[Xmca-l] Re: Sad news-- Jerry Bruner has died

Fri Jun 17 03:34:51 PDT 2016

James:

I think that Vygotsky's zone of proximal development can be seen as
involving the transitional zone between the visible and the invisible, as
you say. But the zone involves a transition from the invisible to the
visible. Take for example a class I observed this week. Some Korean sixth
graders are learning the ability to read fluently, by skipping over large
blocks of text, perhaps only noticing the initial and final letter, forming
a testable hypothesis about the letters in between, comparing with leading
and following context and moving on where this is adequate. The teacher
teaches this by giving an impossible task--the kids have to read a long
text about playing music to vegetables--five or six pages long. They then
stand up, one by one, and are given random passages with the sections
blanked out.They have to read the passages aloud and fill in the missing
blocks of text as best they can. When they fail, the teacher rings a bell
and they must sit down, having lost points for their whole team. The kids
are allowed to help each other (making hypotheses visible) but they are not
allowed to check the book (what's in the book stays in the book). It is
really the SAME reasoning as the functional method of dual stimulation, but
reversed. The functional method of dual stimulation allows the child to
INTERNALIZE the meaning making process by transferring it first from
interpersonal modes of mediation (instructor led) to extramental modes
(using signs) to "vraschevanie", or intro-volution. With the zone of
proximal development, we are EXTERNALIZING it; we are making still immature
functions visible by offering mediation, and with the functional method of
dual stimulation we are making visible functions invisible.

I can't understand the difference between "best explanation" and "final
solution". It seems a distinction without a difference to me, like the
difference between voting for Donald Trump and supporting him.

I can't agree with the Barthesian inversion of Saussure's location of
linguistics as part of semiotics. Semiotics and linguistics both deal with
meaning. But semiotics includes types of meaning which are not linguistic.
Can you think of any linguistic meaning which is not semiotic? I can't.

David Kellogg
Macquarie University

On Mon, Jun 13, 2016 at 3:27 AM, Ma, James (james.ma@canterbury.ac.uk) <
james.ma@canterbury.ac.uk> wrote:

> There are at least three points I’d like to make regarding the concept of
> scaffolding:
>
>
> First, scaffolding is an act of semiotic mediation. To some extent it
> resembles Ruqaiya Hasan’s “visible mediation” – which is deliberate and of
> which interactants are aware. James Wertsch coined the term “explicit
> mediation”, in which stimuli involved are not only intentional and overt
> but also non-transitory. However, the very essence of scaffolding is to
> reduce and eventually diminish itself when a novice has achieved what is
> expected of him, although it may reappear depending on the needs of the
> novice. For me, this is where scaffolding differs from Vygotsky’s ZPD (of
> course ZPD is used in more of a didactic, instructive context).
>
>
> Second, through the prism of Peircean abduction, scaffolding can be seen
> as involving inference to best explanations – which means the more
> experienced social partner trying to work out how best to assist the
> novice. Possible effective solutions are best in themselves but there is no
> point in finding out a final solution – as Umberto Eco would say this is
> “unlimited semiosis”, which means semiosis perpetuates itself in the
> realisation of meaning potentials. If I were to theorise scaffolding based
> on Peircean iconicity, scaffolding is imbued with iconic signs in all
> semiotic forms – verbal, non-verbal, visual, gestural and auditory etc.
>
> Third, Roland Barthes in his “Elements of Semiology” (1967) inverted the
> Saussurean classification of linguistics as part of semiotics. To me, the
> Barthesian rearrangement of semiotics as part of linguistics offers a tour
> d’horizon of the multimodality of communication and representation in
> modern times. Language is thus in its most productive sense, encompassing
> the entirety of semiotic resources – and this can, arguably, assist in
> extending disciplinary boundaries and hence augment semiotic construction.
> In the meantime, the word-forming potential of other modalities enriches
> language as a linguistic modality because other modalities can all be cast
> into words. For me, this is a dynamic two-way exchange (between linguistics
> and semiotics) that deserves considered attention, if we are to further
> explore scaffolding within the CHAT research paradigm.
