[Xmca-l] Re: RES: Re: Child Development: Understanding a CulturalPerpsective

Sun May 21 22:05:34 PDT 2017

Mike,
Contrasting:
There IS a final, or complete, or ideal...

With

Having a great deal of time to *devote* to issues one cares about....

This theme of devotion, commitment, and this quality leading to being more productive within academic *fora*

What do we give our lives to?

Sent from Mail for Windows 10

From: mike cole
Sent: May 21, 2017 5:02 PM
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: RES: Re: Child Development: Understanding a CulturalPerpsective

For discussion, David.

Vis a vis the uniqueness of early ontogeny : That there is functional
reorganization associated with physical decline and cultural accumulation
seems like a point of potential agreement as an abstract starting point. A
great many adults in this world appear to believe that there IS a '"final
or complete or ideal" that guides their behavior.

Vis a vis mandatory retirement: Hopefully Rod will not be economically
crippled by being "let out to pasture." If he has the means to keep body
and soul together, he now has a great deal of time to devote to issues he
cares a lot about. And he will be more productive in academic fora such as
XMCA.  Its a great luxury.  And presumably the people migrating to South
Korea to teach in order to keep body and soul together are sharing the fate
of their working class kin. :-(

Hang in here Rod!  :-)

mike

On Sun, May 21, 2017 at 3:43 PM, David Kellogg <dkellogg60@gmail.com> wrote:

