Re: Fwd: Fwd: [xmca] A Failure of Communication

[mike cole <lchcmike@gmail.com>]

Good lecture for a cog sci over view, Larry. I wonder what Roth and others
had to say as responses. Could not find.
mike

On Fri, Nov 16, 2012 at 6:46 AM, Larry Purss <lpscholar2@gmail.com> wrote:

> Andy Charles, and others
> Here is an interesting lecture on the concept of concepts which may be
> helpful for this chat.
>
> http://www.youtube.com/watch?v=1VvMEnnReK4
>
> It is an elaboration of an article on this topic.
>
> Larry
>
>
>
>
> On Wed, Nov 14, 2012 at 7:25 AM, Charles Bazerman <
> bazerman@eduhttp://www.youtube.com/watch?v=1VvMEnnReK4cation.ucsb.edu
> >wrote:
>
> > Dewey's "The Reflex Arc Concept in Psychology" (1896) is not far from
> > Vygotsky's 1925 talk on the crisis in Psychology--giving them both
> similar
> > starting points.
> > Chuck
> >
> > ----- Original Message -----
> > From: Robert Lake <boblake@georgiasouthern.edu>
> > Date: Wednesday, November 14, 2012 7:20 am
> > Subject: Re: Fwd: Fwd: [xmca] A Failure of Communication
> > To: vwilk@inf.shizuoka.ac.jp, "eXtended Mind, Culture, Activity" <
> > xmca@weber.ucsd.edu>
> >
> > > Hi and thanks for asking
> > > RL
> > >
> > > For Dewey, *Mind is primarily a verb *(Dewey, 1934, p. 274).
> > >
> > > Dewey, J. (1934). *Art as experience*. New York: Capricorn.
> > >
> > >
> > > Of course this notion comes straight out of Hegel who wrote that
> > > "mind is
> > > only what it does, and its act is to make itself the object of its
> > > own consciousness" .*Philosophy of Right*,
> > > §<
> > >  343, 216.
> > >
> > >
> > > On Tue, Nov 13, 2012 at 10:36 PM, vwilk <vwilk@inf.shizuoka.ac.jp>
> > wrote:
> > >
> > > > If the Ur-Act, the basic, elementary act of human (intellectual) life
> > > > relevant to concepts.
> > > >
> > > > For all the stars of present-day continental philosophy is:
> > pidgeon-holing.
> > > > and the concrete answer given by Hegel, Vygotsky, Activity Theory,
> > Thomas
> > > > Kuhn
> > > > and Andy is: problem-solving.
> > > >
> > > > What is the concrete path of development that goes through Dewey?
> > > >
> > > >
> > > > (2012/11/14 10:05), Robert Lake wrote:
> > > >
> > > >> And don't forget Dewey :-)
> > > >>
> > > >> On Tue, Nov 13, 2012 at 6:57 PM, Andy Blunden <ablunden@mira.net>
> > wrote:
> > > >>
> > > >>  Larry, picking up on a theme introduced by Mike earlier - we have
> > > to ask:
> > > >>> what is the Ur-Act, the basic, elementary act of human
> (intellectual)
> > > >>> life?
> > > >>> I know of only two answers to this question, relevant to concepts.
> > > >>>
> > > >>> The abstract answer given by mediavel logic, Linnaeus, the
> > > "psychology of
> > > >>> concepts," all the stars of present-day continental philosophy is:
> > > >>>
> > > >>>     pidgeon-holing.
> > > >>>
> > > >>> The concrete answer given by Hegel, Vygotsky, Activity Theory,
> Thomas
> > > >>> Kuhn
> > > >>> and me is:
> > > >>>
> > > >>>     problem-solving.
> > > >>>
> > > >>> This is what creates a line of development, Larry.
> > > >>>
> > > >>> Andy
> > > >>> --
> > > >>>
> ------------------------------****----------------------------**--**
> > > >>> ------------
> > > >>> *Andy Blunden*
> > > >>> Home Page: http://home.mira.net/~andy/
> > > >>> Book: http://www.brill.nl/concepts
> > > >>>
> > > >>> <
> > > >>> >
> > > >>>
> > > >>>
> > > >>> Larry Purss wrote:
> > > >>>
> > > >>>  Andy
> > > >>>> your comment:
> > > >>>> "Ideal typical path of development" *points to* distinct settings
> > > (e.g.
> > > >>>> natural science, everyday life at home, school, etc.) which is
> > indeed
