[Xmca-l] Re: Resending LSV/ANL on crisis in ontogengy

[Huw Lloyd]

I think I agree with that (that SSD has little to do with biological
maturation).

This is actually, to my reading, a subtle yet very appropriate passage that
Peg has unearthed or recollected.

These things that the child really does need, wherein the child conveys "I
cannot get on without this", is a reference to materials that enable the
structuring of forms that the child does not yet have, i.e. they are
necessary (but perhaps insufficient on their own) means to their
development of neo-formations, or, indeed, transformations in their way of
knowing.

The sense I get is that this imperative is not derived from a need to
comply with bureaucratic processes (e.g. black shoes must be worn at
school), but with a recognition that something objective and fundamental
cannot be achieved without it.

Huw


On 22 March 2015 at 00:38, Andy Blunden <ablunden@mira.net> wrote:

> p. 365, "The Child's Psyche":
>
> "A child may or may not be bought a toy, but it is impossible not to buy
> it a textbook or an exercise book. The child therefore requests a
> schoolbook to be bought for it quite differently to how it asks for a toy
> to be bought. These requests have a different sense not only for its
> parents but above all for the child itself."
>
> I was thinking, in relation to Huw's issues, that really SSD is little to
> do with "biological maturation." It is to do with the normative series of
> roles, and these are found in bureaucracies as well as the modern life of a
> child.
>
> Andy
>
> ------------------------------------------------------------------------
> *Andy Blunden*
> http://home.pacific.net.au/~andy/
>
>
> Peg Griffin wrote:
>
>> Thinking of growth which challenges social arrangements, Andy, am I
>> mistakenly remembering an anecdote like the following in Leontiev's
>> "Problems in the Development of Mind:"  A child not yet going to school and
>> a child going to school have different "calls" on the family to buy pencils
>> or crayons -- might be nice for the younger one but absolute need for the
>> older one.   I hope this scenario is really there (or somewhere not just in
>> my internal constructions] because in it socio-cultural institutions impact
>> one another and pull in the individual's growth while doing it and then
>> there's a wonderful arabesque rebound to the individual.
>> [Sorry I don't right now have a copy and a way to get to where this might
>> be in the Leontiev book.  Hint:) I'm really pretty sure it's far away from
>> the part about trying to teach forearm cells to recognize light! ] Peg
>>
>>
>>
>
>
>