Re: [xmca] neoformation

On Jan 22, 2008 2:49 AM, Andy Blunden <ablunden@mira.net> wrote:

> So would I be right Elina in thinking that Vygotsky has in mind something
> like a new relationship or arrangement of functions in the personality, a
> kind of new "configuration" of the whole? rather than a new function or
> ability appearing as an additional element of the whole?

I believe so, at least it is my understanding, the development of new
psychological function leads to a QUALITATIVE transformation of the whole
system of relationships in the previously acquired functions.

Maybe "configuration" is better than "formation." There is a lot of debate
about how best top translate the German word "Gestalt" into English, and I
have heard people say that "Configuration" or "formation" is better than
"whole" which is now the usual translation in psychology. This is what is
being referred to isn't it, a new "Gestalt"?

I believe Vygotsky distinguished lower and higher psychological functions
in their origins, structure, the way of functioning and the relation to
other psychological functions. By origins, most of the lower mental
functions are genetically inherited, by structure they are unmediated, by
functioning they are involuntary, and they are isolated from other
functions. Higher psychological function is socially acquired, mediated,
voluntarily controlled and exists as a relationship in a system of functions
rather than as an isolated element.
I am not an expert in Gestalt psychology, but I believe there is a claim
that some universal structural laws are innate for human perception. If this
is true, then it would be wrong to use the concept of Gestalt in reference
to higher psychological functions.

Late for work... Gone with the wind...:-)
Elina

>
> Andy
> At 01:39 AM 22/01/2008 -0500, you wrote:
> >Andy and Mike,
> >I was distracted from being virtually here, so sorry for the delay in my
> >response. This is THE question. Indeed. I've been struggling with the
> >English word for Vygotsky's "novo-obrazovaniye" ( Literally speaking in
> >Russian: 'novo' - new; 'obrazovaniye - creation, with the morpheme
> 'obraz'
> >actually meaning "image). I used 'neoformation' simply because it was
> used
> >in the Collected Works, vol.5. There is a problem with purely medical
> >connotation. The word 'novoobrazovaniye" does not have it. For me as a
> >Russian speaker, there is a process in this word and it is not a specific
> >term related to any discipline, it can be used in a philosophical
> statement,
> >biological argument as well as poem. I hope I do not bring more confusion
> >than clarification. Maybe other Russian speakers will be more capable...
> >
> >But I believe that meaning is still more important. Actually, from my
> >experience as a 'cultural mediator'/translator, in case of a very
> important
> >difficult-to-translate notion, it was better to create a term that would
> be
> >unfamiliar as an indication for the native speakers to pay attention to
> the
> >meaning making of the concept.
> >
> >As far as I understand, 'neoformation' for Vygotsky is a dynamic
> structure
> >that reflects the relationship between central and peripheral lines of
> >development. "Neoformation' is often interpreted as a new higher
> >psychological function that is developing in a particular age.( See The
> >Essential Vygotsky, p.544) I think what is important here is that
> Vygotsky
> >refers to dialectically developing relationship rather than one single
> >function.
> >"The processes of development that are more or less directly connected
> with
> >basic neoformation we shall call central lines of development *at* the
> given
> >age and all other partial processes and changes occurring at the given
> age,
> >we shall call peripheral lines of development. Processes that are central
> >lines of development at one age become peripheral lines of development at
> >the following age and conversely, peripheral lines of development of one
> age
> >
> >are brought to the forefront and become central lines since their meaning
> >and relative significance in the total structure of development
> changes..."
> >(Vol.5, p.197).
> >
> >For example, the central line of the development of imagination as a
> >'neoformation' during pre-school age becomes peripheral in the elementary
> >age. But it seems very important to consider the changed relationship
> >between two for an elementary school child.
