[Xmca-l] Re: Teacher Distancing and "Social Distancing"

Sat May 30 20:41:54 PDT 2020

Huw--

Sorry, I'm afraid I can't quite follow the grammar. You are saying that I
leave it up to the students as to whether I do what I preach?

Well, I try not to preach at all. But I have said--in print and in this
space--that development in the pedological sense cannot apply to adults,
and the people I teach are adults.

I think that even if they were not adults, I would have to be careful.
There isn't really any important sense in which I am the "ideal form" to
Korean kids: their speech in Korean is generally more developed than my
own. Ditto their culture.

David Kellogg
Sangmyung University

New Article: Ruqaiya Hasan, in memoriam: A manual and a manifesto.
Outlines, Spring 2020
https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!QexqUu1vvwoAjg3OR4RcFr8HmzuO9tgnipdVbIDBMJY4jVD3bOwC6mve3kquNTDS39YV6Q$ 
New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological
Works* *Volume
One: Foundations of Pedology*"
 https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!QexqUu1vvwoAjg3OR4RcFr8HmzuO9tgnipdVbIDBMJY4jVD3bOwC6mve3kquNTDv-5cQtw$ 

On Fri, May 29, 2020 at 4:10 PM Huw Lloyd <huw.softdesigns@gmail.com> wrote:

> Thanks, David.
>
> So it seems you leave it up to the students as to whether they take a
> deeper approach to the subject rather than approach the whole course
> developmentally, bluntly: whether you do what you preach.
>
> On Fri, 29 May 2020 at 01:47, David Kellogg <dkellogg60@gmail.com> wrote:
>
>> Huw--
>>
>> Weirdly, the two things are connected. One reason that (unmarried)
>> professors were allowed to date their students back in China was that
>> grades were rigorously objective and not, in the end, of much consequence:
>> everybody was getting an assigned job no matter what.
>>
>> There was no grading at all in elementary school when I first arrived in
>> Korea in 1997. Now there are standardized tests but these are not really
>> graded, and it is always emphasized that they are for the purpose of
>> evaluating the schools and the teachers and not the children. In middle
>> school and high school, grades become extremely important, but not as any
>> proxy for interest in subject matter: the government has been trying to
>> weaken the grip of the college entrance exam on admissions and one way to
>> do this is to allow about two thirds of students into university without
>> taking exams, just on the strenght of grades and "performance evaluation"
>> (the source of GREAT corruption in Korean society at present.
>>
>> Me? I am a great believer in grade inflation: during the term I threaten
>> the students quite shamelessly and at the end of the term I always give
>> students the maximum possible grade, stressing that it is not actually
>> connected to achievement or merit or anything except my sincere desire to
>> see the end of the grading system as a whole. The students are a little
>> taken aback, but they play along. Isn't that what grading is really about?
>> To make it a proxy for interest in the subject matter is a little like
>> making spelling a procksie for meening.
>>
>> David Kellogg
>> Sangmyung University
>>
>> New Article: Ruqaiya Hasan, in memoriam: A manual and a manifesto.
>> Outlines, Spring 2020
>> https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!QexqUu1vvwoAjg3OR4RcFr8HmzuO9tgnipdVbIDBMJY4jVD3bOwC6mve3kquNTDS39YV6Q$ 
>> <https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!QKeMr_DxaOhkUyAIQGTY5n09MXur00WJ_UnwYQFU6Ba2jRpc2rjXgX14URtxI8MlPrfn3g$>
>> New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological Works* *Volume
>> One: Foundations of Pedology*"
>>  https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!QexqUu1vvwoAjg3OR4RcFr8HmzuO9tgnipdVbIDBMJY4jVD3bOwC6mve3kquNTDv-5cQtw$ 
>>
>> <https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!QKeMr_DxaOhkUyAIQGTY5n09MXur00WJ_UnwYQFU6Ba2jRpc2rjXgX14URtxI8N8ML3yFg$>
>>
>>
>> On Fri, May 29, 2020 at 6:24 AM Huw Lloyd <huw.softdesigns@gmail.com>
>> wrote:
>>
>>> Hi David,
>>>
>>> I think you skipped over the attachment to grades as a proxy for
>>> interest in the subject. And I am curious whether you do anything about
>>> that.