>
>
> James
>
>
>
> _____________________________________________
> James Ma PhD MA BSc FHEA
> https://canterbury.academia.edu/JamesMa
>
>
> NEW PEER-REVIEWED JOURNAL ARTICLES
>
> Ma, J. (2016). Semiotising the student perception of learning outcomes in
> British higher education. Social Semiotics. Taylor & Francis.
> http://dx.doi.org/10.1080/10350330.2016.1189234
>
> Ma, J. (forthcoming, March 2017). “Good packaging can be misleading”: A
> semiotic analysis of intersubjectivity as theory of mind between mother and
> child during shared reading. British Journal of Educational Psychology.
> Wiley.
>
>
> PUBLICATIONS IN T&F MOST READ COLLECTIONS OF 2015
>
>
> http://explore.tandfonline.com/page/ah/most-read-2015/language-and-linguistics-25-most-read-2015
>
>
> http://explore.tandfonline.com/content/ed/class-of-2015/educational-research-history-of-education-education-policy-leadership-2015
>
>
> ________________________________
> From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
> on behalf of Lplarry <lpscholar2@gmail.com>
> Sent: 11 June 2016 16:06
> To: Kindred, Jessica Dr.; eXtended Mind, Culture, Activity
> Subject: [Xmca-l] Re: Sad news-- Jerry Bruner has died
>
> I have watched the video of Bruner describing the arc of his personal
> development and noticed the centrality of the way hypothesis channel our
> actions in the actual world. Bruner hypothesizes two dominate ways of
> knowing (science and narrative) both of which generate hypothesis.
>
> Holding the reality that our hypothesis can both constrain and afford
> human actions I want to mention James Ma’s exploration of Peirce’s notion
> of *abduction* to elaborate Bruner’s relation between hypothesis and
> actuality.
> In James’s article in Mind, Culture, and Activity: (2014) vlome 21:4
> (374-389) exploring the synergy of Peirce and Vygotsky he explores the
> concept of abduction as central to hypothesis *generating* constraints and
> affordances. (see page 380).
> Here is a summary.
>
> Abduction is “the process of forming an explanatory hypothesis”.
> The interpretation of signs (which is sign action) IS a *generative
> process* resulting in sparking (meaning potentials) through semiotic action.
> That is, the abductive process of hypothesis formation (cognition)
> PROVides *space* for continuous representation of an object ( a Peircean
> object is the formation of *true meaning*).
> James hears echos of Baldwin’s *genetic logic* within this exploration of
> hypothesis generation (abduction) as the process of sparking meaning
> *potentials* that *awaken* or *emerge* into actuality.
>
> The other Peircean notion of *vagueness* or being *opaque* seems to be
> implied in abduction.
> For example Bruner’s notion of (scaffolding) when intuitively generated is
> a vague, opaque hypothesis *travelling* toward becoming a clarified *true
> meaning* (an object) which for Peirce was a continuous process of
> generating (meaning potential) which enters actuality.
> I read in this notion of abduction a central theme in Bruner’s video
> podcast, and wanted to spark a dialogue with James Ma’s project to travel
> towards *multimodal* cognition.
> In particular word-image complimentarity.
> James references Valsiner and Rosa with respect to the role of language in
> cognition. They pointed out a contemporary *tendency of dependence* on
> language as “the only way of dealing with *meaning and sense*
> James is calling us to go deeper into multimodal processes that includes
> language as a mode but extending this mode to include multimodal semiosis.
>
> This article sparks deep reflection on the centrality of meaning
> *potential* as continuously generated.
>
>
>
>
> Sent from my Windows 10 phone
>
> From: Kindred, Jessica Dr.
> Sent: June 11, 2016 6:42 AM
> To: eXtended Mind, Culture, Activity
> Subject: [Xmca-l] Re: Sad news-- Jerry Bruner has died
>
> Glad I asked. I guess I see it's value as a corrective to the idea of
> teaching as delivery.
> ________________________________________
> From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu]
> on behalf of David Kellogg [dkellogg60@gmail.com]
> Sent: Friday, June 10, 2016 7:48 PM
> To: eXtended Mind, Culture, Activity
> Subject: [Xmca-l] Re: Sad news-- Jerry Bruner has died
>
> It's possible to interpret Professor Bruner's email as hubris on several
> counts:
>
> a) It assumes that he was the first to use this metaphor. It's not clear to
> me that this is the case--a number of people used it and Peter Langford and
> Renee van der Veer have included Vygotsky in this number, although I have
> not seen evidence of this at all.
>
> b) It assumes that it was a good label for the phenomenon he is describing.
> This is not clear to me either, as it is a mechanical one, and suggests
> that knowledge is something entirely external to the child or worse that
> the child himself is the work in progress.
>
> c) It suggests that Bruner is a prophet to whom accurate, correct,
> influential "intuitions" come out of the blue, his hand made strong by the
> hand of the Almighty. This slights a lot of the painstaking work that
> Bruner did; like Mike he came out of a rigorously behaviorist training,
> which like Mike he had to transcend rather than simply (like most of us)
> disdain without first mastering (I remember an early work of Bruner's in
> which he defined development as "the lengthening of the distance between
> the stimulus and the response").
>
> As I said, I don't interpret Professor Bruner's email in that way. Like
> Rob, I found it helpful, but mostly because it emphasized the random,
> aleatory, and not very well thought out quality of the metaphor.
>
> I think where we really disagree is on the nature of that metaphor--I don't
> agree at all that it has been a useful tool for thinking about learning,
> much less about development, and it has been a very blunt instrument for
> thinking about the zone of proximal development.
>
> I made the point before that Vygotsky measures the ZPD in years, but nobody
> else does. One important reason that nobody else does is that people have
> assimilated the ZPD to scaffolding, which is manifestly (in Bruner, Woods
> and Ross and also in Acts of Meaning) about an instantaneous assimilation
> of a ready made solution.
>
> Over the last few weeks I have been translating the lecture on the Crisis
> at Three from Vygotsky's lectures on pedology. Now, if you read the
> material in Volume Five of the English Collected Works of LSV, you will be
> very disappointed. Vygotsky begins the lecture with the statement that he
> is going to examine the crisis from three points of view: neoformation,
> line of development, and zone of proximal development. Then he says that
> before he does any of these things, he wants to examine a good deal of
> factual material (this is a typical move for Vygotsky--he never wants to
> impose his categories on the material and instead prefers to allow them to
> emerge from it, having given us some advance word of what to expect). The
> editors of the Collected Works claim that the "factual material" is taken
> from Elsa Kohler (one of the great unsung heroes of child development and
> also gay rights, who lived openly with her lover in Nazi occupied Vienna).
> On the face of it, though, it's just the "Seven Stars"--a folk theory in
> Russia which corresponds to our folk theory of "terrible twos" and
> "threenagers". And then the material ends, without any further mention of
> the neoformation, the line of development or the ZPD.
>
> Without Galina Korotaeva, this would be the end of the story. But
> Korotaeva's edition of the "Lektsii' po pedologii" has a lecture "The
> Crisis at Three and the Crisis at Seven" which for all the world appears to
> take up precisely where the material in the Collected Works left off
> (Vygotsky begins by referring back to the "Seven Stars" and noting the
> unkept promise!). In fact, this appearance is misleading: the lecture in
> Korotaeva's edition dates from a year BEFORE the material in the CW. But it
> seems very likely that Vygotsky gave this course ("Foundations of
> Pedology") more than once in the last two years of his life, and so I think
> we can nevertheless read this as an early version of the continuation of
> the CW material. Here Vygotsky really does talk about the neoformation
> ("hypobulia"), discuss lines of development (tantrums where the child
> appears to act contrary to his own wishes, refusing to do things he
> actually wants to do, and insisting on doing things that he doesn't really
> care about or even dislikes). Then LSV says:
>
> Остается ответить на последний вопрос: что же делает это поведение ребенка
> гипобулическим и выделяет от волевого поведения ребенка дошкольного
> возраста? То противоречивое положение, которое сказывается в том, что
> ребенок делает эти отношения другим мотивом своей деятельности, оторвано от
> своих собственных желаний и фактически делает вопреки собственным желаниям.
> Иначе говоря, получается парадоксальное явление, когда существенным
> содержанием 3-летнего кризиса является дифференцировка воли от аффекта.
