Re: Query - Who said that?

From: vadebonc@montana.edu
Date: Thu Sep 14 2000 - 09:35:54 PDT


Hi Mary -

        I've read this before too, but I don't have an exact reference. In
Hothersall

Hothersall, D. (1995). History of psychology (3rd ed.). New York:
McGraw-Hill, Inc.

he notes

"As the wags put it, 'Psychology first having lost its soul to Darwin, now
lost its mind to Watson'" (p. 458).

No reference to the quote cited.

Jennifer

\>There is a famous saying that is running through my head cuz i can't find
>the specific citation, and I am using it in a review:
>
>something like
>
>with the advent of Behaviorism, Psychology "lost its mind"....
>
>1. Who said this? (was it Charles Judd???)
>2. When/reference???
>
>thanks, and wish i could send you a million for the right answer,
>
>mary
>--
>Dr. Mary Bryson, Associate Professor, Education, UBC
>GenTech Project http://www.shecan.com
>Digital Studio Project: http://www.digital-studio.org
>Curriculum Vitae http://www.educ.ubc.ca/faculty/bryson/cv.html
>
>
>In societies where modern conditions of production prevail, all of life
>presents itself as an immense accumulation of "spectacles". Everything that
>was directly lived has moved away into representation.
>- Guy Debord, "The Society of the Spectacle" c 1967
>
>----------
>>From: "Nate Schmolze" <nate_schmolze@yahoo.com>
>>To: <xmca@weber.ucsd.edu>
>>Subject: RE:
>>Date: Wed, Sep 13, 2000, 3:44 AM
>>
>
>> Yes, your right. The very end of the book. You may now proceed to level 2.
>> (kidding of course)
>>
>> The quote by Mikhailov had a nice ring to it for me. I would like to,
>> although I'm sure there would be resistence - to somehow situate it with
>> Ilyenkov's ideal. It seems to me "delimiting" the ideal to logical forms
>> may just be to limiting. Davydov development of Ilyenkov who he sees as
>> very important to the development of AT does not seem to delimit it to such
>> an extent. The ideal being this formation object-action-word-action-object
>> seems a little broader than how its been currently interpreted.
>>
>>
>>
>>
>> -----Original Message-----
>> From: Paul H.Dillon [mailto:illonph@pacbell.net]
>> Sent: Tuesday, September 12, 2000 10:36 PM
>> To: xmca@weber.ucsd.edu
>> Subject: Re:
>>
>>
>> Nate,
>>
>> That passage sounded incredibly like something from Mikhailov's "Riddle of
>> the Self" but I couldn't locate it quickly. Where did you draw it from or
>> is it your own statement?
>>
>> Paul H. Dillon
>>
>>
>> ----- Original Message -----
>> From: Nate Schmolze <nate_schmolze@yahoo.com>
>> To: <xmca@weber.ucsd.edu>
>> Sent: Tuesday, September 12, 2000 5:27 PM
>>
>>
>>> " Now even in the most complex actions I am able to be my own critic
>> mainly
>>> because the sum total of historically completed actions lives in me,
>>> objectively unfolded in the language of my people. Besides my friends and
>>> tutors, my teachers and professors, I have constant interlocutors, critics
>>> and helpers in those who throughout the centuries posed and solved the
>> most
>>> serious and difficult riddles of existence, who in themselves, in their
>>> works personally experienced the problems of their time and argued with
>> the
>>> time, and with me, a representative of another culture that is still the
>>> same, continuing culture of humankind. And I together with them, in
>>> disputation with them, take part (even if I discover only for myself) in
>> the
>>> discovery of great ideas, ideals and evaluations. In myself I relive anew
>>> the clash of the notions of good and evil, beauty and happiness, truth and
>>> aim. They are born again in me and perhaps in some way they are new....
>> And
>>> now I myself on the basis of my own experience, assessing my own actions,
>>> know that thinking is not description, not the reproduction of that which
>> is
>>> given in the imagination, of that what I find in the spatial field of
>>> experience. Thinking is my movement, the movement of my knowledge in time.
>>> And this movement in time is possible because the different voices of
>>> different times, peoples, epochs and cultures constantly come to life in
>> my
>>> life. Teaching someone to think does, in fact, mean involving him in
>> active,
>>> objective intercourse, bringing human history into his life, teaching him
>> to
>>> feel, rejoice and suffer, to protest and admire, to know and thus to carry
>>> in himself a whole world in all its integrity as the known, conscious
>> world
>>> of our life. This is the only way to awaken the doer and the critic, the
>>> craftsman and the artist in a person. So now my different Selves live even
>>> in my dreams, arguing with each other, assuming the shape of other people
>>> including people that have never existed in this world. They argue,
>> imagine,
>>> act and even solve problems with which I and they wrestled during my
>> waking
>>> hours. But sometimes, just because in a dream they are not restrained by
>> the
>>> clear knowledge "That can't happen" , they are able to find something that
>>> really never did happen but that today I simply cannot do without" .
>>>
>>

_______________________________________________

Jennifer A. Vadeboncoeur, Ph.D.
Assistant Professor, Curriculum and Instruction
Montana State University
120 Reid Hall, Department of Education
Bozeman, MT 59717
Office: (406) 994-6457
Fax: (406) 994-3261



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