUDXaV3gD2ZV6rpV81b-0KImklvCD1pGLY8v7_UV-zxA$>
>> Home Page
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fnam04.safelinks.protection.outlook.com*2F*3Furl*3Dhttps*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.ethicalpolitics.org*2Fablunden*2Findex.htm__*3B!!Mih3wA!XxSEPVIR0yRJgFaNSBm_i4WM3CddjlgSG_ngNcugdSCaXGC-tM-WRY9GIob6WVoUDL1M-A*24*26data*3D02*7C01*7Cdkirsh*40lsu.edu*7Ca67ad4b8e1054ad0908108d840677d4e*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330160531096322*26sdata*3DUFQ8UqQhHon5sIjNEsW88BFc3G*2FEZq0s1nUehQfL3W4*3D*26reserved*3D0__*3BJSUlJSUlJSUlJSUlJSUlJSUlJSUlJQ!!Mih3wA!Xj5wWxgfwuTDZiCehf_tnNDlXD6gP8BpwnjrYGS24qDQcMEd3gC6xhsU3N_JiNLEfO6ohg*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C4c9f97baa48249eab87b08d841637595*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637331242718861146&sdata=hQHaTHs78nCNPgn9gG2NkTNb*2BHrhTO8uhtoAzo5bpdE*3D&reserved=0__;JSUlJSUlJSUlJSUqKioqKioqKioqKiolJSoqKioqKioqJSUqKiUlJSUlJSUlJSUlJSUl!!Mih3wA!WoFSvqRItZRFG-Wb6AmS0wx0inVUDXaV3gD2ZV6rpV81b-0KImklvCD1pGLY8v77et7hHw$>
>>
>> On 15/08/2020 1:14 am, David H Kirshner wrote:
>>
>> Thanks for your accessible example, Michael.
>>
>> Vygotsky’s scientific / spontaneous
>> distinction between types of concepts has
>> always struck me as such an unfortunate
>> solution to the problem of differential
>> sophistication in modes of reasoning. I’m
>> sure this problem must have deep roots in
>> classical and contemporary philosophy, even
>> as it is reflected in cognitive psychology’s
>> Dual Process Theory that at its “theoretical
>> core amounts to a dichotomous view of two
>> types of processes…: type 1—intuitive, fast,
>> automatic, nonconscious, effortless,
>> contextualized, error-prone, and type
>> 2—reflective, slow, deliberate, cogitative,
>> effortful, decontextualized, normatively
>> correct” (Varga & Hamburger, 2014). What
>> externalizing this distinction as different
>> kinds of cognitive products (this or that
>> kind of concept) seems to do is
>> distract/detract from the sociogenetic
>> character of development. Surely, a
>> sociogenetic approach seeks to interpret
>> these different forms of reasoning as
>> differential discursive practices, embedded
>> in different cultural contexts (Scribner,
>> Cole, etc.). But talking about different
>> kinds of concepts seems like the wrong
>> departure point for that journey.
>>
>> David
>>
>> *From:*xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu><xmca-l-bounces@mailman.ucsd.edu>
>> <mailto:xmca-l-bounces@mailman.ucsd.edu>*On
>> Behalf Of*Glassman, Michael
>> *Sent:*Friday, August 14, 2020 7:03 AM
>> *To:*eXtended Mind, Culture,
>> Activity<xmca-l@mailman.ucsd.edu>
>> <mailto:xmca-l@mailman.ucsd.edu>
>> *Subject:*[Xmca-l] Re: "conscious awareness
>> enters through the gate" (a Participation
>> Question)
>>
>> Hi Andy, Henry, Anna Lisa,
>>
>> Let me start by saying that this is
>> completely restricted to the way conscious
>> awareness is used in Thinking and Speech. If
>> it is use differently in other places this
>> perspective may be wrong. To my mind (with
>> the proviso that my mind if often wrong)
>> Vygotsky is using the idea of conscious
>> awareness for a specific purpose. To
>> differentiate the role of spontaneous
>> concepts with non-spontaneous concepts.
>> Spontaneous concepts are based initially in
>> affective memory and they give energy and
>> motivation to many of our activities. However
>> we are not consciously aware of them. To go
>> back to chess, I am at the pool and my friend
>> comes up to me and says “Chess?” I say yes. I
>> have no conscious awareness of the concept of
>> chess in my life, why I say yes so easily why
>> it may be a way to make a social connection
>> between me and my friend. It is residue of my
>> affective memory (I don’t know how much
>> Vygotsky was using Ribot when making this
>> argument). We are playing chess and I
>> remember that my brother showed me the
>> non-spontaneous/scientific concept of the
>> bishop’s gambit. As this point in my life I
>> have to think about it and whether I want to
>> use it. I must summon the intellectual
>> functions of memory and attention as I think
>> about the use of the bishop’s gambit. This
>> then is conscious awareness of the scientific
>> concept. I used the bishop’s gambit and win
>> the game and I applaud myself. I got home and
>> tell my brother, the bishop’s gambit was
>> great, thanks. I am mediating the scientific
>> concept of the bishop’s gambit with my
>> everyday concept of playing chess. Voila,
>> development!!!!
>>
>> I don’t know if Vygotsky uses conscious
>> awareness differently elsewhere.
>>
>> Michael
>>
>> *From:*xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu><xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu>>*On
>> Behalf Of*Andy Blunden
>> *Sent:*Thursday, August 13, 2020 11:51 PM
>> *To:*xmca-l@mailman.ucsd.edu
>> <mailto:xmca-l@mailman.ucsd.edu>
>> *Subject:*[Xmca-l] Re: "conscious awareness
>> enters through the gate" (a Participation
>> Question)
>>
>> Henry, my aim was just to introduce Annalisa
>> and whoever to the scientific way that the
>> terms "conscious awareness" and
>> "consciousness" are used in CHAT. I say
>> "scientific" in the sense that in CHAT we
>> have a system of concepts and associated word
>> meanings which have, if you like,
>> conventional meanings. There is nothing wrong
>> with "automatic and controlled processing"
>> and "ballistic processing" but so far as I am
>> aware these terms were not in Vygotsky's
>> vocabulary. I could be wrong of course and I
>> am sure I will be rapidly corrected if this
>> is the case.
>>
>>
>>
>> --
>>
>>
>> IAngelus Novus
>> <https://urldefense.com/v3/__http://en.wikipedia.org/wiki/Angelus_Novus__;!!Mih3wA!XaZ0ldsk3LvHtURqQPa9pqhSzqJcTkfT9WpcH9iXCnnFdDWAkGk2rg5ikc9GFgnQRyK9kw$>The
>> Angel's View of History
>>
>> It is only in a social context that subjectivism and
>> objectivism, spiritualism and materialism, activity and
>> passivity cease to be antinomies, and thus cease to
>> exist as such antinomies. The resolution of the
>> theoretical contradictions is possible only through
>> practical means, only through the practical energy of
>> humans. (Marx, 1844).
>>
>> Cultural Praxis Website: https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!TySJ-CxmgfFoj_mur5IhV-TSxy3upeeMPaBzab8eJQQQlD5JKyZLtn1wfzUbDDmvKNxdjQ$
>> <https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!XaZ0ldsk3LvHtURqQPa9pqhSzqJcTkfT9WpcH9iXCnnFdDWAkGk2rg5ikc9GFglySosYvA$>
>> Re-generating CHAT Website: re-generatingchat.com
>> <https://urldefense.com/v3/__http://re-generatingchat.com__;!!Mih3wA!XaZ0ldsk3LvHtURqQPa9pqhSzqJcTkfT9WpcH9iXCnnFdDWAkGk2rg5ikc9GFgkzDUEbGA$>
>> Archival resources website: lchc.ucsd.edu
>> <http://lchc.ucsd.edu>.
>> Narrative history of LCHC: lchcautobio.ucsd.edu
>> <http://lchcautobio.ucsd.edu>.
>>
>>
>>
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