I think the question of functional organization of WHAT is important
here. What is the unit of analysis? Does it include
functional reorganization in the structure of individual actions that
implicate what are often referred to as psychological processes, or
can this be simply assumed through funcational reorganization of
On Apr 1, 2005 7:19 AM, I.Haket@ppsw.rug.nl <I.Haket@ppsw.rug.nl> wrote:
> Reading the article, I got the impression that Yrjo assumes a difference between
> learning and development. Development is .... "a relatively long-term qualitative change
> in the way we relate to the world" (page 4) But in what terms we can conceive of this
> "qualitative change" remained a mystery to me. The idea of a horizontal development,
> for instance from the world of the deviant outsiders to the world of the normals, does
> suggest change, but not - in my view - necessarely a qualitative one in terms of a
> functional reorganization.
> On 31 Mar 2005 at 9:36, Mike Cole wrote:
> > In a prior note I proferred a definition of development as
> > interfuncational reorganization
> > within an organism accompanied by reorganization of organism and
> > environment. This
> > is distinguished from learning in my view. In earlier dicussions, we
> > noted Seth Chaiklin's
> > criticism of people who use the terms zone of proximal development
> > (zoped) to refer
> > only to learning, thereby watering down/distorting Vygotksy's ideas.
> > Those who think of learning as changing participation in communities
> > of practice may well not want to make a learning/development
> > distinction (Rogoff/Lave/Wenger?).
> > I am simply uncertain about Yrjo's views concerning breaking away and
> > different
> > notions of development. Sometimes it seems more Vygotskian to me,
> > sometimes
> > more along the horizontal dimension of participation in new
> > activities/contexts.
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