> >
> >In activity theory, especially in Learning Activity Theory ( El'konin,
> >Davydov, Repkin), 'neoformation' was closely related to the ZPD of the
> >historical child at a specific age. For example,theoretical thinking will
> be
> > in the ZPD of elementary school student and it will be developed in the
> >process of mastery of Learning activity (inquiry-based/quasi-research
> >activity). The development of "neoformation' and mastery of the leading
> >activity were dialectically connected: the more developed are the
> >reflection, analysis, modeling, and planning as abilities of theoretical
> >thinking, the more independent is the student as a learner/subject of
> >Learning Activity and vice versa.
> >
> >Vygotsky constructs the meaning of the notion of 'neoformation' in
> relation
> >to the concepts of 'crisis of development' and 'cultural development.'
> >
> >These are my two cents so far or maybe just two 'kopeikas'...:-)
> >Elina
> >
> >
> >
> >On Jan 20, 2008 1:50 PM, Mike Cole <lchcmike@gmail.com> wrote:
> >
> > > Very interesting question, Andy. I would like to hear more about this
> too.
> > > It is linked, among other things, to the issue of central and
> peripheral
> > > lines of
> > > development.
> > >
> > > Elina?
> > > mike
> > >
> > > On Jan 19, 2008 9:26 PM, Andy Blunden <ablunden@mira.net> wrote:
> > >
> > > > Elina,
> > > > I see you use the word "neoformation." This is not a common word in
> > > > English. The OED Online tells me it is a medical word which can mean
> new
> > > > tissue which has grown over a wound, or a tumour or such like.
> > > > It is possible to see what LSV means when he applies this concept to
> > > > psychology and child development, but can you explain a bit more of
> the
> > > > connotations of the word to a Russian, please?
> > > > Andy
> > > > At 11:55 PM 19/01/2008 -0500, you wrote:
> > > > >I had no intention to stir any either/or thinking... I agree, there
> > > > should
> > > > >be no false dichotomies. As for El'konin-Davydov curriculum and
> > > > development
> > > > >as a subject of learning activity, there are definitely a lot of
> > > > >publications, including even publications from Kharkov laboratory (
> See
> > >
> > > > >Lampert -Shepel, E. (September-October, 2003) (Ed.) Learning
> Activity.
> > > > >*Journal
> > > > >of Russian and East European Psychology, *41(4)). galina tsukerman
> has
> > > a
> > > > >fantastic book 'Types of communication ( interaction) in teaching
> and
> > > > >learning [obuchenii]", sorry I do not remeber the exact translation
> of
> > > > this
> > > > >book's title into English. The title reminds Davydov's book " Types
> of
> > > > >generalizations in teaching and learning"
> > > > >
> > > > >In my previous e-mail I was questioning the existence of studies
> > > > addressing
> > > > >the claim of direct transfer of the abilities developed in the
> course
> > > of
> > > > >quasi-research/learning activity/inquiry to other spheres of life
> > > > including
> > > > >moral and ethical decision-making, emotional and social
> development,
> > > etc.
> > > > We
> > > > >had long conversations with Davydov, Repkin, Galina Tsukerman and
> > > others
> > > > on
> > > > >this issue and there were numerous observations that children
> educated
> > > in
> > > > >the school laboratories ( E-D curriculum) were active learners,
> > > > questioning
> > > > >the status quo, capable to work collaboratively, comfortable with
> > > > >uncertainty, skilled to conceptualize the unknown areas of study,
> quite
> > >
> > > > >comfortably ascending from abstract to concrete...:-) Daniil
> Elkonin
> > > in
> > > > his
> > > > >scientific diaries argues that each 'neoformation' developed in the
> > > > course
> > > > >of becoming a subject of leading activity transforms the system of
> > > > >relationships among previously internalized 'neoformations', and
> such
> > > > >transformation is qualitative. For example, mastery of theoretical
> > > > thinking
> > > > >during the learning activity thansforms the
> > > > >previously internalized 'imagination.' If anyone knows specific
> > > studies
> > > > >addressing this issue, I would highly appreciate the references.