>
> "What remains is to reply to the last question: What does this hypobulic
> behavior of the child offer, and what does it prefigure for the volitional
> behavior of the child in preschool age? The contradictory position that
> affects the child offers this different relative motive for his own
> behavior, divorced from his own inclinations and facutally acting contrary
> to his inclinations. In a word, what transpires is a paradoxical phenomenon
> where the essential content of the crisis at three consists in the
> differentiation of will from affect."
>
> What is the last question? I think it's the question he asks at the very
> beginning of the material in the CW--what is the zone of proximal
> development for the Crisis at Three? And here the answer is most clear:
> it's the NEXT zone of development, that is, the actual zone of development
> for the preschool years (ages 3-7), i.e. it's not and never has been
> scaffolding.
>
> David Kellogg
> Macquarie University
>
>
>
> On Sat, Jun 11, 2016 at 7:12 AM, Kindred, Jessica Dr. <jkindred@cnr.edu>
> wrote:
>
> > I am unclear about how the idea of hubris has come into this. Humility,
> > okay. Metaphor, clearly. Temporary, yes, as in the literal meaning of
> > scaffolding, so too its metaphorical extension. But enduring, clearly,
> too,
> > as a tool for thinking about learning.
> > ________________________________________
> > From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu]
> > on behalf of David Kellogg [dkellogg60@gmail.com]
> > Sent: Thursday, June 9, 2016 6:08 PM
> > To: eXtended Mind, Culture, Activity
> > Subject: [Xmca-l] Re: Sad news-- Jerry Bruner has died
> >
> > I think one of the few advantages of being dead is that a critical
> > evaluation of one's work as a complete narrative product then becomes
> > possible. This is why I think the idea of a memorial issue for Jerome
> > Bruner makes such great critical sense (and it's also why a memorial
> issue
> > for Ruqaiya Hasan, the anniversary of whose death is in two weeks time,
> > makes sense). Bruner would have welcomed that, not in hubris but in
> > humility.
> >
> > I have a rather different interpretation of the email that Rob Lake
> > circulated: I thought it was a good example of Bruner's humility, not his
> > hubris. "Scaffolding" was a highly influential metaphor--but I think that
> > by saying that it was just a labeling intuition out of the blue Bruner
> was
> > emphasizing that it was a metaphor. Metaphors are misleading: they tell
> us
> > a good deal about the relationship between forces but they tell us
> fictions
> > about the nature of the force itself. So for example the "scaffolding"
> that
> > Bruner wanted to emphasize was temporary: it was something to be taken
> > down. But in th einterpretation of "scaffolding" it has become
> hypostatized
> > and a permanent fixture of interaction. Worse, it has become identified
> > with the ZPD, which it resembles not at all.
> >
> > I would say the same thing about his ideas of narrative. Bruner was prone
> > to wild enthusiasms, and his enthusiasm for narrative as the very source
> of
> > self is one of these. Yes, I suppose the life of Bruner is now a
> narrative.
> > But from his point of view ,the really interesting part is what happened
> > before it became one.
> >
> > David Kellogg
> > Macquarie University
> >
> > On Fri, Jun 10, 2016 at 1:53 AM, Bella Kotik-Friedgut <
> > bella.kotik@gmail.com
> > > wrote:
> >
> > > I am now in Portugal at EVC 4 Vygotsky conference. I shared with the
> > > audience my memories of J.Bruner's visit to Moscow. It was more than
> > > obituary: I wanted in a way celebrate his beautiful life full with
> > > discoveries and a lot of personal light he transmitted to people on his
> > > way. When Alexander Romanowich asked me to stay in Moskow ( I just
> > defended
> > > my theses ans had to go to Rostov university for my first job) he said
> "
> > > you will not regret" I think I was blessed with this opportunity and
> > > enjoyed to be his  guide and secretary for this week. Let his memory be
> > > blessed.
> > >
> > >
> > >
> > > On Thursday, June 9, 2016, Lplarry <lpscholar2@gmail.com> wrote:
> > >
> > > > Jessica,
> > > > This testament to how you have been deeply moved by Robert’s question
> > and
> > > > Bruner’s answer gesturing to how the concept *scaffolding* was
> forming
> > > *as*
> > > > a labelling intuition opens up a field of *depth* inquiry asking
> where
> > > > these intuitions *arise* or *awaken* from as they enter into history
> > and
> > > > culture.
> > > > For example, is there a living *presence* that is at this moment
> moving
> > > > through us within the *person* of Jerome Bruner? This is a notion of
> > > > *person* that has a continuing *existence* tingbeyond Bruner’s
> physical
> > > > death. This is also a labelling intuition.
> > > > Could this living *presence* (imaged as person) be a source of
> > > > *intuitions* that arise or awaken within our own sense of living
> > > *presence*.
> > > > Is this *presence* that generates *intuitions* located internally or
> is
> > > > this presence located externally, or is there a location where
> > intuitions
> > > > arise or awaken in a third location that is permeable to both
> internal
> > > and
> > > > external presence?
> > > >
> > > > Others will  offer different images and words to locate where
> > intuitions
> > > > originate. Is the image of labelling intuitions as  *seeds* forming
> an
> > > apt
> > > > metaphor?
> > > > The term *scaffolding* that is generating *deep* dialogue within our
> > > > questions and answers within particular communities which some call
> > > > *learning* communities.
> > > >
> > > > In this thread James Ma shared a link to his article that I have
> > > > downloaded from academia.edu. in which he proposes a deep sense that
> > > > *learning* generates what is *worthwhile* as advocated by the living
> > > > presence of the Confucian Classics. In particular learning that is
> > > > worthwhile develops “culture, conduct, conscientiousness, and good
> > > faith”.
> > > > The living presence of this ideal has *inspired* devotees and
> activists
> > > > throughout history to pursue truth (about) *learning* which James
> says
> > > > aligns with intellectualism.
> > > > James describes intellectualism as being *for* the virtues and ideals
> > > that
> > > > guide human participation in civilization.
> > > > I would add that this intellectual guidance often arises or awakens
> > > > through intuitions in the form of *guises* (living presences) as
> > persons.
> > > >
> > > > Jerome Bruner in his life and in his death continues to exist within
> > this
> > > > living presence *who* exemplifies learning and intellectualism that
> > > guides
> > > > our own learning and intellectual virtues and ideals.
> > > > Bruner would label this a hypothesis.
> > > > Larry
> > > >
> > > >
> > > >
> > > >
> > > >
> > > > Sent from my Windows 10 phone
> > > >
> > > > From: Kindred, Jessica Dr.
> > > > Sent: June 8, 2016 8:30 PM
> > > > To: eXtended Mind, Culture, Activity
> > > > Subject: [Xmca-l] Re: Sad news-- Jerry Bruner has died
> > > >
> > > > Robert, I have read this email exchange that you had with "jb" over
> and
> > > > over and find myself so moved by the idea of scaffolding as "just one
> > of
> > > > those 'labeling intuitions' that came out of the blue". This very
> > > phrasing
> > > > and sense of how ideas emerge is so important as we think about
> > thinking
> > > > and culture and how they influence each other in such profound and
> > > > spiralling ways. I love this and I thank you for sharing it. What a
> > > > wonderful contribution to the biography of an idea that has so
> > influenced
> > > > us all. I recently read a 1981 paper that Bruner wrote about
> education
> > in
> > > > which he used the word mindfulness in such an in-passing way that I
> > > almost
> > > > wonder naively if his use of it as a labelling intuition then might
> > help
> > > to
> > > > account for its huge status in the cultural landscape of education
> > now...
> > > > in any case, great thanks for sharing.
> > > >
> > > > And yes, Leif, it is wonderful to remember his keynote at Iscrat 98
> in
> > > > Arhus!
> > > >
> > > > Thanks to him and to all of you for sharing your actual minds toward
> > > > possible worlds.
> > > >
> > > > Jessie Kindred
> > > > ________________________________________
> > > > From: xmca-l-bounces@mailman.ucsd.edu <javascript:;> [
> > > > xmca-l-bounces@mailman.ucsd.edu <javascript:;>] on behalf of Helena
> > > > Worthen [helenaworthen@gmail.com <javascript:;>]
> > > > Sent: Monday, June 6, 2016 6:23 PM
> > > > To: eXtended Mind, Culture, Activity
> > > > Subject: [Xmca-l] Re: Sad news-- Jerry Bruner has died
> > > >
> > > > Nice, Robert!!!
