Re: [xmca] neoformation

Dot-- Let me suggest a real simple explanation you can give your Russian
colleagues when they ask such questions ("I was asked numerous times why
there is such a focus on the ZPD in the West, as opposed to
critical/non-critical times of development neoformations, etc. The only
answer I had (and correct me if this is wrong).

My explanation: American rarely read Russian and those that do rarely spend
their time slowly struggling through collected works published after LSV and
ARL and ANL's ideas sent them running out into the world to test out the
ideas from those early pubs.

Thought and Language and Mind in Society were translated 46 and 30 years
ago, respectively. Neither mentions social situatioin of development or
neoformation, and only glancingly leading activity. If it takes decades to
such ideas to be critically analyzed. All that stuff about Luria and
clinical psych (you mean neuropsych) and LSV being read by educationalists
is not necessary to understand the lag.

Seth Chaiklin's article on the Zoped was the first collation, in English,
that I know of, that connected many of the dots. The discussion since thehn
has been pretty intense, especially given how rarely LSV discussed the
social situtation of development!

must my 2 karinsky kopeks.
mike

On Sun, Feb 3, 2008 at 2:05 PM, Dot Robbins <drobbins72000@yahoo.com> wrote:

> Thank many of you for your thoughts on neoformations, ZPD, social
> situation of development, leading activity……..it is interesting to find
> articles that try to return to the unity of the genetic, structural, and
> functional analysis of consciousness and development. And, when in Moscow in
> the past, I was asked numerous times why there is such a focus on the ZPD in
> the West, as opposed to critical/non-critical times of development
> neoformations, etc. The only answer I had (and correct me if this is wrong)
> is that in the USA, to my understanding, there are certainly many clinical
> psychologists who use Luria's ideas, but fewer psychologists who use
> Vygotsky's ideas (assuming that the majority of Vygotskians [certainly not
> all] in the USA are in some form of education). So, I continually look for
> articles that try to refocus on basic issues through the lens that includes
> non-linear thinking, non-classical or organic psychology, historical method,
> "systemics," dialectics, etc., a
> return to trying to understand what the "experimental-genetic method" is,
> and to develop my own Vygotskian heuristic that can be used for personal
> "transformation," which will also inspire/motivate others. It is a drive for
> constant change that leads to development in all ages, and this is where
> Vygotsky helps me. It is not so much striving to understand static
> definitions, but how to use a method for real change. How do we actually
> understand the process of development as "developing" and the potentiality
> involved? And, all of this leads to thoughts on causality, determinism, as
> well as internalization, etc.
> I believe the ideas of neoformation, social situation of development,
> leading activity, ZPD, critical periods (that need to be extended beyond
> 17years of age, in Moscow there have been discussions on the critical ages
> of 22 and 24) have not been viewed in a unified manner, which must also
> include word meaning, concept formation, operational-technical and
> emotional-motivational aspects of activity, etc. Returning to neoformations,
> I would like to understand that concept more, especially in relation to its
> transitional role, and the fact that neoformations can be brought to life or
> experimentally created. It also returns to the ideas of "engagement" and
> "separation" where non-linear paths cross and form connections, such as
> spontaneous/scientific concepts (and to be honest, I feel that our
> interpretations are sometimes limiting and rigid…for example, scientific
> concepts which are often viewed from the abstract to the concrete, or
> spontaneous concepts from the concrete to
> the abstract, something I find difficult to truly understand in some
> Western texts).
> Nik Veresov has written an article that views neoformations (and the
> social situation of development) that encourages me regarding a newer vision
> of integral unity, non-linear thinking, etc. "Leading Activity in
> Development Psychology." Journal of Russian and East European Psychology,
> 2006, 44/5, pp. 7-25. He returns to a position of Vygotskian ideas within a
> systemic, organic (living, dialectical) approach. He also enters the world
> of "between" and Vygotsky's interaction of the ideal and real forms…..I hope
> we will see more articles on the concept of neoformations. Thanks to David,
> Elina, Mike, others for stimulating new thoughts on a subject rarely
> discussed.
> Warm regards,
> Dot
> P.S. Nik also mentions K. Polivanova, and the word Sasha spoke of earlier
> subjectivization… "In her splendid book she cogently demonstrates that the
> content of crises is the transformation of an age-related new formation into
> a subjective capability-subjectivization." (p. 22)
>
>
> Dorothy (Dot) Robbins
> Professor of German
> Russian Orphanage Vyschgorod
> www.vygotsky-robbins.com
>
>
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Received on Sun Feb 3 17:22 PST 2008