[Xmca-l] Re: just as food for thought
mike cole
mcole@ucsd.edu
Sun Mar 22 11:02:10 PDT 2015
Haydi and Dear Colleagues at large in XMCA.
PLEASE USE SUBJECT LINES THAT MARK THE SPECIFIC TOPIC WHEN IT IS
APPROPRIATE.
Haydi -- excuse me for using your subject line as an example. But it comes
at the right time.
We ALL get caught up when reading XMCA message and they evoke many next
thoughts,
sometimes on other or related topics.
Your message beings referring to "this issue", but your subject line, the
subject line of this reply,
does not orient me to what "this issue" is.
Perhaps I can invoke a general social understanding that old people are
slow and have difficulty
multitasking to get such a norm adopted in the community?
mike
On Sun, Mar 22, 2015 at 7:30 AM, Haydi Zulfei <haydizulfei@rocketmail.com>
wrote:
>
>
> More generally, in his writings on this issue, Vygotsky was
> concerned to establish two very important principles. The first
> was that the intellectual devel-
> opment of the individual cannot be understood without taking into
> account his or her interactions with other people in his or her
> social environment; as he puts it, “the levels of generalization
> in [the thinking of] a child correspond strictly to the levels
> in the development of social interaction” Vygotsky, 19.56, p.
> 432; quoted in Wertsch, 1983, p. 26). And the second was that
> this social environment is itself influenced by the wider culture
> which varies according to the forms and organization of labor
> activity that are practiced and the material and semiotic tools
> that are employed.
>
> ...
>
>
> In one form or another, these tensions are resolved-at least
> partially-in the dynamics of social action and interaction which
> involve the use of language and possibly other mediating tools as
> well; in some cases, the resolution may also result in
> modification of, or addition to, the culture’s available repertoire
> of mediating tools. Furthermore, from the perspective of the
> individual, participation in such collaborative action and
> interaction provides the opportunity for him or her to
> appropriate the pro- cesses involved, which, when internalized and
> integrated with their existing resources, as Vygotsky explains,
> transforms the way in which they tackle similar problems in the
> future. However, since internalization always involves a
> con- struction based on the individual’s existing resources, the
> process that is inter- nalized may itself be transformed, leading
> to subsequent innovatory forms of externalization in contexts of
> social action and interaction which, in turn, may introduce change
> into the semiotic system.
>
> ...
>
>
> In this definition, Halliday draws a clear distinction between
> doing and mean- ing, while seeing them both as forms of semiotic
> behavior, more generally conceived. Maintaining this distinction,
> therefore, it seems to follow that, al- though one can talk
> (i.e., can mean) about what one is doing, did, or might do, the
> actual “doing”- although a form of semiotic behavior-is not
> itself “mean- ing,” except in the case of “doing in language.”
>
> ...
>
>
> That is that this formulation fails to recognize the tool-like
> function of language in the achievement of the goals of semiotic
> activity more broadly conceived. In Vygotsky’s terms, meaning
> linguistically is only one-albeit the most important-form of
> semiotic mediation, and to understand its significance on
> particular occasions, one must look at the goals of the activity
> it mediates. To recall Leontiev’s argument (quoted above, p. 57),
> “The tool mediates activity and thus connects humans not only
> with the world of objects but also with other people.” In
> so&cultural theory, as this quotation makes clear, language is
> cer- tainly a powerful and versatile tool. However, it is the
> activity that it mediates that has conceptual and historical
> primacy; for it is through action and activities that we are
> related both to each other and to the external world (Minick,
> 1987).
>
> Best
> Haydi
>
>
>
--
It is the dilemma of psychology to deal as a natural science with an object
that creates history. Ernst Boesch.
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