>>>
>>> Huw
>>>
>>> On Wed, 27 May 2020 at 22:20, David Kellogg <dkellogg60@gmail.com>
>>> wrote:
>>>
>>>> Spinoza says that passions (in the sense of something you undergo, c.f.
>>>> "the passion of the Christ") are feelings that increase or decrease the
>>>> capacity of the body for action or the idea of the feeling (!). And, alas,
>>>> I just gave you a pretty good example
>>>> As Mike points out, there are ways of dealing with the unfair attacks
>>>> on Bernstein's legacy that increase the capacity for action many times.
>>>> These tend to be based on the idea of the feeling, and you can find a lot
>>>> of them in the LCHC autobiography and elsewhere. I think you cannot find
>>>> them in the attached article, because I am still undergoing some passion
>>>> over this: for me it is hopelessly inter-twined-and-woven with attacks on
>>>> Ruqaiya Hasan's legacy and the legacy of Halliday with which I am
>>>> intellectually and even emotionally inter-twined and -woven. Sometimes
>>>> (e.g. my last post) it much diminises the capacity of my body, of which my
>>>> feelings are not always the best functioning part, for action. For which I
>>>> apologize to the whole list.
>>>>
>>>> Here in Korea, schools are reopening and classes are going off line
>>>> again. This has been a gradual process, both because different grades have
>>>> different levels of urgency (high schoolers who are entering college are
>>>> considered urgent) and because different ages have different levels of risk
>>>> (again, older kids given to clubbing and courier jobs--the sources of two
>>>> recent spikes--are at greater risk). But yesterday we started second grade
>>>> classes, which means that our Vygotsky Community, which is overwhelmingly
>>>> composed of elementary school teachers, is now back in the classroom.
>>>>
>>>> You can see from this order that one thing that was not discussed was
>>>> the different levels of teacher presence that kids emotionally need. This
>>>> is something teachers themselves are quite sensitive too--it is why
>>>> second-grade teachers are usually motherly women with school age children
>>>> of their own, and sixth-grade teachers tend to look like that physical
>>>> education trainer you were so terrified of in sixth grade. But varying
>>>> levels of need for teacher presence has not really been a factor in public
>>>> health planning at all, nor am I sure it should be. At some point
>>>> (adolescence?), children really do need to differentiate their emotional
>>>> attachment to a subject matter from their emotional attachment to a
>>>> teacher, not just because study has to become self-sustaining to go
>>>> anywhere but because teachers are passionate bodies and this can greatly
>>>> increase but also greatly decrease their capacity for action. In China in
>>>> the eighties, for example, young professors did date their students at
>>>> university level but nobody dated anybody before that. I think that
>>>> here--helping us distinguish passion for the subject matter from passion
>>>> for the instructor--Zoom can also play an important role, the same kind of
>>>> positive role that those goofy parasol-hats they put on Chinese
>>>> preschoolers to enforce social distancing have played.
>>>>
>>>> (By the way, our Vygotsky Community has more than doubled in size since
>>>> the crisis began and we went on-line. Believe me--it's the subject matter!)
>>>>
>>>> David Kellogg
>>>> Sangmyung University
>>>>
>>>> New Article: Ruqaiya Hasan, in memoriam: A manual and a manifesto.
>>>> Outlines, Spring 2020
>>>> https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!QexqUu1vvwoAjg3OR4RcFr8HmzuO9tgnipdVbIDBMJY4jVD3bOwC6mve3kquNTDS39YV6Q$ 
>>>> <https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!WBIKx_PGWy9c_5V3mDvDNJVVxbZ8MEjkHhRS-OIGQmR1hzERRuRQ9FPV6IgP2zuUMhn5OA$>
>>>> New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological
>>>> Works* *Volume One: Foundations of Pedology*"
>>>>  https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!QexqUu1vvwoAjg3OR4RcFr8HmzuO9tgnipdVbIDBMJY4jVD3bOwC6mve3kquNTDv-5cQtw$ 
>>>>
>>>> <https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!WBIKx_PGWy9c_5V3mDvDNJVVxbZ8MEjkHhRS-OIGQmR1hzERRuRQ9FPV6IgP2zuw1k_7AA$>
>>>>
>>>>
>>>> On Thu, May 28, 2020 at 1:36 AM Tom Richardson <
>>>> tom.richardson3@googlemail.com> wrote:
>>>>
>>>>> Hi David
>>>>> Fortunately I was listening to this thread, so "I hear you!". I shall
>>>>> dig to see what I find about Spinoza in LSV.