> > > > >
> > > > >Anyway, from the previously expressed suggestions and contexts of
> > > > learning
> > > > >here are some possibilities to collaboratively explore
> > > > development/learning;
> > > > >
> > > > >1. Cross-cultural perspective/ conceptualizing tendencies and
> meanings
> > > in
> > > > >development/learning. What are cross-cultural tendencies in
> > > > >development/learning emerging from practicing various Vygotsky's
> > > inspired
> > > > >teaching/research/play/work? ( San Diego, Helsinki, Seoul, New
> York,
> > > > Moscow,
> > > > >...other? or virtual cultures/contexts of being?)
> > > > >
> > > > >2. Teaching and learning in CHAT tradition and life-long learning.
> ( i
> > > > was
> > > > >excited with the concept in Russia, but English word makes me
> > > > >depressed...life-long learning sounds as sentence in court...sorry,
> > > > >reflection on the side)
> > > > >
> > > > >3. David's idea of new data and old masters, i.e.
> questioning/critical
> > > > >analysis/ development of foundational ideas of development and
> learning
> > > (
> > > > >CHAT) with new data and new perspectives.
> > > > >
> > > > >4. "Virtually there..." , collaborations in time and space, new
> forms
> > > of
> > > > >co-being and their impact on the course of learning and
> development...
> > > > >
> > > > >5. other?
> > > > >
> > > > >These are just a few thoughts that I irresponsibly suggest...use or
> > > > discard
> > > > >if they are out of the context of your thinking...
> > > > >Elina
> > > > >
> > > > >
> > > > >On Jan 19, 2008 9:19 PM, Mike Cole <lchcmike@gmail.com> wrote:
> > > > >
> > > > > > How about we avoid either/or thinking?
> > > > > > Re Davydov/Elkonin.
> > > > > >
> > > > > > YES, we all need to know about it.
> > > > > > But the idea that there is no evidence out there about its
> claims is
> > > > kind
> > > > > > of
> > > > > > odd to
> > > > > > me. I know a LOT has to be missing,
> > > > > >
> > > > > > BUT
> > > > > >
> > > > > > Special issueS of J Russian and East European psych have been
> > > devoted
> > > > to
> > > > > > VVD,
> > > > > > and then to people like Galina Tsukerman. the American work of
> Jean
> > > > > > Shmittau?
> > > > > > Why is there an either/or choice here?? Restricted number of
> signs?
> > >
> > > > > > mike
> > > > > >
> > > > > > PS-- Lets hear if for creative spellers and willing
> contributors!
> > > > > >
> > > > > > On Jan 19, 2008 5:49 PM, Emily Duvall < emily@uidaho.edu> wrote:
> > > > > >
> > > > > > > No worries Elina, your question is interesting as well... :-)
> > > > > > > I've just been detached from the listserv for a bit.
> > > > > > > ~ Em
> > > > > > >
> > > > > > > -----Original Message-----
> > > > > > > From: xmca-bounces@weber.ucsd.edu [mailto:
> > > > xmca-bounces@weber.ucsd.edu ]
> > > > > > On
> > > > > > > Behalf Of Elina Lampert-Shepel
> > > > > > > Sent: Saturday, January 19, 2008 1:12 PM
> > > > > > > To: eXtended Mind, Culture, Activity
> > > > > > > Cc: mcole@weber.ucsd.edu; David Preiss
> > > > > > > Subject: Re: [xmca] Re-cycling the idea of a collaborative
> papers
> > > > > > >
> > > > > > > Thanks, David and Helen! Emily, I am sorry I distracted the
> > > > discussion
> > > > > > > with
> > > > > > > my question!
> > > > > > > Elina
> > > > > > >
> > > > > > > On Jan 19, 2008 3:13 PM, Emily Duvall < emily@uidaho.edu>
> wrote:
> > > > > > >
> > > > > > > > Mike, could you include direction re finding that
> discussion?
> > > I've
> > > > > > been
> > > > > > > > out of the loop at bit lately.
