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[Xmca-l] Re: units of analysis?
- To: Blunden Andy <email@example.com>, "eXtended Mind, Culture, Activity" <firstname.lastname@example.org>
- Subject: [Xmca-l] Re: units of analysis?
- From: Martin John Packer <email@example.com>
- Date: Tue, 14 Oct 2014 01:01:06 +0000
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- Thread-topic: [Xmca-l] Re: units of analysis?
Where did LSV draw a distinction between the child's world and the wider world, Andy?
So adults raise children in the wider world, but those children live somewhere else?
On Oct 13, 2014, at 7:51 PM, Andy Blunden <firstname.lastname@example.org> wrote:
> I think that street kids and child soldiers, etc., like the oldest child in Vygotsky's case study, are kids who have been thrust into the adult world developmentally before their time. To accept that there is no fixed and firm line between the child's world and the wider world in which adults make a living, marry, raise children, vote and fight wars is not to deny the existence of the distinction.
> In any case, whatever you or I think, Vygotsky (who knew plenty of street kids) used this distinction.
> *Andy Blunden*
> Martin John Packer wrote:
>> Oh come, on Andy! Where is this "adult world" that apparently children do not live in? Do they live, then, in a separate "child world"? If so, in which of these worlds do parents become alcoholics? Here in Bogotá there are children living in the streets. In Western Africa there are children dying of ebola. Which world do they live in, exactly?
>> On Oct 13, 2014, at 6:28 PM, Andy Blunden <email@example.com> wrote:
>>> However, these kind of translations are quite unsuitable for characterising the position of a child. They are relevant only to the adult world. In the context of child-and-carers, I think "attitude" is just as good as "interpretation", "significance", etc., the various words Vygotsky uses to indicate the relation relevant at the child's stage of development.