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Re: [xmca] Soft Power and Collective Sense Making
- To: "eXtended Mind, Culture, Activity" <firstname.lastname@example.org>
- Subject: Re: [xmca] Soft Power and Collective Sense Making
- From: mike cole <email@example.com>
- Date: Sun, 12 May 2013 06:20:34 -0700
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Larry et al--
Instead of immediately moving to an article I suggested be considered in
addition to, complementary to, the EddySpicer paper,
could we start with the first question I asked. Here is how it went:
First, I was intrigued by your assertion that "Post-Vygotskian theorists
have long wrestled with the apparent
opposition between the sign-mediated nature of collective meanting
making.... and a focus on the object-oriented
activity and practical action in cultural-historical perspectives. (my
Whose apparent? Who are the people who study sign mediation or
cultural-historical processes with this opposition?
The question of values is in both, of course, and I am happy to get with
it. But the Eddy Spicer article starts
with the issue in red above. It is my fault for even whispering another
article, and its very generous of Andy
to post the article I was referring to, but I actually wanted to discuss
THIS article for discussion.
Happy Mothers day from foggy so california.
On Sun, May 12, 2013 at 12:59 AM, Jack Whitehead <email@example.com>wrote:
> Dear Larry (and all), I work and research with the assumption that values
> are central for a good life. I also closely relate to the extract from the
> > "A diversity of traditions and values for a good life is central for
> outlining a cultural-historical approach to development and important for
> the conceptualization of children's development THROUGH their participation
> IN a variety of institutional
> > practices".
> I share Mariane's understanding that locating contrasting values of the
> good life is a central key question for cultural historical theory of
> children development (as a general question).
> I also like the focus on contrasting values influencing, rather that
> constituting, a preschool child's activity and social situation of
> development as well as creating crises in the child's social situation.
> My questions tend to focus on the particular as well as the general in
> exploring my interest in developing valid explanations for the educational
> influences of individuals in their own learning, in the learning of others
> and in the learning of the social formations in which we live, work and
> research. I'm curious about relationships between a cultural-historical
> approach to development and such valid explanations of the educational
> influences of individuals. Can anyone point me to such an explanation(s)?
> On 12 May 2013, at 07:30, Larry Purss wrote:
> > Mike, you have paused to hear others questions.
> > I would like to ask how central to development are "values for a good
> > I extracted this phrase from Mariane Hedegaard's article which you
> > reference. On page 66 she writes, "A diversity of traditions and values
> > a good life is central for outlining a cultural-historical approach to
> > development and important for the conceptualization of children's
> > development THROUGH their participation IN a variety of institutional
> > practices".
> > Do others share Mariane's understanding that locating contrasting values
> > of the good life is a central key question for cultural historical theory
> > of child development? [as a general question].
> > Different practice TRADITIONS with different demands and expectations
> > AS different understandings of "values of the good life". These
> > values INFLUENCE [not constitute] a preschool child's activity and social
> > situation of development as well as create crisis in the child's social
> > situation.
> > I will now pause and wait to hear others questions.
> > Larry
> Love Jack.
> When Martin Dobson, a colleague, died in 2002 the last thing he said to me
> was 'Give my Love to the Department'. In the 20 years I'd worked with
> Martin it was his loving warmth of humanity that I recall with great life
> affirming pleasure and I'm hoping that in Love Jack we can share this
> value of common humanity.
> Jack Whitehead , Adjunct Professor, Liverpool Hope University, UK.
> Visiting Professor at the University of Cumbria
> Life-time member of OMNIBUS (All Bath University Staff).
> Secretary of Bath and West Co-operative Party.
> web-site http://www.actionresearch.net with email address.
> xmca mailing list
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