> > > > > > > > ~ Em
> > > > > > > >
> > > > > > > >
> > > > > > > > Emily Duvall
> > > > > > > > Assistant Professor Curriculum & Instruction
> > > > > > > > University of Idaho, Coeur d'Alene
> > > > > > > > 1000 W. Hubbard Suite 242 | Coeur d'Alene, ID 83814
> > > > > > > > T 208 667 2588 | F 208 667 5275 emily@uidaho.edu |
> > > > www.cda.uidaho.edu
> > > > > > > >
> > > > > > > > He only earns his freedom and his life, who takes them every
> day
> > > > by
> > > > > > > storm.
> > > > > > > > -- Johann Wolfgang Goethe
> > > > > > > >
> > > > > > > >
> > > > > > > >
> > > > > > > >
> > > > > > > > -----Original Message-----
> > > > > > > > From: xmca-bounces@weber.ucsd.edu [mailto:
> > > > xmca-bounces@weber.ucsd.edu]
> > > > > > > On
> > > > > > > > Behalf Of Mike Cole
> > > > > > > > Sent: Friday, January 18, 2008 7:59 PM
> > > > > > > > To: David Preiss
> > > > > > > > Cc: eXtended Mind, Culture, Activity
> > > > > > > > Subject: Re: [xmca] Re-cycling the idea of a collaborative
> > > papers
> > > > > > > >
> > > > > > > > Nice that others are interested in the proposed collective
> > > > article
> > > > > > > idea.
> > > > > > > > I would think that checking out the discussion on
> development
> > > > between
> > > > > >
> > > > > > > > San
> > > > > > > > Diego and Helsinki, Kellog and studens and Blunden,
> > > > > > > > both his article and ppt presention would be good place to
> start
> > >
> > > > to
> > > > > > > > connect.
> > > > > > > >
> > > > > > > > mike
> > > > > > > >
> > > > > > > > On Jan 18, 2008 4:17 PM, David Preiss < davidpreiss@uc.cl>
> > > wrote:
> > > > > > > >
> > > > > > > > > Mike,I would be delighted to contribute to as well! What
> might
> > > > be
> > > > > > the
> > > > > > > > > skeleton of the article? It is such a broad topic!David
> Preiss
> > >
> > > > > > > > >
> > > > > > > > > On Jan 18, 2008, at 8:49 PM, MARK DE BOER wrote:
> > > > > > > > >
> > > > > > > > > Dear Dr. Cole,
> > > > > > > > >
> > > > > > > > > I'd be interested in this collective article... I am not
> as
> > > well
> > > > > > read
> > > > > > > as
> > > > > > > > > others, but my experience in the classroom might be of
> some
> > > > > > > assistance.
> > > > > > > > >
> > > > > > > > > Best,
> > > > > > > > >
> > > > > > > > > Mark_______________________________________________
> > > > > > > > > xmca mailing list
> > > > > > > > > xmca@weber.ucsd.edu
> > > > > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > > > > >
> > > > > > > > >
> > > > > > > > > David Preiss, Ph.D.
> > > > > > > > > Subdirector de Extensión y Comunicaciones
> > > > > > > > > Escuela de Psicología
> > > > > > > > > Pontificia Universidad Catolica de Chile
> > > > > > > > > Av Vicuña Mackenna 4860
> > > > > > > > > Macul, Santiago
> > > > > > > > > Chile
> > > > > > > > >
> > > > > > > > > Fono: 3544605
> > > > > > > > > Fax: 3544844
> > > > > > > > > e-mail: davidpreiss@uc.cl
> > > > > > > > > web personal: http://web.mac.com/ddpreiss/
> > > > > > > > > web institucional: http://www.epuc.cl/profesores/dpreiss
> > > > > > > > >
> > > > > > > > >
> > > > > > > > >
> > > > > > > > _______________________________________________
> > > > > > > > xmca mailing list
> > > > > > > > xmca@weber.ucsd.edu
> > > > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > > > > _______________________________________________
> > > > > > > > xmca mailing list
> > > > > > > > xmca@weber.ucsd.edu
> > > > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > > > >
> > > > > > >
> > > > > > >
> > > > > > >
> > > > > > > --
> > > > > > > Elina Lampert-Shepel
> > > > > > > Assistant Professor
> > > > > > > Graduate School of Education
> > > > > > > Mercy College New Teacher Residency Program
> > > > > > > Mercy College
> > > > > > > 66 West 35th Street
> > > > > > > New York, NY 10001
> > > > > > > (212) 615 3367
> > > > > > >
> > > > > > > I have on my table a violin string. It is free. I twist one
> end of
> > >
> > > > > > > it and it responds. It is free. But it is not free to do what
> a
> > > > > > > violin string is supposed to do - to produce music. So I take
> it,
> > > > > > > fix it in my violin and tighten it until it is taut. Only then
> it
> > > > > > > is free to be a violin string.