> Not what I said, Mike! I said that Mike's quote from Kundera makes it clear
> that there isn't a "final" or "complete" or "ideal" form in the adult
> environment to guide adult learning the way that there is with mothers and
> teachers. That's why Kundera says that there is no way for the previous
> life to help us in our inexperiences. With children, there is a way.
>
> (I can't believe they are actually going to put Rod out to pasture. Can't
> they read? No wonder Korea is filling up with unemployed British academics
> these days....)
>
> dk
>
>
> On Mon, May 22, 2017 at 8:31 AM, mike cole <mcole@ucsd.edu> wrote:
>
> > Happy to wait for your translation, David and thanks for reminding me
> that
> > version of this exists already. But given your care with translation,
> > waiting seems best - especially with my own thesis deadline fast
> > approaching. I do not envy you the task of figuring out who is being
> > referred to among the non-Russian names. You seem to be doing a great
> > sleuthing job. Asperger and all.
> >
> > Did Kundera really write that development up to age 18-20 is sui generis?
> > The steady demise of my intellectual capacities induced me to get his
> > remarks exactly backwards it seems. (I thought there was a grandwe
> awaiting
> > me in the old folks home, should I make it that far!)
> >
> > mike
> >
> >
> >
> >
> >
> >
> > On Sun, May 21, 2017 at 2:16 PM, David Kellogg <dkellogg60@gmail.com>
> > wrote:
> >
> > > I think context is at least half all, Martin. In context, LSV's text is
> > > just as true as it is brave. But I also think it has a truth that can
> be
> > > generalized to our own time, to wit:
> > >
> > > a) Child development is sui generis, in that adult development does not
> > (as
> > > Mike's quote and Rod's example make all too clear) have a "complete
> form"
> > > in the environment which guides it. Language is, as always, the central
> > > example here: even from the crude, purely quantitative point of view of
> > > word counting, we can see that language develops until roughly age
> > > seventeen (vocabulary learning) but it is only learned, and at a rate
> > that
> > > is barely above attrition, after that. The only way to keep language
> > > development going is to emigrate.
> > >
> > > b) The social situation of development in childhood is BOTH constant
> AND
> > > ever-changing, BOTH single and unbroken AND singular and sui generis.
> > > So are the lines of development and the neoformations. But once again
> in
> > > order to really see this you need to look at language. If we take the
> > > social situation of development as the "relationship with the
> > environment"
> > > this is both constant (in the sense that the language system is
> constant)
> > > and constantly changing (in the sense that discourse and text are
> > > constantly changing). If we take the lines of development as diverse
> > forms
> > > of "communication" (in Russian, "sharing", "making common") on the one
> > hand
> > > and various forms of "generalization" on the other (but this is
> > > intellectualistic, it's really "about-sharing", or
> "about-making-common")
> > > we can see that the lines of development are unbroken too but they are
> > > constantly shape shifting, and that in critical periods the
> > > "generalization" is in the first plane and communication takes the
> second
> > > plane, while in stable periods it's the other way around. The
> > neoformations
> > > are even more obviously like this: critical neoformations are always
> the
> > > child's proto-version, and they persist only as subordinate moments of
> > the
> > > complete version provided in the environment (hence "pre-we",
> "grandwe",
> > > "pre-will", "grandwill", "pre-me", "grandme", etc.)
> > >
> > > c) The life of the adult is not at all stable. But the variation of
> adult
> > > life is no part of ontogenesis. It is what forms the link between
> > > ontogenesis and sociogenesis; that is, the point were we have to stop
> > just
> > > understanding the world and start to actually change it. That's the
> only
> > > thing that can excuse my somewhat flowery language about senile
> children
> > > and having futures in mind.
> > >
> > > But look at the context. The year is 1930. Russia has begun to "realize
> > the
> > > first five year plan in four years". The famine is underway in the
> > Ukraine,
> > > and Vygotsky is writing, about children, that although their weight and
