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Re: [xmca] How can we reply to this...

Hi Michael and all,

Thank you for your interest and quick reply. I am studying in Lisbon,
Portugal in ISPA (Higher *Institute of Applied Psychology). I have a
background in Economics (my undergraduate studies and master degree is in
Economics) but I did not quite fit in the mainstream way of looking for
economic issues. My long time interest in Psychology drove me to study on my
own all that kept my attention in a rather random way. Discovering Vygotsky
was like discovering a golden mine that could start to structure my thoughts
about some issues, namely the relationship between mind, behaviour,
artifacts, economic and cultural structures, and how can all fit in some
dynamic Whole. *
*This quote about Gendlin came under a certain psychological tradition
related to the humanistic wave of Carl Rogers. Eugene Gendlin was a close
collaborator of Rogers and then carried forward his own original thought,
what can be called a existential humanistic and experiential psychology. His
first book was "Experiencing and the Creation of Meaning"  *
he talks about constructs like felt sense, or edge of awareness, where
language emerges from nonlanguage, from the intricacy of the bodily felt
felt meaning.

So in a sense he gives emphasis to experience and interaction first and
before culture. It's a living thing that is formed first, which is pre
cultural, cultural and more complex than culture. He says that the body, the
human body is always more than any define form, from the start. He tries to
find a 1st person science, that cannot be reducible to neuroscience,
economics, culture. He points directly to experience, the bodily felt
experience which allows human to act in the first place. So here the unit of
analysis is the continuous experiencing.

I don't know if this helps to put Gendlin in context. My question is how can
we avoid to be reductionist approaching the cultural dimension of the human
being, that is not reducing humans to culture and vice-versa.


On Wed, Dec 22, 2010 at 2:53 PM, mike cole <lchcmike@gmail.com> wrote:

> Ivo--
> Where are you studying? gmail is such a general address!!
> If you have no existential doubts or gordian knots, start to get concerned
> about your state of mind. Perfectly normal and healthy. Existential
> uncertainty seems the lot of human kind.
> Without knowing a lot more, I can offer no interpretation, let alone a
> reply, to Gendlin's statement about big things and little things. Is
> reference being made to neuroscientific 50 millisecond little things and
> 100 millisecond big things?
> In light of issues discussed here (feel free to buzz the past decade or so
> in the archives for context) where do this fit?
> mike
> On Wed, Dec 22, 2010 at 4:21 AM, Ivo Banaco <ibanaco@gmail.com> wrote:
>> Dear xmcaonaughts,
>> As a new kid on the block, recently researching in Cultural Psychology and
>> wanting to do my Phd thesis in this area, I still have "existential doubts"
>> and big gordian knots. Having read different kinds of literature in
>> different traditions in Psychology I still have troubles in replying to
>> sentences like this by the existential philosopher and psychologist Eugene
>> Gendlin:
>> "Any little thing, any big thing is precultural, because it is tissues and
>> it is animal life, and it's culture and it's also after culture, more
>> complicated than culture. The body is this much more complex, much more
>> intricate system from the start."
>> Any thoughts?
>> Best regards,
>> Ivo Banaco
>> PS: I wish you all a merry Christmas and a great 2011.
>> On Sat, Dec 18, 2010 at 5:03 AM, mike cole <lchcmike@gmail.com> wrote:
>>> Several of the articles on show below appear of interest to various
>>> xmcaonaughts.
>>> mike
>>> ---------- Forwarded message ----------
>>> From: Teachers College Record <no-reply@tcrecord.org>
>>> Date: Fri, Dec 17, 2010 at 12:01 PM
>>> Subject: Transitioning From an Innovative Elementary to a Conventional
>>> High
>>> School
>>> To: Recipient <mcole@ucsd.edu>
>>>    [image: Title]
>>>  [image: Subscribe Today] <http://www.tcrecord.org/Subscriptions.asp>
>>>   [image: transparent 13]
>>>    Freely-Available This Week
>>> Articles
>>>  Smuggling Authentic Learning Into the School Context: Transitioning From
>>> an
>>> Innovative Elementary to a Conventional High
>>> School<http://www.tcrecord.org/Content.asp?ContentID=15227>
>>> by Renée DePalma, Eugene Matusov & Mark Smith
>>>  Analyzing the discourse of eighth-grade graduates from an innovative
>>> elementary school as they transition to conventional high schools
>>> revealed
>>> distinct response patterns characterizing concurrent projects of
>>> self-actualization and institutional achievement. Our analysis suggests
>>> that
>>> a certain critical ambivalence toward credentialism and competition can
>>> be
>>> part of a healthy strategy for school success, particularly for those
>>> from
>>> marginalized groups who do not wholly buy into the (predominantly White
>>> and
>>> middle-class) historically rooted traditions of conventional schooling.
>>>  Designing Transparent Teacher Evaluation: The Role of Oversight Panels
>>> for
>>> Professional Accountability<
>>> http://www.tcrecord.org/Content.asp?ContentID=15053>
>>> by Jennifer Goldstein
>>>  This article explores a policy intended to improve the quality of
>>> teaching
>>> by improving the quality of teacher evaluation. It examines a Peer
>>> Assistance and Review (PAR) program, and specifically one aspect of the
>>> program-its oversight panel-asking how an oversight panel alters the
>>> practice of teacher evaluation. The core argument of the article is that
>>> oversight panels have the potential to fundamentally alter the
>>> transparency
>>> of the teacher evaluation process and, in turn, the nature of
>>> accountability.
>>>  Book Reviews
>>>  Multiliteracies in Motion: Current Theory and
>>> Practice<http://www.tcrecord.org/Content.asp?ContentID=16226>
>>>  by David R. Cole and Darren Lee Pullen (eds.)
>>> reviewed by William Kist
>>>  ------------------------------
>>>  Citizenship Education and Social Development in
>>> Zambia<http://www.tcrecord.org/Content.asp?ContentID=16227>
>>>  by Ali A. Abdi, Edward Shizha, and Lee Ellis (eds.)
>>> reviewed by Monisha Bajaj
>>> ------------------------------
>>>  Persuading Fred: An essay review of recent books by Stanley Fish, Louis
>>> Menand, and Martha
>>> Nussbaum<http://www.tcrecord.org/Content.asp?ContentID=16228>
>>>  by
>>> reviewed by James Donald
>>> ------------------------------
>>>  Someone Has to Fail: The Zero-Sum Game of Public
>>> Schooling<http://www.tcrecord.org/Content.asp?ContentID=16229>
>>>  by David F. Labaree
>>> reviewed by Floyd M. Hammack
>>>  <http://www.tcrecord.org/voice.asp>
>>>  Henry Braun discusses his paper, co-authored with Irwin Kirsch and
>>> Kentaro
>>> Yamamoto, "An Experimental Study of the Effects of Monetary Incentives on
>>> Performance on the 12th-Grade NAEP Reading
>>> Assessment."<http://www.tcrecord.org/content.asp?contentid=16008>
>>> Commentaries
>>>  In Praise of Slow Reading<
>>> http://www.tcrecord.org/Content.asp?ContentID=16238>
>>> by Thomas Newkirk
>>> This commentary argues against the high valuation schools place on
>>> reading
>>> speed, particularly on high sakes tests like the SAT. In penalizing
>>> slower
>>> readers, these and other tests put at a disadvantage students who
>>> approach
>>> their reading in a deliberate and thorough way. The ideal should not be
>>> speed but the *tiempo guisto*, the pace at which we are most attentive
>>> and
>>> effective-and this pace will vary depending on the individual and the
>>> task.
>>>  2010 NSSE Yearbooks and Call for Proposals for Future
>>> Yearbooks<http://www.tcrecord.org/Content.asp?ContentID=16120>
>>> by
>>> The editors of the Teachers College Record announce the yearbook topics
>>> for
>>> 2010 and issue a call for new proposals.
>>> ------------------------------
>>> To unsubscribe from this newsletter, please browse to:
>>> https://www.tcrecord.org/MyAccount.asp?uid=100293&pwd=1384520
>>> __________________________________________
>>> _____
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