> > > >
> > > > Helena
> > > >
> > > > > On Jun 6, 2016, at 11:05 AM, Robert Lake <
> > boblake@georgiasouthern.edu
> > > > <javascript:;>> wrote:
> > > > >
> > > > > *Hi Everyone,**Below is a record of my email correspondence**
> wi**th
> > > > Jerome
> > > > > Bruner w*
> > > > > *hile I **was writing **an introductory book for educators about
> > > > Vygot**sky
> > > > > and a second  email about the coining of the phrase "scaffolding" *
> > > *It*
> > > > > * starts from the bottom up.*
> > > > > *Robert Lake*
> > > > >
> > > > > ---------- Forwarded message ----------
> > > > > From: Jerome S Bruner <jsb3@nyu.edu <javascript:;>>
> > > > > Date: Wed, Oct 6, 2010 at 2:05 PM
> > > > > Subject: Re: Sketch about how you were introduced to Vygotsky
> > > > > To: Robert Lake <boblake@georgiasouthern.edu <javascript:;>>
> > > > >
> > > > >
> > > > > Just one of those "labelling inuitions" that came out of the blue!
> > >  jb
> > > > >
> > > > > ----- Original Message -----
> > > > > From: Robert Lake <boblake@georgiasouthern.edu <javascript:;>>
> > > > > Date: Saturday, October 2, 2010 4:17 pm
> > > > > Subject: Re: Sketch about how you were introduced to Vygotsky
> > > > > To: jsb3@nyu.edu <javascript:;>
> > > > >
> > > > >
> > > > >> Thank-you Dr. Bruner.
> > > > >> It really does help.
> > > > >>
> > > > >>
> > > > >> When did you first come up with the notion of scaffolding? Was it
> > > > >> connected to an observation out of your own experience in research
> > or
> > > > >> a personal experience?
> > > > >>
> > > > >>
> > > > >> Thanks again for responding. You made my day.
> > > > >>
> > > > >>
> > > > >> Robert Lake
> > > > >>
> > > > >>
> > > > >  Jerome S Bruner  10/02/10 4:04 PM >>>
> > > > >> As I recall, my introduction to Vygotsky came when Eugenia
> Hanfmann
> > > > >> was working on a translation of what was to be Vygotsky's first
> book
> > > > >> in English, THOUGHT AND LANGUAGE, published in 1962 by MIT Press.
> > > > >> You'll recall that I wrote an Introduction to that book.  I had
> > > > >> earlier become acquainted with Vygotsky's work through Alexander
> > > > >> Romanovich Luria who was the Professor of Psychology at  Moscow
> with
> > > > >> whom I visited in Moscow on several occasions.  He was a great
> > admirer
> > > > >> of Vygotsky and his work and felt strongly that my own work on
> > > > >> perception and cognition generally were very much in the
> Vygotskian
> > > > >> mode.  For my part, I felt in those days that Vygotsky was an
> > > > >> important corrective to the Piagetian culturally-blind approach to
> > > > >> child development.  I think that it was that aspect of my own work
> > > > >> that led to my being asked to write an introduction to the
> Vygotsky
> > > > >> volume.
> > > > >>
> > > > >> Does that help?
> > > > >>
> > > > >> All best wishes.
> > > > >>
> > > > >>         Jerome Bruner
> > > > >>
> > > > >> ----- Original Message -----
> > > > >> From: Robert Lake
> > > > >> Date: Friday, October 1, 2010 2:40 pm
> > > > >> Subject: Sketch about how you were introduced to Vygotsky
> > > > >> To: jerome.bruner@nyu.edu <javascript:;>
> > > > >> Cc: carol.feldman@nyu.edu <javascript:;>
> > > > >>
> > > > >>
> > > > >>> Dear Dr. Bruner,
> > > > >>> I  am now beginning chapter one of a primer on Vygotsky and
> > > > >>> education. Actually I already signed a book contract. One of the
> > > > >> areas
> > > > >>> I am covering is a brief introduction to some of LSV's academic
> > > > >>> "family". I have sources for M. Cole, S. Scribner, A. Kozulin, L.
