[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]

[Xmca-l] Re: bildung and obuchenie



Yes, but I am uncomfortable with the term 'serious' here. For me the defining form of adult playful interaction is light hearted, free-wheeling social chat among friends (though I am happy to accept that other forms of adult playfulness are available!). This may be 'serious' in the sense that it plays a very important role in holding communities together but I don't think it is experienced as serious (come on guys, we really need to get back to our playful interaction). The lightness of attachment to personal perspectives, intentions etc. which is a necessary condition for being open to other possibilities just doesn't feel serious (even if it is). I am also not sure that it is helped by being studied, observed or thought about too much.

The unlived life is not worth examining.

Rod

-----Original Message-----
From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Larry Purss
Sent: 16 June 2014 15:56
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: bildung and obuchenie

Greg, Rod,

Thanks for this article exploring bildung as *serious play*.
The distinction which Ricoeur explores between *socius* and *neighbour* seems to offer an entry into moral stances as *staying open to the other* and moving away from *having* re-presentations of the already formed.

It seems the notion of *serious play* as holding one's perspective lightly [in contrast to frivolous play] and remaining open to alterity and the other [Gadamer's notion of *fusions of horizons* as entering play] expands and deepens the seriousness of the understanding of play in developmental theory. Play moves beyond a particular stage of development to become developmentally emergent within all of life's engagements. This notion of *serious* play within a dialogue with *socius* also transforms the notion of *socius as roles* [as Ricouer explores this distinction].
Serious play moves *beyond* socius and structural relations AS *systems*

Larry




On Mon, Jun 16, 2014 at 1:27 AM, Rod Parker-Rees < R.Parker-Rees@plymouth.ac.uk> wrote:

> I was thinking much the same, Gregg.
> Stephens presents bildung as being a fundamentally social process -
> the self is built out of relationships with others and as we engage
> with others we also come to know more about who we are. I would argue
> that all understanding is essentially social (having a feeling for how
> what we know is known and felt by others) but that this is
> particularly central to our understanding of our 'self'. From this
> perspective we can only understand ourselves by building our awareness
> of how we are experienced by others and playful interactions (social
> chat, hanging out) is more effective for this than more remote forms
> of study. I learned about obuchenie in the course of a wonderful (VERY
> hot) summer school near Moscow which focused on Vygotsky's concept of
> play. I learned that Russian understandings of education have a much
> wider, tanglier connection into the persons teaching and learning than
> is common in the UK and the USA - which may be why Russians are more
> likely to describe themselves as students of someone who was a student
> of someone who was a student of Vygotsky (for example) - being
> someone's student means you have had an opportunity to get to know
> more of the person than just what is contained in published works. I
> think the same is true of 'character building' (though I share Gregg's
> reservations about the history of this) in English public schools
> where people pay for the company their children will keep as much as
> for the quality of the teaching - and the products of particular schools can be quite distinctive and recognisable!
>
> I am impressed by how much is packed into such a short article!
>
> All the best,
>
> Rod
>
> -----Original Message-----
> From: xmca-l-bounces@mailman.ucsd.edu [mailto:
> xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Greg Thompson
> Sent: 16 June 2014 06:25
> To: xmca-l@ucsd.edu
> Subject: [Xmca-l] bildung and obuchenie
>
> In reading the article I just mentioned (in Anthropology and Education
> Quarterly), I got to thinking that bildung seems very similar to obuchenie.
> I asked a Russian professor who happened to be in a classroom before a
> class I was teaching and she described a concept that seemed very
> similar to bildung. From what I could gather, obuchenie has the same
> sense of "cultivation" that seems to be at the heart of bildung. And
> of course I don't mean "cultivation" in the high cultural sense of being a "cultivated"
> person (although this might have been part of what the early authors
> writing about "bildung" had in mind) rather I mean the idea of a full
> development of the human, not merely the dumping of information into
> the individual.
>
> Anyone have any sense about overlap between these concepts?
> Are they as similar as they seem to me?
> If different, then how so?
>
> And I wonder how people would feel about the term "character
> education" as an English analogue to the German bildung and the Russian obuchenie?
>
> Yes, yes, yes, I know that this aligns with politics that make many
> people sick to their stomach, but frankly, I'm interested in imagining
> a politics that isn't so provincial as the American Left and Right so
> I'm always looking for politically polyvalent concepts. What do you
> think? Could this be a concept that can work in politically polar opposite communities?
>
> -greg
>
>
>
> --
> Gregory A. Thompson, Ph.D.
> Assistant Professor
> Department of Anthropology
> 883 Spencer W. Kimball Tower
> Brigham Young University
> Provo, UT 84602
> http://byu.academia.edu/GregoryThompson
> ________________________________
> [http://www.plymouth.ac.uk/images/email_footer.gif]<
> http://www.plymouth.ac.uk/worldclass>
>
> This email and any files with it are confidential and intended solely
> for the use of the recipient to whom it is addressed. If you are not
> the intended recipient then copying, distribution or other use of the
> information contained is strictly prohibited and you should not rely on it.
> If you have received this email in error please let the sender know
> immediately and delete it from your system(s). Internet emails are not
> necessarily secure. While we take every care, Plymouth University
> accepts no responsibility for viruses and it is your responsibility to
> scan emails and their attachments. Plymouth University does not accept
> responsibility for any changes made after it was sent. Nothing in this
> email or its attachments constitutes an order for goods or services
> unless accompanied by an official order form.
>
>
________________________________
[http://www.plymouth.ac.uk/images/email_footer.gif]<http://www.plymouth.ac.uk/worldclass>

This email and any files with it are confidential and intended solely for the use of the recipient to whom it is addressed. If you are not the intended recipient then copying, distribution or other use of the information contained is strictly prohibited and you should not rely on it. If you have received this email in error please let the sender know immediately and delete it from your system(s). Internet emails are not necessarily secure. While we take every care, Plymouth University accepts no responsibility for viruses and it is your responsibility to scan emails and their attachments. Plymouth University does not accept responsibility for any changes made after it was sent. Nothing in this email or its attachments constitutes an order for goods or services unless accompanied by an official order form.