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

[Huw Lloyd]

First, a little clarification.  I am considering all of the stages and
crises identified by LSV and others (e.g. El'konin) to be principally
social-psychological (and not biological).

Second, to consider SSD without the drive for development seems, to me, to
reduce it to a non-unity.  SSD then becomes a form of social
comfort-seeking calculus that does not take into account issues of
fundamental importance to the agent.  For example, if the agent is a mature
adult, then their concern for ethics may take up a paramount issue, to the
extent that their ethical evaluation dominates their way of being (in this
sense, ethics may be considered an adult formation).  Under such
situations, the SSD must conform to such a dominant development.  Hence SSD
either takes this into account or it becomes a peripheral non-unitary
consideration which does not capture the development of the agent.

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
>>
>>
>>
>
>
>