> > > height doubles in the first year, it hardly changes throughout the
> whole
> > of
> > > school age (!).
> > >
> > > Vygotsky, Blonsky, and Krupskaya are under siege (Vygotsky had dabbled
> in
> > > artistic milieux sympathetic to Trotskyism, Blonsky had a past in the
> > > ancient Greek classics, Krupskaya had been a member of the Leningrad
> > > Opposition to Stalin). Bukharin was...and for all they know still
> > is...the
> > > major party theorist, and Bukharin's line is that there is absolutely
> no
> > > need for "separate laws" to describe development at different levels:
> > > everything is simply caused, reflexively, by adaptation to the
> > environment.
> > > Vygotsky dutifully refers to Bukharin in Pedology of the Adolescent,
> > > Chapter One:
> > >
> > > Упрощенное представление относительно более или менее самостоятельного
> > > существования каждого из этих двух рядов фактов в организме человека
> > > приводит, по выражению Бухарина, к «нелепому удвоению законов, которое
> > > встречается на каждом шагу даже в самых лучших марксистских работах: с
> > > одной
> > > стороны, законы биологии, физиологии и т. д., с другой стороны, законы
> > > общественного развития. На самом деле, одно есть «инобытие» другого,
> > одно и
> > > то же явление рассматривается с разных точек зрения». 'The simplistic
> > > representation of these two series of facts (biological and
> > > sociological--dk) as existing more or less independently in the human
> > > organism relative to each other leads, according to Bukharin, to an
> > “absurd
> > > redundancy of laws, which occurs at every step even in the best Marxist
> > > works.” On the one hand, the laws of biology, physiology, and so on,
> and
> > on
> > > the other the laws of social development. In fact, one is the “alter
> ego”
> > > of the other, one and the same phenomenon seen from different points of
> > > view.'
> > >
> > > What a perfect example of the thinking of the bureaucrat-philosopher!
> All
> > > development is exactly the same--just put enough pressure on the
> > developing
> > > entity--and it will develop. Who needs genetic laws? There is only one
> > law
> > > for the whole of development: adapt to your environment or die. Or,
> like
> > > Bukharin, do both.
> > >
> > >
> > >
> > > --
> > > David Kellogg
> > > Macquarie University
> > >
> > > "The Great Globe and All Who It Inherit:
> > > Narrative and Dialogue in Story-telling with
> > > Vygotsky, Halliday, and Shakespeare"
> > >
> > > Free Chapters Downloadable at:
> > >
> > > https://www.sensepublishers.com/media/2096-the-great-
> > > globe-and-all-who-it-inherit.pdf
> > >
> > > Recent Article: Thinking of feeling: Hasan, Vygotsky, and Some
> > Ruminations
> > > on the Development of Narrative in Korean Children
> > >
> > > Free E-print Downloadable at:
> > >
> > > http://www.tandfonline.com/eprint/8Vaq4HpJMi55DzsAyFCf/full
> > >
> > >
> > >
> > >
> > > On Sun, May 21, 2017 at 8:55 AM, Martin John Packer <
> > > mpacker@uniandes.edu.co
> > > > wrote:
> > >
> > > > Interesting, David. I’m not sure that I agree with LSV’s answer,
> here,
> > or
> > > > in the passage you cite in your message to Andy. At least, if we are
> to
> > > > equate pedology with developmental psychology, or with developmental
> > > > science. For one thing, the situation of adulthood is certainly not
> > > always
> > > > stable. For another, the ‘line’ of an adult's development may be
> > > different
> > > > from that of a child, but I would have thought that Vygotsky himself
> > > would
> > > > have agreed that there is no single line to the development of a
> child,
> > > or
> > > > of children. The line of development, I think, varies from stage to
> > > stage,
> > > > and from one developmental context to another.
> > > >
> > > > Martin
> > > >
> > > >
> > > >
> > > >
> > > > On May 20, 2017, at 4:51 PM, David Kellogg <dkellogg60@gmail.com
> > <mailto:
> > > d
> > > > kellogg60@gmail.com>> wrote:
> > > >
> > > > Martin:
> > > >
> > > > This is from the Q&A at the Psychotechnic Conference in November
> 1930.
> > > > Mikhaillov and Spielrein (Isaac, not Sabine) have just asked
> questions
> > > > about the relationship of pedology to other sciences (especially
> > lifelong
> > > > education).
> > > >
> > > > Jerusalimcik: How does Comrade Vygotsky conceive of pedology: only
> as a
> > > > science of the child or as a science of the development of the human