>>>>> Big thank you.
>>>>> Tom
>>>>>         BoWen
>>>>>
>>>>>
>>>>> On Tue, 26 May 2020 at 22:43, David Kellogg <dkellogg60@gmail.com>
>>>>> wrote:
>>>>>
>>>>>> Rob--
>>>>>>
>>>>>> Thanks--my link works okay, but it's probably because I'm already
>>>>>> logged in. So I replaced the link with yours.
>>>>>>
>>>>>> For a fine example of witless misunderstanding justified with
>>>>>> willfull misrepresentation that was used to drive  Bernstein's work out of
>>>>>> the academy, see the work of Peter Jones, referenced in my article.
>>>>>>
>>>>>> Peter E. Jones (2013) Bernstein's ‘codes’ and the linguistics of
>>>>>> ‘deficit’, Language and Education, 27:2, 161-179, DOI:
>>>>>> 10.1080/09500782.2012.760587
>>>>>>
>>>>>> Notice the scare quotes around "code" (which Bernstein did
>>>>>> use) and likewise the term "deficit" (which Bernstein explicitly
>>>>>> repudiated). Clever, huh?
>>>>>>
>>>>>> But Jones doesn't make this stuff up. He mostly just borrows from the
>>>>>> long liberal anti-Marxist American tradition of this kind of attack, going
>>>>>> back to William Labov. For example, the "linguist" Jones cites against
>>>>>> Halliday is actually a historian of psychology (Jonathan Edwards) who
>>>>>> argues that some cultures can have completely degenerate moral codes but
>>>>>> very advanced languages, such as cannibal savages!
>>>>>>
>>>>>> A few years ago we were discussing an article here on xmca by Marilyn
>>>>>> Fleer and I asked her if she was a Bernsteinian. I have always considered
>>>>>> myself one, and I was genuinely curious to find others of a similar
>>>>>> persuasion; Bernstein's name was not so blackened in Australia as it was in
>>>>>> America, and Ruqaiya Hasan, who taught in Sydney, was always proud to
>>>>>> acknowledge Bernstein as her colleague and mentor. Marilyn was a little
>>>>>> indignant.
>>>>>>
>>>>>> Michael--
>>>>>>
>>>>>> Here in Korea the main way of giving on-line classes is just
>>>>>> uploading audio file which the student then listen to when they have time
>>>>>> and giving lots of homework. Curiously, some of the kids prefer this. ALL
>>>>>> of my students dislike using the camera. I am not sure what to make of
>>>>>> this...
>>>>>>
>>>>>> Every crisis is a turning point. Education has gleefully saddled
>>>>>> three cash cows: foreign students, college sports, and diploma mills,
>>>>>> and all three of these are now hamburger. On the one hand, Zoom classes and
>>>>>> audio classes allow us to provide universal college education for almost
>>>>>> nothing--if we can solve the mediational problems. On the other, pinkspace
>>>>>> classes can easily be social-distanced--if we can just make undergraduate
>>>>>> classes the size of graduate seminars (with more classes outside in good
>>>>>> weather). But both solutions--universal online tertiary education and
>>>>>> extending the graduate seminar experience to undergraduates--will
>>>>>> inevitably hinge on the outcome of the struggle to make education an
>>>>>> intellectual public institution instead of a semi-intellectual luxury
>>>>>> brand,  and this in turn will hinge on the struggle for preventive medicine
>>>>>> based on foresight instead of astonishment.
>>>>>>
>>>>>> Oi, Tom! (Way over on the other thread, so I have to shout!)
>>>>>>
>>>>>> Vygotsky writes a LOT about Spinoza; his sister was doing her PhD on
>>>>>> the guy when he was still in high school and he went to stay with her at
>>>>>> Moscow University and caught the bug. He was working on a vast tome on how
>>>>>> Spinoza's work could be retooled to give us a Marxist (materialist, monist,
>>>>>> but dialectical) theory of higher emotions when he died. We are translating
>>>>>> it all into Korean, and I am trying to write a preface. Spinoza believed in
>>>>>> sentient meat: "Deus, Sive Natura" ("God, that is to say, Nature...") Above
>>>>>> all, though, Spinoza believed that emotions are anything that increases or
>>>>>> decreases our ability to do things. The interesting thing, which I am still
>>>>>> trying to wrap my head around, is that one of those things that does this
>>>>>> is the idea of the emotion itself--the perezhivanie.