> > > > > > > Sir Rabindranath Tagore.
> > > > > > > _______________________________________________
> > > > > > > xmca mailing list
> > > > > > > xmca@weber.ucsd.edu
> > > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > > > _______________________________________________
> > > > > > > xmca mailing list
> > > > > > > xmca@weber.ucsd.edu
> > > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > > >
> > > > > > _______________________________________________
> > > > > > xmca mailing list
> > > > > > xmca@weber.ucsd.edu
> > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > >
> > > > >
> > > > >
> > > > >
> > > > >--
> > > > >Elina Lampert-Shepel
> > > > >Assistant Professor
> > > > >Graduate School of Education
> > > > >Mercy College New Teacher Residency Program
> > > > >Mercy College
> > > > >66 West 35th Street
> > > > >New York, NY 10001
> > > > >(212) 615 3367
> > > > >
> > > > >I have on my table a violin string. It is free. I twist one end of
> > > > >it and it responds. It is free. But it is not free to do what a
> > > > >violin string is supposed to do - to produce music. So I take it,
> > > > >fix it in my violin and tighten it until it is taut. Only then it
> > > > >is free to be a violin string.
> > > > > Sir Rabindranath Tagore.
> > > > >_______________________________________________
> > > > >xmca mailing list
> > > > >xmca@weber.ucsd.edu
> > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > >
> > > > Andy Blunden :
> > http://home.mira.net/~andy/<http://home.mira.net/%7Eandy/<http://home.mira.net/~andy/>
> <http://home.mira.net/~andy/>>tel
> > > (H) +61 3 9380 9435,
> > > > mobile 0409 358 651
> > > >
> > > > _______________________________________________
> > > > xmca mailing list
> > > > xmca@weber.ucsd.edu
> > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > >
> > > _______________________________________________
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> >
> >
> >
> >--
> >Elina Lampert-Shepel
> >Assistant Professor
> >Graduate School of Education
> >Mercy College New Teacher Residency Program
> >Mercy College
> >66 West 35th Street
> >New York, NY 10001
> >(212) 615 3367
> >
> >I have on my table a violin string. It is free. I twist one end of
> >it and it responds. It is free. But it is not free to do what a
> >violin string is supposed to do - to produce music. So I take it,
> >fix it in my violin and tighten it until it is taut. Only then it
> >is free to be a violin string.
> > Sir Rabindranath Tagore.
> >_______________________________________________
> >xmca mailing list
> >xmca@weber.ucsd.edu
> >http://dss.ucsd.edu/mailman/listinfo/xmca
>
> Andy Blunden : http://home.mira.net/~andy/ tel (H) +61 3 9380 9435,
> mobile 0409 358 651
>
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>

-- 
Elina Lampert-Shepel
Assistant Professor
Graduate School of Education
Mercy College New Teacher Residency Program
Mercy College
66 West 35th Street
New York, NY 10001
(212) 615 3367
I have on my table a violin string. It is free. I twist one end of
it and it responds. It is free. But it is not free to do what a
violin string is supposed to do - to produce music. So I take it,
fix it in my violin and tighten it until it is taut. Only then it
is free to be a violin string.
              Sir  Rabindranath  Tagore.
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca