Re: Fwd: Fwd: [xmca] A Failure of Communication

[Robert Lake <boblake@georgiasouthern.edu>]

Hi and thanks for asking
RL

For Dewey, *Mind is primarily a verb *(Dewey, 1934, p. 274).

Dewey, J. (1934). *Art as experience*. New York: Capricorn.


Of course this notion comes straight out of Hegel who wrote that  "mind is
only what it does, and its act is to make itself the object of its
own consciousness" .*Philosophy of Right*,
§<http://www.marxists.org/reference/archive/hegel/works/pr/prstate.htm#PR343>
 343, 216.


On Tue, Nov 13, 2012 at 10:36 PM, vwilk <vwilk@inf.shizuoka.ac.jp> wrote:

> If the Ur-Act, the basic, elementary act of human (intellectual) life
> relevant to concepts.
>
> For all the stars of present-day continental philosophy is: pidgeon-holing.
> and the concrete answer given by Hegel, Vygotsky, Activity Theory, Thomas
> Kuhn
> and Andy is: problem-solving.
>
> What is the concrete path of development that goes through Dewey?
>
>
> (2012/11/14 10:05), Robert Lake wrote:
>
>> And don't forget Dewey :-)
>>
>> On Tue, Nov 13, 2012 at 6:57 PM, Andy Blunden <ablunden@mira.net> wrote:
>>
>>  Larry, picking up on a theme introduced by Mike earlier - we have to ask:
>>> what is the Ur-Act, the basic, elementary act of human (intellectual)
>>> life?
>>> I know of only two answers to this question, relevant to concepts.
>>>
>>> The abstract answer given by mediavel logic, Linnaeus, the "psychology of
>>> concepts," all the stars of present-day continental philosophy is:
>>>
>>>     pidgeon-holing.
>>>
>>> The concrete answer given by Hegel, Vygotsky, Activity Theory, Thomas
>>> Kuhn
>>> and me is:
>>>
>>>     problem-solving.
>>>
>>> This is what creates a line of development, Larry.
>>>
>>> Andy
>>> --
>>> ------------------------------****----------------------------**--**
>>> ------------
>>> *Andy Blunden*
>>> Home Page: http://home.mira.net/~andy/
>>> Book: http://www.brill.nl/concepts
>>> http://ucsd.academia.edu/****AndyBlunden<http://ucsd.academia.edu/**AndyBlunden>
>>> <http://ucsd.**academia.edu/AndyBlunden<http://ucsd.academia.edu/AndyBlunden>
>>> >
>>>
>>>
>>> Larry Purss wrote:
>>>
>>>  Andy
>>>> your comment:
>>>> "Ideal typical path of development" *points to* distinct settings (e.g.
>>>> natural science, everyday life at home, school, etc.) which is indeed
>>>> close
>>>> to the idea of "genre," but "ideal typical path of development" is after
>>>> all about *paths of development*, ideal ones at that, not settings,
>>>> projects, theories, domains, social groups, frames, or anything else. :)
>>>>   Andy, if the focus remains on *typical paths of development* OF
>>>> genres,
>>>> OF distinct settings OF the existential life world, is it possible to
>>>> have
>>>> a conversation within the multi-verse of *romantic science*
>>>> As I understand the focus on *typical* is *scientific*  the paths of
>>>> development may be romantic and implicate effective history.
>>>>   I am circling around your invitation to have conversations that are
>>>> interdiciplinary. Simon Critchley, exploring the development of
>>>> Continental
>>>> Philosophy wrote about Heidegger's idea of
>>>>    *an existential CONCEPTION of science*  Critchley commented,
>>>>   "This would show how the practices of the natural sciences arise out
>>>> of
>>>> life-world practices, and that the life-world practices are not simply
>>>> reducible to natural scientific explanation"
>>>>   Andy, your specific project to develop awareness of the *typical
>>>> paths*
>>>> of develop of concept use and transformation through time is  emerging
>>>> within a particular  tradition or genre of discourse [within effective
>>>> history].  I am playfully inquiring if it may be  possible to *play* [a
>>>> word you would not use but points to a hermeneutical genre] on a larger
>>>> *field of play*  that *hears* and acknowledges your voice.
>>>>   I will bring the discussion back to the paper under discussion and the
>>>> fuzzy boundaries between spontaneous and scientific [systematically
>>>> 'true'
>>>> organized] concepts.  Andy the path of development FROM spontaneous TO
>>>> scientific concepts seems to have deen articulated within a genre.
>>>> However,
>>>> this is not a dis-interested scientific development. Mike pointed to
>>>> developmental praxis as centrally concerning *social goods, including
>>>> moral
>>>> goods*.
>>>>   Within our developing understanding of  ideal paths of concept
>>>> formation
>>>> how is this emerging understanding circling back to exploring how our
>>>> *hearing* gives *voice* to the other*?
>>>> {Which I suggest is one way to view the development of psychology as a
>>>> project within a shared moral compass}
>>>>   Larry
>>>>
>>>>
>>>>  ______________________________****____________
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>>>
>>>
>>
>>
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-- 
*Robert Lake  Ed.D.
*Associate Professor
Social Foundations of Education
Dept. of Curriculum, Foundations, and Reading
Georgia Southern University
P. O. Box 8144
Phone: (912) 478-0355
Fax: (912) 478-5382
Statesboro, GA  30460

 *Democracy must be born anew in every generation, and education is its
midwife.*
*-*John Dewey.
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