> > > being
> > > > right to the end of his life?
> > > >
> > > > Vygotsky: Concerning the question of Comrade Jerusalimcik, is
> pedology
> > > the
> > > > science of the child or of the development of the person right to the
> > end
> > > > of his life? I think--and, again, it seems to me that there is an
> > > objective
> > > > basis for this idea--that pedology is the science of the child in
> > > > development and not that of the person in development right to the
> end
> > of
> > > > his life. I think that those who wish to extend pedology from the
> > cradle
> > > to
> > > > the grave, those who want to put on the same plane the development of
> > the
> > > > child and the development which occurs with a child, without
> realizing
> > it
> > > > are making the same mistake that the old authors made when they said
> > that
> > > > the child is a small adult: that is, they deny the qualitative
> > > specificity
> > > > of the process of development in the child compared to that processes
> > and
> > > > the changes that are produced in a situation that is relatively
> stable.
> > > >
> > > > On Sat, May 20, 2017 at 9:18 AM, Martin John Packer <
> > > > mpacker@uniandes.edu.co<mailto:mpacker@uniandes.edu.co>
> > > > wrote:
> > > >
> > > > Hi Alfredo,
> > > >
> > > > I completely agree with you. If you’ll allow me to cite myself again…
> > > >
> > > > Martin
> > > >
> > > >
> > > > A strong case could be made that this book should have considered the
> > > > entire human lifespan. Developmental researchers have tended to
> assume
> > > that
> > > > the endpoint of development is the start of adulthood, and that
> > > development
> > > > is the process of the child achieving adult status. However, it
> should
> > > now
> > > > be clear to the reader that human psychological development involves
> > the
> > > > entire span of human life, the cycle of ontogenesis from birth to
> > death.
> > > > This cycle should be understood not solely in terms of the individual
> > who
> > > > lives and dies, but also in terms of the social relations of
> > reproduction
> > > > in a community.
> > > >
> > > > There has been an unprecedented increase in life expectancy (see
> figure
> > > > below), and this book has told only part of the story of the human
> life
> > > > cycle. As young people become parents and then grandparents, or as
> they
> > > > become teachers, coaches, or recognized community figures, their
> lives
> > > > intersect and interact with those of children, both their own and
> those
> > > of
> > > > other people. The stages from infant to adolescent are not separate
> and
> > > > distinct from later stages of the lifecycle. We have seen that
> parents
> > > and
> > > > caregivers play a crucial role in a young child’s development. Even
> > death
> > > > has an intimate connection to birth: human life truly is a cycle,
> > albeit
> > > > one that extends as a helix through time.
> > > >
> > > > Viewed this way, the human life cycle is a process in which:
> > > >
> > > > persons are formed and dissolved, move between dependent impotence
> and
> > > > independent authority, divide and multiply their being through
> > relations
> > > > with others, know more and less about the world, and acquire and lose
> > the
> > > > capacity to change it. (Robertson 1996, p. 591)
> > > >
> > > > It is worth emphasizing one more time that nature and culture are not
> > > > opposed but operate together, and we can see this in the fact that
> the
> > > > human lifespan is longer today than at many times in the past, and in
> > > many
> > > > parts of the world it is growing even longer, probably because
> > nutrition
> > > > and healthcare are postponing the senescence programmed into our
> genes.
> > > As
> > > > a result, many infants will interact not only with parents but
> > > grandparents
> > > > and even great-grandparents, as never before in human existence. This
> > > > intergenerational contact and interaction creates opportunities for a
> > > > variety of influences on the child, including mentorship, advice,
> > > > alliances, and a richer density of social relations.
> > > >
> > > >
> > > >
> > > > On May 19, 2017, at 5:32 PM, Alfredo Jornet Gil <a.j.gil@iped.uio.no
> > > > <mailto:a.j.gil@iped.uio.no>
> > > > <mailto:a.j.gil@iped.uio.no>> wrote:
> > > >
> > > > These seem very interesting contributions in that they bring forth
> > > > structural aspects necessary for a *developmental* explanation. But,
