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[Xmca-l] Re: LSV&Spinoza
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- Subject: [Xmca-l] Re: LSV&Spinoza
- From: Andy Blunden <email@example.com>
- Date: Fri, 19 Jun 2015 11:01:08 +1000
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To avoid some continued minor myth-building, what I posted
was the same file Mike posted with the extension.doc changed
to .pdf that's all.
On 19/06/2015 5:38 AM, firstname.lastname@example.org wrote:
Annalisa, Mike, Andy.
thanks for this article.
I would agree with Annalisa that it is very difficult to
understand the meaning that Vygotsky was reading into
engaging with Spinoza because of what we the readers bring
to our understanding of the words/concepts used. I want to
draw attention to the last line of Jan’s article.
“the point of this article a propos Vygotsky’s thought is
that this first step REQUIRES philosophical work.”
so we are in the realm [the kingdom of] philosophical
psychology. Vygotsky lived in a time when the disciplines
of philosophy and psychology were not so distinct and to
understand psychology was to engage with philosophical
Jan also concludes with,
”Vygotsky considered freedom in Spinoza’s sense of
self-determination as INTEGRAL to education as a
specifically human process of COMING TO BE in the world.”
This is the process of “bildung” as Hegel used the term.
to develop intellect and to develop will ARE processes of
bildung leading towards self-determination
through “adequate concepts” which exist within a “system”.
I read the concept “system” as used in the notion of
adequate thought as linked also to “tradition”.
Vygotsky said that every word exists only within a “theory”
so a “word” is never isolated or an orphaned word but
always exists within a system that the word emerges “from
…” To “read a word is actually to read a “word/from …”
in other words Jan is inviting us to enter a system or a
tradition in order to understand the meaning of “word”
and “concept” as Vygotsky meant these words. In order
to enter the world of this word [as adequately used] is
to “know” where the word developed “from …”
THIS system and tradition is expressing the meaning of the
centrality of “reason” but is not “abstract reason” [which
is orphaned reason which has lost its ancestral home]
I would recommend Jan Derry’s new book [Vygotsky,
Philosophy and Education] for a more extended conversation
on her notion of how to adequately read Vygotsky through
the systematic horizon of bildung [educational philosophy]
Jan in her book attempts to show that reading Vygotsky
through a “constructivist horizon” is an inadequate
reading emerging FROM an alternative system/tradition with
different philosophical roots.
I read Jan as helping to make clear that Vygotsky must be
read “from” a Spinoza and Hegelian tradition.
Then we can engage with whether this tradition/system
itself is adequate but the first step is to show that
representational paradigms emerging from abstract
reasoning are radically inadequate readings of
freedom “from” all constraint and simplistic notions of
Sent from Windows Mail
*From:* mike cole <mailto:email@example.com>
*Sent:* Thursday, June 18, 2015 8:51 AM
*To:* Andy Blunden <mailto:firstname.lastname@example.org>, eXtended
Mind, Culture, Activity <mailto:email@example.com>
Oh! Whatever it was it was not supposed to be the
published version. Thanks
On Thu, Jun 18, 2015 at 8:42 AM, Andy Blunden
> That's a PDF file, MIke.
> Try opening the attached instead.
> *Andy Blunden*
> On 19/06/2015 1:27 AM, mike cole wrote:
>> For those of you, like myself, who are not steeped in
>> by Jan Derry from 2006 (Educational Review) might prove
a helpful entry
>> point to the vygotsky-spinoza connection. This copy is
a draft version
>> obtained from Jan with thanks.
All there is to thinking is seeing something noticeable
you see something you weren't noticing which makes you see
that isn't even visible. N. McLean, *A River Runs Through it*