> > > >>>> close
> > > >>>> to the idea of "genre," but "ideal typical path of development"
> > > is after
> > > >>>> all about *paths of development*, ideal ones at that, not
> settings,
> > > >>>> projects, theories, domains, social groups, frames, or anything
> > > else. :)
> > > >>>>   Andy, if the focus remains on *typical paths of development* OF
> > > >>>> genres,
> > > >>>> OF distinct settings OF the existential life world, is it
> > > possible to
> > > >>>> have
> > > >>>> a conversation within the multi-verse of *romantic science*
> > > >>>> As I understand the focus on *typical* is *scientific*  the paths
> > > of
> > > >>>> development may be romantic and implicate effective history.
> > > >>>>   I am circling around your invitation to have conversations that
> > > are
> > > >>>> interdiciplinary. Simon Critchley, exploring the development of
> > > >>>> Continental
> > > >>>> Philosophy wrote about Heidegger's idea of
> > > >>>>    *an existential CONCEPTION of science*  Critchley commented,
> > > >>>>   "This would show how the practices of the natural sciences
> > > arise out
> > > >>>> of
> > > >>>> life-world practices, and that the life-world practices are not
> > simply
> > > >>>> reducible to natural scientific explanation"
> > > >>>>   Andy, your specific project to develop awareness of the *typical
> > > >>>> paths*
> > > >>>> of develop of concept use and transformation through time is
> >  emerging
> > > >>>> within a particular  tradition or genre of discourse [within
> > effective
> > > >>>> history].  I am playfully inquiring if it may be  possible to
> > > *play* [a
> > > >>>> word you would not use but points to a hermeneutical genre] on a
> > > larger
> > > >>>> *field of play*  that *hears* and acknowledges your voice.
> > > >>>>   I will bring the discussion back to the paper under discussion
> > > and the
> > > >>>> fuzzy boundaries between spontaneous and scientific
> [systematically
> > > >>>> 'true'
> > > >>>> organized] concepts.  Andy the path of development FROM
> > > spontaneous TO
> > > >>>> scientific concepts seems to have deen articulated within a genre.
> > > >>>> However,
> > > >>>> this is not a dis-interested scientific development. Mike pointed
> > > to
> > > >>>> developmental praxis as centrally concerning *social goods,
> > including
> > > >>>> moral
> > > >>>> goods*.
> > > >>>>   Within our developing understanding of  ideal paths of concept
> > > >>>> formation
> > > >>>> how is this emerging understanding circling back to exploring how
> > > our
> > > >>>> *hearing* gives *voice* to the other*?
> > > >>>> {Which I suggest is one way to view the development of psychology
> > > as a
> > > >>>> project within a shared moral compass}
> > > >>>>   Larry
> > > >>>>
> > > >>>>
> > > >>>>  ______________________________****____________
> > > >>> _____
> > > >>> xmca mailing list
> > > >>> xmca@weber.ucsd.edu
> > > >>>
> > > >>> <
> > > >>> >
> > > >>>
> > > >>>
> > > >>
> > > >>
> > > > ______________________________**____________
> > > > _____
> > > > xmca mailing list
> > > > xmca@weber.ucsd.edu
> > > >
> > > >
> > >
> > >
> > >
> > > --
> > > *Robert Lake  Ed.D.
> > > *Associate Professor
> > > Social Foundations of Education
> > > Dept. of Curriculum, Foundations, and Reading
> > > Georgia Southern University
> > > P. O. Box 8144
> > > Phone: (912) 478-0355
> > > Fax: (912) 478-5382
> > > Statesboro, GA  30460
> > >
> > >  *Democracy must be born anew in every generation, and education is its
> > > midwife.*
> > > *-*John Dewey.
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