>>>>>>
>>>>>>
>>>>>> David Kellogg
>>>>>> Sangmyung University
>>>>>>
>>>>>> New Article: Ruqaiya Hasan, in memoriam: A manual and a manifesto.
>>>>>> Outlines, Spring 2020
>>>>>> https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!QexqUu1vvwoAjg3OR4RcFr8HmzuO9tgnipdVbIDBMJY4jVD3bOwC6mve3kquNTDS39YV6Q$ 
>>>>>> <https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!Xxc_XhqDwcRNNskS29_qkEvlYqR1a1UszU0k6dB-USF8PCH3fnJ5OcvuWgTKCF-MUhfj1A$>
>>>>>> New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological
>>>>>> Works* *Volume One: Foundations of Pedology*"
>>>>>>  https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!QexqUu1vvwoAjg3OR4RcFr8HmzuO9tgnipdVbIDBMJY4jVD3bOwC6mve3kquNTDv-5cQtw$ 
>>>>>>
>>>>>> <https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!Xxc_XhqDwcRNNskS29_qkEvlYqR1a1UszU0k6dB-USF8PCH3fnJ5OcvuWgTKCF94i4Ox7A$>
>>>>>>
>>>>>>
>>>>>> On Tue, May 26, 2020 at 10:51 PM Glassman, Michael <
>>>>>> glassman.13@osu.edu> wrote:
>>>>>>
>>>>>>> Hello David, Elizabeth, Annalisa, Rob, others,
>>>>>>>
>>>>>>> Well social presence and teacher presence are two completely
>>>>>>> different lines of research and thinking even though they sound alike.
>>>>>>> Teacher presence comes from localized classroom research while social
>>>>>>> presence comes from the communication field I believe sometime in the
>>>>>>> 1960s.  Lately I have begun to think of teacher presence as similar to
>>>>>>> Bourdeiu's cultural capital. Our education system teaches certain groups of
>>>>>>> children how to read and get in sync with teachers from their more subtle
>>>>>>> physical signs so that they become more successful later in their school
>>>>>>> careers and in life. Many of the more successful children also get practice
>>>>>>> in reading these different signs at home. It is the old adage, don't listen
>>>>>>> to what I say, watch what I do. Social presence on the other hand is more
>>>>>>> related to our own understanding of our own communications and the value of
>>>>>>> those communications. We have a sense of what we are doing from those who
>>>>>>> are watching us (in the broad sense), and this sense changes as our sense
>>>>>>> of those who are watching us changes not only how we act but the investment
>>>>>>> we make in what we do changes accordingly. I see it all the time in
>>>>>>> teachers, who they are changes completely when they get up in from of a
>>>>>>> room of students. Just a mind experiment. The next time you read an XMCA
>>>>>>> post see if you can imagine a few of the members standing over your should
>>>>>>> observing you are you are reading with the expectation of some response.
>>>>>>> See how this might change your behavior.
>>>>>>>
>>>>>>> As for Zoom. I just think it is not a good tool for education and
>>>>>>> the reason we use it is illusory (because it recreates a place-based
>>>>>>> experience so we are more comfortable with it?).  Zoom's purpose is not
>>>>>>> education in the sense of knowledge sharing and knowledge creation. Its
>>>>>>> proximal purpose I believe was to sell to corporations and such for
>>>>>>> meetings so they would not have to spend as much on travel. Its distal
>>>>>>> purpose, meeting platforms in general, was so individuals could engage in
>>>>>>> multiple activities related to the topic but not focused on the topic. I
>>>>>>> mean it is kind of cool, you can have a meeting where you wear a tie on top
>>>>>>> and boxer shorts below. And we are sometimes a talking head culture. But it
>>>>>>> is by nature very unilateral and expert oriented. Do we have to develop a
>>>>>>> whole new cultural capital oeuvre for Zoom meetings. We must make sure that
>>>>>>> those who are ahead stay ahead. Annalisa in answer to your question no
>>>>>>> education or Zoom, I worry about binary choices such as this. Maybe we
>>>>>>> should be asking ourselves how we got here in the first place. Why are
>>>>>>> these our only two choices right now, and many attempts using Meeting
>>>>>>> platforms are failing as they seem to be, how do we move forward from here.