> as
> > > > someone educated in general psychology and the learning sciences, but
> > who
> > > > still has much to learn from developmental psychology, I always
> wonder
> > > why
> > > > these characterisations often refer to characteristics of the child
> and
> > > > tend to end in *adulthood*, as in Martin's sequence, but tend to say
> > > > nothing about adult change in that relation. (By the way, David, can
> > you
> > > > clarify or refer us where we could get a better grasp of why
> "pre-life"
> > > > would be an adequate label for a reformation???)
> > > >
> > > > I can understand that there are different disciplines within
> > > developmental
> > > > psychology, one of which is concerned with child (and not adult)
> > > > development, just as other disciplines may deal with adult
> development,
> > > > professional development, etc. But we read in Martin's own quotations
> > > that,
> > > > " transitions [across periods] are truly changes not only in the
> child
> > > but
> > > > in the whole child-caregiver-niche system of which she is a
> component"
> > > >
> > > > If these transitions truly are transitions for the
> > child-caregiver-niche
> > > > system, then the issue of age periods also and at the same time
> brings
> > > with
> > > > it not only the issue of niche periods (which I see can be addressed
> > with
> > > > the notion of Social Situation of Development and ZPD), but also the
> > > issue
> > > > of adult development as part of that system. Does not it? But then,
> is
> > it
> > > > about "age"? I certainly feel and can recognise that I am deeply
> > changed
> > > in
> > > > and through educating. I am not the same person I was before I begun
> my
> > > > participant ethnography as an assistant teacher at an arts-based
> > > elementary
> > > > school. Certainly with regard to how I organise my praxis in a
> > classroom,
> > > > it could be said that many of the primary functions that characterise
> > my
> > > > behavior have been re-organised leading to new formations (e.g., of
> > > > listening, caring, orienting, responding).
> > > >
> > > > If the "primitive" but also adult "Kaffir" about which Vygotsky
> speaks
> > in
> > > > his writings may possibly shift from "dreaming" to "thinking" as a
> > means
> > > to
> > > > achieve the same higher psychological function, namely decision
> making,
> > > is
> > > > it "age" periods what should be the focus?
> > > >
> > > > These are not rhetorical but genuine questions from someone hoping to
> > > > learn from/with you all.
> > > >
> > > > Alfredo
> > > > ________________________________________
> > > > From: xmca-l-bounces@mailman.ucsd.edu<mailto:xmca-l-bounces@
> > > > mailman.ucsd.edu><mailto:xmca-l-bounces@
> > > > mailman.ucsd.edu<http://mailman.ucsd.edu/>>
> > > <xmca-l-bounces@mailman.ucsd.
> > > > edu<mailto:xmca-l-bounces@mailman.ucsd.edu><mailto:xmca-l-bounces@
> > > > mailman.ucsd.edu<http://mailman.ucsd.edu/>>> on behalf of Andy
> > Blunden <
> > > > ablunden@mira.net<mailto:ablunden@mira.net><mailto:
> > > > ablunden@mira.net<mailto:ablunden@mira.net>>>
> > > > Sent: 19 May 2017 18:02
> > > > To: xmca-l@mailman.ucsd.edu<mailto:xmca-l@mailman.ucsd.edu><mailto:
> > > > xmca-l@mailman.ucsd.edu>
> > > > Subject: [Xmca-l] Re: RES: Re: Child Development: Understanding a
> > > Cultural
> > > > Perpsective
> > > >
> > > > Like
> > > >
> > > > ------------------------------------------------------------
> > > > Andy Blunden
> > > > http://home.mira.net/~andy
> > > > http://www.brill.com/products/book/origins-collective-
> decision-making
> > > >
> > > > On 20/05/2017 1:45 AM, Martin John Packer wrote:
> > > > Hi David,
> > > >
> > > > Here’s how I handled the matter of the age periods: the stages and
> > > crises;
> > > > tell me what you think.
> > > >
> > > > Infancy - A Practical Understanding of the World
> > > > Infancy - Towards Biological Differentiation
> > > > Toddlerhood - A World of Irresistible Invitations
> > > > Toddlerhood - Towards Psychological Differentiation
> > > > Early Childhood  - How Things Appear, And How They Are
> > > > Early Childhood  - Towards Inner and Outer
> > > > Middle Childhood - Understanding Institutional Reality
> > > > Middle Childhood - Towards the Actual and the Possible
> > > > The Teenage Years - Adolescent, or Adult?
> > > > The Teenage Years - Towards Adulthood
> > > >
> > > > The “Towards” in these chapter titles reflects the fact that I needed
> > to
> > > > treat each stage in two chapters, and there was usually less to say
> > about
> > > > each crisis than about each stage, so I couldn’t dedicate a whole
> > chapter
> > > > to each crisis. Here’s how I described the notions of ‘stage’ and
> > > > ‘transition’:
> > > >
> > > > "Stages are qualitatively distinct from one another, not only in the
> > form
> > > > of intelligence that the child employs (as Piaget noted), but also in
> > the
> > > > child’s way of being in the world. Each stage involves a specific way
> > of
> > > > relating to the world and relating to self, and as a result of this a
> > new
> > > > way of experiencing and understanding.
> > > >
> > > > "Transitions are those times when new properties rapidly emerge. A
> > > > transition is a point of inflection, a crisis. In a transition there
> > is a
> > > > dramatic change in the child’s way of being in the world, so that she
> > > > discovers new possibilities in that world and gains a new sense of
> > > herself:
> > > > of her abilities, her capacities. During the stage that follows, the
> > > child
> > > > progressively masters this new way of living in the world. These
> > > > transitions are truly changes not only in the child but in the whole
> > > > child-caregiver-niche system of which she is a component.”
> > > >
> > > > And the diagram below (if it comes through) illustrates the sequence
> (I
> > > > think the third should read Appearance & Reality).
> > > >
> > > > Martin
> > > >
> > > >
> > > > [cid:FAACC3A0-B984-4539-B8E7-05391373CD7F]
> > > >
> > > > On May 18, 2017, at 7:27 PM, David Kellogg <dkellogg60@gmail.com
> > <mailto:
> > > d
> > > > kellogg60@gmail.com>> wrote:
> > > >
> > > > Martin, I think if I'd written something like that I'd be pretty
> > > shameless
> > > > too. (A propos--or by the bye--do you have a publisher for the Shpet
> > > > schtick you are up to...?)
> > > >
> > > > Here's something for the revised edition. The way Vygotsky explains
> > > "Great
> > > > We" in the Pedological Lectures is a little different and a lot
> > wittier.
> > > He
> > > > says it is a "Grandwe" in the sense of your Grandpa--that is, the
> "we"
> > > was
> > > > there before you were even a gleam in your Daddy's eye. (Vygotsky
> likes
> > > to
> > > > address the students with "You and we").
> > > >
> > > > I have been thinking how to "popularize" the age periods without
> > > > vulgarizing them (you know, what Bruner says about being able to
> teach
> > > > anything to anybody in some honest way).
> > > >
> > > > You and we (our little Grandwe) know perfectly well that Vygotsky
> > > measured
> > > > that zone of proximal development in years (it's a "next" zone of
> > > > development, so it doesn't make any sense to talk about it unless:
> > > >
> > > > a) you have the age periods and
> > > >
> > > > b) you have some set of problems--not the Binet problems!--that will
> > > > correlate in some non-arbitrary way to the next age period.
> > > >
> > > > That means that the "next zone of development" for Vygotsky studies
> is
> > > not
> > > > to try to turn him into a failed Gestaltist (pace Yasnitsky and van
> der
> > > > Veer) but rather to try to figure out some way to get people to take
> > the
> > > > age periods seriously no matter how busy and how impatient with
> > > Vygotsky's
> > > > discursive and apparently indecisive formulations they are.
> > > >
> > > > What do you think of this?
> > > >
> > > > Birth--Social Situation of Development: Instinct confronted by
> > > > intersubjectivity. Central Neoformation: "Pre-we"
> > > > Infancy--SSD: Physiologically independent but biologically dependent:
> > > > CNF: "Grandwe"
> > > > One--SSD: Proto-speech confronted by proper speech. CNF: "Pre-speech"
> > > > Early Childhood--SSD: Biologically independent but interpersonally
> > > > (interactionally) dependent. CNF: "Grandspeech"
> > > > Three--SSD: Affect confronted by the 'antipode' of will.  CNF:
> > "Pre-will"
> > > > Preschool--SSD: Interpersonally independent but psychologically
> > dependent
> > > > ('reactive' learning). CNF: "Grandwill"
> > > > Seven--SSD: Inner personality confronted by outer persona. CNF:
> > "Pre-me"
> > > > School Age: Psychologically independent but intellectually
> > > > (academically) dependent. CNF: "Grandme"
> > > > Thirteen: Original thinking confronted by imitation. CNF:
> > "Pre-concepts"
