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RE: [xmca] Emotions and methodology



Thanks, Phillip! I've read Kevin's and Stanton's, but not the piece by Alexander. I'll jump in. :)


Jennifer, i have found these papers very helpful in understanding the multiple fields and fluidity of identity within a classroom setting.

phillip



Phillip White, PhD
University of Colorado Denver
School of Education
phillip.white@ucdenver.edu
________________________________________
From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] On Behalf Of Jennifer Vadeboncoeur [vadebonc@interchange.ubc.ca]
Sent: Sunday, November 15, 2009 9:09 AM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] Emotions and methodology

Mabel and Martin,

A colleague and I are finishing up a paper
looking at SEL programs and we've also used
Martin's (2001) piece, The problem of transfer,
and the sociocultural critique of schooling in
the Journal of the Learning Sciences to think
through ontology, the production of positions for
identities, and the role of schooling in the
process of "producing" certain kinds of
"outcomes" for children and youth. The "purpose
of schooling" is a central issue to (all of) our
work, and one that surfaced at AERA several years
ago as well.

Nel Noddings work may help in a tangential way,
because she is concerned as well with creating a
school context that addresses the whole person-a
person with cognitive, affective, social
abilities and relationships. She has challenged
folks like Cohen of the Center for Social and
Emotional Education, recently, to think through
changes in school climate on a broader and more
relational level.

Best - jennifer




Mabel,

Yes, this is where LSV insists on the importance
of not confusing epistemological issues with
ontological ones. It's one of the more puzzling
passages in Crisis, and I suspect there are some
problems with the translation. (Is the indented
passage a quotation from Hoffding? Does anyone
have that text?) Nothing here about
methodological dualism, however. I don't think
this passage is the place to start to understand
better the distinction between epistemology and
ontology, if that is what you want to do.

Martin

You might consider taking a look here (if so tell me whether or not it helps):

Packer, M. J., & Goicoechea, J. (2000).
Sociocultural and constructivist theories of
learning: Ontology, not just epistemology.
Educational Psychologist, 35(4), 227-241.


On Nov 14, 2009, at 11:45 PM, Mabel Encinas wrote:


  Martin,



  Here it is (Andy sent it to me, I have it in
hardcopy Vol 3 of Vygotsky's Collected Works,
p. 310):
http://marx.org/archive/vygotsky/works/crisis/psycri13.htm#p1367


  Mabel










  Subject: Re: [xmca] Emotions and methodology
 >>>  From: packer@duq.edu
  Date: Sat, 14 Nov 2009 18:42:06 -0500
  To: xmca@weber.ucsd.edu

  Mabel,

  I confess I don't recognize the term
methodological dualism. Where are you finding
this?

  Martin

  On Nov 14, 2009, at 5:45 PM, Mabel Encinas wrote:



  My question to Andy was if he could please
give me some references about the
difference-relation between ontological and
methodological dualism? I was aimed to get
some contemporary references to this
discussion. I already had read Vygotsky. Does
anyone has a suggestion, please?



  Thank you,
  Mabel










  Date: Sat, 14 Nov 2009 08:56:07 -0800
  Subject: Re: [xmca] Hello Other Brain, how are you?
  From: lchcmike@gmail.com
  To: xmca@weber.ucsd.edu

  There was a discussion of this topic around
your MCA article a while back,
  Michael. Mabel might be able to use some of
the specific techniques, which,
  I recall, were not too demading in terms of
technology, to find a bridge to
  what her advisors expect.
 >>>>>
  Martin's sources are right on. But Mabel is
going to have to negotiate the
  rocky
  shoals of her own institutional situation,
and invoking XMCA is not likely
  to win her a lot of friends!!

  mike

  On Sat, Nov 14, 2009 at 8:16 AM,
Wolff-Michael Roth <mroth@uvic.ca> wrote:

  In the following piece, we show how
emotion (as evidenced in prosody) is a
  resource for the coordination of social action. Michael
  >>>>>
  Cult Stud of Sci Educ
  DOI 10.1007/s11422-009-9203-8
  Solidarity and conflict: aligned and misaligned prosody
  as a transactional resource in intra- and intercultural
  communication involving power differences
  Wolff-Michael Roth Æ Kenneth Tobin

  here

  On 2009-11-14, at 6:55 AM, Martin Packer wrote:
  >>>>>
  I'm going to ignore Andy's request to
ignore his message to Mabel, because
I'm sure Mabel is not the only person being told this sort of thing. The
  claim, I suppose, is that emotion is a
subjective experience, and therefore
  something mental, internal, personal,
private and so inaccessible to other
  people, including the researcher, who has access only to the external
  'expression' of that emotion, on the face, in movements, etc.

Nonsense. How to argue against that view? Take a look at Joe de Rivera's
  work on emotions as interpersonal
movements, towards or away from people on
  three interpersonal dimensions of
intimacy, openness, and status. Read Hall
and Cobey (1976) on emotion as transformation of the world. Read Mead's
  Mind, Self and Society where he challenges Darwin, insisting that "we
  cannot approach them [emotions] from the point of view of expressing a
  content in the mind of the individual" (p.
17) because to do so presumes a
  dualism between consciousness and the biological organism.

  These are some resources that come
immediately to my mind. What can others
  out there recommend?

  Martin


  On Nov 14, 2009, at 4:42 AM, Andy Blunden wrote:

  You have good muses Mabel (Vygotsky and Marx), pity you
  don't have better supervisors. Your approach, studying
  microsituations as social, is Vygotsky's approach too, I
  think, and excellent one, that is often, I fear, not well
  understood. I am probably the last person to ask about that
  kind of problem as I have a devil of a problem making myself
  understood. Others will know the answers to your questions
  better than me, too. But I will mention a few suggestions.

  Mabel Encinas wrote:

My supervisors are questioning now, that I do not study emotions, but
 >>>>>>>>  "the expression of emotions". I know how
to solidify my argument in this
  bit, but could you please give me some
references of where should I read
  about the difference-relation between ontological and methodological
  dualism?


  I guess you have already read Vygotsky's comments on
  ontological vs methodological/epistemological dualism:
  http://marx.org/archive/vygotsky/works/crisis/psycri13.htm#p1367

  If you use Google on this one, you will probably find a page
  where I am being attacked by someone called Neville for
  failing to make this distinction. I am far from sure of the
  value of that exchange but you are welcome to read it. I
  would not attempt a short summary of this issue.

  I am not sure what you are being accused of about emotions.
  Martha Nussbaum is a Critical Theorist who writes good stuff
  about emotions. And of course everyone reads Antonio
  Damassio, with his distinction between feelings and
  emotions. Certainly, emotions are only present in
 >>>>>>>  consciousness thanks to their "interpretation" by culturally
  acquired concepts.

  ""the expression of emotions" is a strange expression to me.
  Are they using "emotions" to refer to forms of consciousness
  which are "expressed" in high blood pressure, etc? Or are
  they using "emotions" to refer to physiological conditions,
  which are "expressed" in the character of behavior. I don't
  understand. I am sure others will know. Sounds like a
  template accusation.

  Andy

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Jennifer A. Vadeboncoeur, Ph.D.
Associate Professor
The University of British Columbia
Faculty of Education
2125 Main Mall
Library Block 272B
Vancouver BC V6T-1Z4
http://www.ecps.educ.ubc.ca/faculty/Leap/index.html

phone: 1.604.822.9099
fax: 1.604.822.3302

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