>>>>>>> Why aren't we asking more questions, trying to understand how our great
>>>>>>> digital experiment is failing education. And speaking to Rob's poignant use
>>>>>>> of the term pink space, why is the lack of universal broadband dominating
>>>>>>> discussions. I think about the whole one to one movement and I really
>>>>>>> question why we leaped ahead to this without a reckoning over the need to
>>>>>>> have every corner of our society equitably wired (spoiler alert: because
>>>>>>> instead of corporations making oodles of money our society will have to
>>>>>>> spend oodles of money). So Annalisa I got back to your question, is it
>>>>>>> better to have no education or Zoom and I ask if you stepped on a nail
>>>>>>> would it be better to put on a band-aid to stop the bleeding or to figure
>>>>>>> our how to save your life (I know the answer will be both but where do I
>>>>>>> prioritize).
>>>>>>>
>>>>>>> Michael
>>>>>>>
>>>>>>> -----Original Message-----
>>>>>>> From: xmca-l-bounces@mailman.ucsd.edu <
>>>>>>> xmca-l-bounces@mailman.ucsd.edu> On Behalf Of robsub@ariadne.org.uk
>>>>>>> Sent: Tuesday, May 26, 2020 4:53 AM
>>>>>>> To: eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
>>>>>>> Subject: [Xmca-l] Re: Teacher Distancing and "Social Distancing"
>>>>>>>
>>>>>>> Just a couple of very quick observations. (I find regularly that by
>>>>>>> the time I have formulated my response to something, the conversation has
>>>>>>> moved on by several degrees, so I'm getting in quickly.)
>>>>>>>
>>>>>>> Firstly the link to your article on Ruqaiya didn't resolve, David.
>>>>>>> But I found it here:
>>>>>>> https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!XdBjusDTRI2ze6diFPoONbkpS5qFdLZworNTRS5-z-d7Wrm3_kaKqODPVr-UtouXiIa-kw$
>>>>>>> . Thank you for that, though - looks well worth reading.
>>>>>>>
>>>>>>> Secondly, I always had the impression that Bernstein was resisted
>>>>>>> not because of his work on codes specifically, but because he was too prone
>>>>>>> to allowing his work to be used to justify class differentials, almost to
>>>>>>> the level of the poor keep themselves poor by deliberately restricting the
>>>>>>> language their children learn.
>>>>>>>
>>>>>>> Thirdly, meatspace. Hmmm. I'm toying with the idea of pinkspace.
>>>>>>> Less physically vulgar than meatspace and reflects the reality that the
>>>>>>> physical world, just like the online world, is dominated by those of us who
>>>>>>> are pink. Just a thought. Needs developing though.
>>>>>>>
>>>>>>> Rob
>>>>>>>
>>>>>>>
>>>>>>> On 2020-05-26 03:08, David Kellogg wrote:
>>>>>>> > Michael, Anthony, Elizabeth--and (of course) Annalisa:
>>>>>>> >
>>>>>>> > I apologize for changing the threadline title AGAIN. I feel like
>>>>>>> the
>>>>>>> > five-year-old who is always unscrewing the back of the TV set to
>>>>>>> see
>>>>>>> > the little people inside; I was very dissatisfied withe the
>>>>>>> abstract
>>>>>>> > theory on the other line, according to which everything is
>>>>>>> everything
>>>>>>> > and mediation and unmediation are equally both and I wanted a way
>>>>>>> of
>>>>>>> > finding the people inside it. I thought the term "meatspace",
>>>>>>> which
>>>>>>> > Annalisa has heard before, captured that feeling pretty well (and
>>>>>>> > there are also some echoes of a corruscating book review I once
>>>>>>> read
>>>>>>> > in MCA titled something like "Yer askin' me to believe in sentient
>>>>>>> > MEAT????")
