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[Xmca-l] Re: Vygotsky, bernstein and halliday



Hi Larry,
Your "musings" set of my own. I have got to read Peirce more deeply. I have read that he is the first pragmatist, and that shows in the Vygotsky genealogy available to XMCA. Like Vygotsky and Cantor (think fractals and dynamic systems), Peirce, I think,  will have a greater impact as a "distant teacher" than he did when he lived. (Hope for ALL teachers!) Regarding fuzzy logic, I am attaching a paper by Eleanor Rosch conjecturing on the applicability of fuzzy logic to categories, concepts, and logical deduction. All us Vygotskians are steeped in "concept", which includes logical deduction. Categories (think prototype) and fuzzy logic, I gather, are complementary in that that categories have graded structure but fuzzy logic assigns the probability (0 to 1) of inclusion in a category, a subtle but important difference. Prototype theory and metaphor are the sparks, I think, that got cognitive linguistics and Cognitive Grammar rolling back in the early 80s. Great stuff!
Henry
P.S. I leave it to someone smarter than me an answer to your question about the metaphorical and the literal. Maybe Rosch has an answer.




On Sep 10, 2014, at 7:00 AM, lpscholar2@gmail.com wrote:

> Carol, I also would like a copy.
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> The discussion of the metaphor of *scaffolding* which seems to have intuitive appeal but is questioned is also a comment on the power of *metaphor* for forming [and transforming] *modes* of consciousness.
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> Scaffolding as a metaphor *indicates/gestures* towards the relation of passing on already formed ideas, concepts, names which the listener is to receive and appropriate. It is a *construction* metaphor.  The *building* as David says is already *assumed* to be *designed*
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> The relation of the *literal* to the *metaphorical* seems important to consider in this metaphor and more generally in the transformative power of metaphor
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> Is the boundary and contrast between *metaphorical* and *literal* clear or fuzzy?
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> The boundary between *is*  *as*   *as if*  seems to be fluid and yet deeply implicated in our understandings and explanations
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> For example the metaphors *scaffolding*  *boundaries*  *permeability*  fluid*  *construction*  *constituted*  *modes*  are examples of metaphors used.  What do we *mean* by *modes* of consciousness.  How *real* are *modes*??
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> James Ma in his 2014  article he recently posted [ The Synergy of Peirce and Vygotsky AS an Analytical Approach to the Multimodality of Semiotic Mediation* seems to have potential for relating what he refers to as Vygotsky’s *deductive* focus and Peirce’s *abductive* approach.
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> to approach the relation of the metaphorical and literal and their *fuzzy boundaries* within *fuzzy logic*  may be  contrasted  *clear and distinct* nominalistic notions.
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> James Ma explores the notion of *multimodality* [pluralistic modes] such as words AND images
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> Peirce also developed a concept *interpretive MUSINGS* that I would like leads to follow up.
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> The centrality of Peirce’s notion of *musings* and its relation to *metaphoricity* and to *abduction* and to *multimodality* I am curious to explore further.
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> For that I may need *scaffolding* and *building blocks* to constitute [or be constituted by] within  multiple pluralistic polythematic *arrangements* and *orders*
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> Larry
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> Sent from Windows Mail
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> From: Carol Macdonald
> Sent: ‎Wednesday‎, ‎September‎ ‎10‎, ‎2014 ‎2‎:‎09‎ ‎AM
> To: eXtended Mind, Culture, Activity
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> c
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> I would also like a copy, without having to pay $35 for the article.
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> Thanks
> Carol=
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> PS Why don't they  (T&F) open source papers so far back?
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> On 10 September 2014 10:42, Shirley Franklin s.franklin08@btinternet.com*
> wrote:
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>> I would also like a copy please.
>> Shirley
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>> Sent from my iPhone
>>
>>> On 9 Sep 2014, at 22:31, Martin John Packer <mpacker@uniandes.edu.co>
>> wrote:
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>>> Anyone have a copy of this?
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>>> Martin
>>>
>>> Vygotsky, bernstein and halliday: Towards a unified theory of L1 and L2
>> learning
>>> Language, Culture and Curriculum
>>> Volume 4<http://www.tandfonline.com/loi/rlcc20?open=4#vol_4>, Issue 1<
>> http://www.tandfonline.com/toc/rlcc20/4/1>, 1991
>>>
>>> DOI:
>>> 10.1080/07908319109525092
>>> Joseph Foley
>>>
>>>
>>> <http://www.tandfonline.com/doi/pdf/10.1080/07908319109525092>
>>
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> --
> Carol A  Macdonald Ph D (Edin)
> Developmental psycholinguist
> Academic, Researcher,  and Editor
> Honorary Research Fellow: Department of Linguistics, Unisa

Attachment: Slow Lettuce.doc
Description: Slow Lettuce.doc