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Re: [xmca] Interpreting Leontiev: functionalism and Anglo Finnish Insufficiences
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- Subject: Re: [xmca] Interpreting Leontiev: functionalism and Anglo Finnish Insufficiences
- From: Andy Blunden <firstname.lastname@example.org>
- Date: Mon, 26 Dec 2011 12:51:11 +1100
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Christine, one of the things I take from Ulrich Beck (theorist of
reflexive modernity) is that nowadays sociologists must take account of
the fact that their "object" is also educated in social theory. Well,
ever since Marx that was the case to a degree, wasn't it? Anyway,
although I was born with a philosophical bent, I only came to an actual
study of philosophy after a life spent as a communist trade union
delegate. The need to organise iuntelligently, to strike where it will
hurt and to fight for reforms which really change the political
landscape forever, and how to avoid making lost causes worse - these are
the problems which drove me to study Hegel and Vygotsky. It is the same
considerations that mean that I don't have much time for "system theory"
- not any particular variety of it, just the whole idea. A single person
can join or create a project and if they are lucky, can create a new
concept and this is what changes the world. Systems one can only
observe. Not much use to me.
Anyway, thanks for the journey, Christine. That post I could well
understand, even if it went to places I am unfamiliar with.
christine schweighart wrote:
Yes Andy ,
It seemed clear at the time but my last post was very badly written.
My gist was Morten uses a concept where prototyping figures in
interventions with often marginalised people ( I recall - because he
came to the UK with Ines Langemeir and PhD students attended the
workshops. At least two people conveyed to me the beneficial influence
of this - and one was trying to 'pass the baton on' via me). Yet my
point was that the 'marginalised' , being 'touched' by the experience
might be the ones to reach to, not only the PhD students - and these
persons are actually necessary to relate with to encounter the growing
point of development of 'theory'. i.e my writing was trying to convey
the complexity of achieving this in intervention 'projects'. Where an
important aspect is that different sciences do not cannibalise each
other upon their encounter, yet orient not to their 'discipline' but
to the 'object' of projects.
My references to Talcot Parson and his student Luhmann: when 'systems'
developed to take an 'interpretive' turn it came out of projects and
action-research practice- not an intellectual exercise of 'chosing'
Husserl - this was to convey to others. The ACTUALITY became important
and oriented to in relation to reality ( and taking up a social
'function' oriented purposefully ( around notion of 'motive' in that
AR context terms). At this moment VALUE entered the methodological
toolset, by means of 'weltanschauung' ( ambiguously figuring - so
there grew 3 forms of Weltanscahuung being distinguished. etc). At
present the 'tool' to attend to Actuality has become 'rich picture'
i.e as open as possible - 'expression' not necessarily in 'word' form-
left to the creative orientation of those 'present - and this is very
important ( I emphasise) because to be able to give oneself 'over'
into collective needs to be oriented to freely, in the most '' human
aware '' not obligation for other/coersive way etc. Sounds corny but
this is then social context enabled pleasure - not 'duty' . [ OK
enough romaticism! but I find this value more in Andalucia
'everywhere' than I find in the UK - for example.
Actuality has been explored by two PhD studies in particular Costas
Tsouvalis who studies Foucoult and 'introduced 'actuality' to attend
to the movement from 'expression' to 'theoretical systems thinking'. I
orient to Davydov's empirical thinking and 'theoretical thinking' and
their relation here. The second was a Japanese PhD at the LSE -
Kenichi Uchiyama ( at soem point president of the A-R society in Japan
I believe...) Who introduced 'auto-affection' and 'inverted' the
modelling relations. In his insight from Japnese culture.So most
important to be 'inclusive' of those that are not the 'university
researchers' is to endeavour to put the tools in the 'hands' of 'those
in the wild' in Morten's terms - The value or principle here , is that
they actually 'know' much more already.
In Autopoiesis Maturana could only rest orientation to others on
'love' , the late fransico Varela - explored 'energy' , interesting. -
we do not have the science yet to 'explain ' that.
In my references to 'peasants' this same principle applies and after I
found this website: NB this person is only about 50 kilometers away
from where I live - yet I came to his work via this technology and the
collaborative enquiry in this thread - amazing!!
I can't remember what I was orienting to with 'wise men' - BUT they
were from the East - they were following stars ( as they were
astronomers and scientists) , but in Spanish culture Christmas is
centred on the Reyes Magos ( magicians who bring incredible gifts).
In the Catholic conquest of the Al-Andalus the religious upheaval
often only inscribed very thinly over the Moorish culture ( e.g fixed
a few word on a sacred place; or posted a cross on only the very top
of the mosque), and so in the Christmas fable the 'Reyes Magos '
remain in all depth.
Excuse my fable: they are still travelling arriving 6th January
http://es.wikipedia.org/wiki/Reyes_Magos - it's a homage to a
'conquered' - but really more strongly 'revered' culture, somehow both
together and living in-between.
Also after mentioning peasants - and how they are NOT illiterate - ie
have great wisdom - I found this
But from this perspective I would like to explore Vasilyuk and his
'function' of Value as concept.
Also I wrote a paper to the UK systems society over the summer and
they are interested , so I'd like to know what I'm 'inventing' .
Someone from the Moscow Methodology Circle came to talk and we could
have a conversation ( I was interested because of Davydov's 'learning
games in organisations). They use 'lots' of games ( i.e as in metaphor
many times exploring together helps context of actuality to
surface.). Though there is play activity and also 'learning activity'
- luckily they have abandoned through experience- 'thinking activity'
- this was very funny to hear in the talk.
Still, that's hopefully a bit more coherent Andy and others - I don't
know how old the wise MEN are reckoned to be Mike and Michael:)) but
it's nice that they went on their journey.
Joint Editor MCA: http://www.tandfonline.com/toc/hmca20/18/1
Home Page: http://home.mira.net/~andy/
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