> > > > >>> Holtzman, J.Wersch, E. Kravtsova, Y. Engstrom ,D.Robbins and L.
> > > > >> Moll,
> > > > >>> but  I am not able to find anything in the way of  historical
> > > > >>> biography about your connection to his work. Is  there anything
> > > > >>> written anywhere about how you were introduced to your Vygotsky?
> > > > >>> If not, may I call you and ask a few questions?
> > > > >>>
> > > > >>> Thank-you for all you have imparted to our generation.
> > > > >>
> > > > >
> > > > > On Mon, Jun 6, 2016 at 10:26 AM, Helena Worthen <
> > > helenaworthen@gmail.com
> > > > <javascript:;>>
> > > > > wrote:
> > > > >
> > > > >> Andy, thank you for finding this!!!
> > > > >>
> > > > >> Helena
> > > > >>
> > > > >>> On Jun 5, 2016, at 8:56 PM, Andy Blunden <ablunden@mira.net
> > > > <javascript:;>> wrote:
> > > > >>>
> > > > >>> https://vimeo.com/groups/chat/videos/56737069
> [https://i.vimeocdn.com/video/392925080_1280x960.jpg]<
> https://vimeo.com/groups/chat/videos/56737069>
>
> Jerome Bruner and Oliver Sachs on Luria, interviewed by Mike Cole<
> https://vimeo.com/groups/chat/videos/56737069>
> vimeo.com
> Thanks to the Alexander Luria Archive at http://luria.ucsd.edu where
> there is a better copy of this movie.
>
>
>
> > > > >>>
> > > > >>> ------------------------------------------------------------
> > > > >>> Andy Blunden
> > > > >>> http://home.mira.net/~andy
> > > > >>>
> > > http://www.brill.com/products/book/origins-collective-decision-making
> > > > >>> On 6/06/2016 10:38 AM, David H Kirshner wrote:
> > > > >>>> My condolences, Mike.
> > > > >>>> A huge loss to all of us.
> > > > >>>> Perhaps sometime you can share with us some of your personal
> > > > >> experiences with him.
> > > > >>>> David
> > > > >>>>
> > > > >>>> -----Original Message-----
> > > > >>>> From: xmca-l-bounces@mailman.ucsd.edu <javascript:;> [mailto:
> > > > >> xmca-l-bounces@mailman.ucsd.edu <javascript:;>] On Behalf Of mike
> > > cole
> > > > >>>> Sent: Sunday, June 05, 2016 6:37 PM
> > > > >>>> To: eXtended Mind, Culture, Activity
> > > > >>>> Subject: [Xmca-l] Sad news-- Jerry Bruner has died
> > > > >>>>
> > > > >>>> At the age of 100 it cannot be unexpected, but  I have just
> heard
> > > > from
> > > > >> a colleague that Jerry Bruner has died.
> > > > >>>> Its difficult to lose a colleague and friend who had a
> fundamental
> > > > >> influence on my own life trajectory.
> > > > >>>> mike
> > > > >>>>
> > > > >>>
> > > > >>
> > > > >>
> > > > >>
> > > > >
> > > > >
> > > > > --
> > > > > Robert Lake  Ed.D.
> > > > > Associate Professor
> > > > > Social Foundations of Education
> > > > > Dept. of Curriculum, Foundations, and Reading
> > > > > Georgia Southern University
> > > > > P. O. Box 8144, Statesboro, GA  30460
> > > > > Secretary/Treasurer-AERA- Paulo Freire Special Interest Group
> > > > > Webpage: https://georgiasouthern.academia.edu/RobertLake*Democracy
> > > must
> > > > be
> > > > > born anew in every generation, and education is its midwife.* John
> > > > > Dewey-*Democracy
> > > > > and Education*,1916, p. 139
> > > >
> > > >
> > > >
> > > >
> > > >
> > >
> > > --
> > > Sincerely yours Bella Kotik-Friedgut
> > >
> >
> >
>
>
>