>>>>>>> >
>>>>>>> > Let's use Michael's categories of "teacher presence" and "social
>>>>>>> > presence" instead, so long as we keep in mind the point that
>>>>>>> Michael
>>>>>>> > made at the end, that is, the teacher is always present even when
>>>>>>> the
>>>>>>> > teacher is not present (as when the child is doing homework alone)
>>>>>>> and
>>>>>>> > the additional point that teacher presence is one kind of social
>>>>>>> > presence. But because presence and absence are (like mediated and
>>>>>>> > unmediated) equally both ungradeable categories, I would prefer to
>>>>>>> > talk about teacher distancing and social distancing. Michael
>>>>>>> Osterholm
>>>>>>> > has objected to the term social distancing for the same reasons I
>>>>>>> > raised earlier--it's a physical, mechanical distancing that
>>>>>>> actually
>>>>>>> > creates a higher form of solidarity (and that is why the elements
>>>>>>> of
>>>>>>> > society which oppose higher forms of solidarity oppose it). So I
>>>>>>> put
>>>>>>> > "social distancing" in scare quotes. But the teacher distancing is
>>>>>>> > real enough.
>>>>>>> >
>>>>>>> > Real but not by itself of developmental significance. What worries
>>>>>>> me
>>>>>>> > is the possibility that we are adding to the kinds of
>>>>>>> inequalitiees
>>>>>>> > that Annalisa, Henry and Tom are talking about on the other
>>>>>>> thread. It
>>>>>>> > seems to me that teacher distancing differentially hurts some
>>>>>>> > populations. I disagree that Koreans are more homogeneous than
>>>>>>> other
>>>>>>> > cultures (in class terms significantly  less so) and I also think
>>>>>>> that
>>>>>>> > if you were to sit through a lecture in the Korean language
>>>>>>> without
>>>>>>> > understanding Korean you would not agree that language is the
>>>>>>> least
>>>>>>> > important aspect of teacher presence. But (to bring these two
>>>>>>> > together) I think that students who are able to focus on language,
>>>>>>> and
>>>>>>> > on particular kinds of language, are disproportionately enabled in
>>>>>>> > conditions of teacher distancing. This is the issue that dare not
>>>>>>> > speak its name, for when Bernstein tried to raise it he was, as
>>>>>>> > Halliday noted, "driven out of the field".  One of the reasons I
>>>>>>> wrote
>>>>>>> > the article linked below is that Ruqaiya Hasan was not.
>>>>>>> >
>>>>>>> > David Kellogg
>>>>>>> >
>>>>>>> > Sangmyung University
>>>>>>> >
>>>>>>> > New Article: Ruqaiya Hasan, in memoriam: A manual and a manifesto.
>>>>>>> > Outlines, Spring 2020
>>>>>>> >
>>>>>>> https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/vie
>>>>>>> >
>>>>>>> w/116238/167607__;!!Mih3wA!XdBjusDTRI2ze6diFPoONbkpS5qFdLZworNTRS5-z-d
>>>>>>> > 7Wrm3_kaKqODPVr-Utot_Yz0eEQ$  [1]
>>>>>>> >
>>>>>>> > New Translation with Nikolai Veresov: _L.S. Vygotsky's Pedological
>>>>>>> > Works_ _Volume One: Foundations of Pedology_"
>>>>>>> >
>>>>>>> >
>>>>>>> >
>>>>>>> https://urldefense.com/v3/__https://www.springer.com/gp/book/978981150
>>>>>>> >
>>>>>>> 5270__;!!Mih3wA!XdBjusDTRI2ze6diFPoONbkpS5qFdLZworNTRS5-z-d7Wrm3_kaKqO
>>>>>>> > DPVr-UtotPljj6rQ$  [2]
>>>>>>> >
>>>>>>> >
>>>>>>> > Links:
>>>>>>> > ------
>>>>>>> > [1]
>>>>>>> >
>>>>>>> https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/vie
>>>>>>> >
>>>>>>> w/116238/167607__;!!Mih3wA!VO48fELJW7sniTLYfb-jdmrQdoIXI216JGBeW6N8-Zc
>>>>>>> > e9P2I5M_FZBJKElhGyP20UejX0w$
>>>>>>> > [2]
>>>>>>> >
>>>>>>> https://urldefense.com/v3/__https://www.springer.com/gp/book/978981150
>>>>>>> >
>>>>>>> 5270__;!!Mih3wA!VO48fELJW7sniTLYfb-jdmrQdoIXI216JGBeW6N8-Zce9P2I5M_FZB
>>>>>>> > JKElhGyP026P9-1A$
>>>>>>>
>>>>>>>
>>>>>>>
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