> > > > Adolescence: Intellectually independent but socioeconomically
> > dependent.
> > > > CNF: "Grandconcepts" (nontheoretical concepts, tinged with concrete
> > > > thinking)
> > > > Seventeen SSD: In the USSR, school leaving. CNF: "Pre-Life"
> > > >
> > > > You could write the Crises on your palm and the Stable Periods along
> > each
> > > > finger. (Hard to read it, though....)
> > > >
> > > > --
> > > > David Kellogg
> > > > Macquarie University
> > > >
> > > > "The Great Globe and All Who It Inherit:
> > > > Narrative and Dialogue in Story-telling with
> > > > Vygotsky, Halliday, and Shakespeare"
> > > >
> > > > Free Chapters Downloadable at:
> > > >
> > > > https://www.sensepublishers.com/media/2096-the-great-
> > > > globe-and-all-who-it-inherit.pdf
> > > >
> > > > Recent Article: Thinking of feeling: Hasan, Vygotsky, and Some
> > > Ruminations
> > > > on the Development of Narrative in Korean Children
> > > >
> > > > Free E-print Downloadable at:
> > > >
> > > > http://www.tandfonline.com/eprint/8Vaq4HpJMi55DzsAyFCf/full
> > > >
> > > >
> > > >
> > > > On Thu, May 18, 2017 at 9:10 AM, Maria Judith Sucupira Costa Lins <
> > > > mariasucupiralins@terra.com.br> wrote:
> > > >
> > > > Martin
> > > > Thank you for the chapter. Maria
> > > >
> > > > -----Mensagem original-----
> > > > De: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@
> > > > mailman.ucsd.edu]
> > > > Em nome de Martin John Packer
> > > > Enviada em: quarta-feira, 17 de maio de 2017 20:05
> > > > Para: eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
> > > > Assunto: [Xmca-l] Re: Child Development: Understanding a Cultural
> > > > Perpsective
> > > >
> > > > Thanks Alfredo. It was fun to write, and it would not have been
> > possible
> > > > except for what I have learned over the years from some very smart
> > > people,
> > > > a
> > > > number of whom hang out on this very discussion group.
> > > >
> > > > Martin
> > > >
> > > >
> > > >
> > > >
> > > > On May 17, 2017, at 5:48 PM, Alfredo Jornet Gil
> > > > <a.j.gil@iped.uio.no<mailto:a.j.gil@iped.uio.no>> wrote:
> > > >
> > > > Thanks for shamelessly sharing your work, Martin. The chapter looks
> > > great.
> > > > I
> > > > like the way it draws connections throughout diverse theories,
> > > emphasising
> > > > common ground across dual systems theory, dynamic field theory, and
> > > > cultural
> > > > psychology.
> > > >
> > > > Alfredo
> > > > ________________________________________
> > > > From:
> > > > xmca-l-bounces@mailman.ucsd.edu<mailto:xmca-l-bounces@
> mailman.ucsd.edu
> > >
> > > > <xmca-l-bounces@mailman.ucsd.edu<mailto:xmca-l-bounces@
> > mailman.ucsd.edu
> > > >>
> > > > on
> > > > behalf of Martin John Packer
> > > > <mpacker@uniandes.edu.co<mailto:mpacker@uniandes.edu.co>>
> > > > Sent: 18 May 2017 00:10
> > > > To: eXtended Mind, Culture, Activity
> > > > Subject: [Xmca-l]  Child Development: Understanding a Cultural
> > > Perpsective
> > > >
> > > > A few months ago I shamelessly promoted my new textbook, Child
> > > Development:
> > > > Understanding a Cultural Perspective, published by Sage at only $46
> for
> > > the
> > > > paperback edition, $33 or less for the various electronic editions.
> > > >
> > > > There is now a sample chapter available online: Chapter 5, one of the
> > two
> > > > chapters on infancy:
> > > >
> > > > <https://us.sagepub.com/en-us/nam/child-development/
> > > book253543%20#preview>
> > > >
> > > >
> > > > Martin
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > > --
> > > > David Kellogg
> > > > Macquarie University
> > > >
> > > > "The Great Globe and All Who It Inherit:
> > > > Narrative and Dialogue in Story-telling with
> > > > Vygotsky, Halliday, and Shakespeare"
> > > >
> > > > Free Chapters Downloadable at:
> > > >
> > > > https://www.sensepublishers.com/media/2096-the-great-
> > > > globe-and-all-who-it-inherit.pdf
> > > >
> > > > Recent Article: Thinking of feeling: Hasan, Vygotsky, and Some
> > > Ruminations
> > > > on the Development of Narrative in Korean Children
> > > >
> > > > Free E-print Downloadable at:
> > > >
> > > > http://www.tandfonline.com/eprint/8Vaq4HpJMi55DzsAyFCf/full
> > > >
> > > >
> > >
> >
>
>
>
> --
> David Kellogg
> Macquarie University
>
> "The Great Globe and All Who It Inherit:
> Narrative and Dialogue in Story-telling with
> Vygotsky, Halliday, and Shakespeare"
>
> Free Chapters Downloadable at:
>
> https://www.sensepublishers.com/media/2096-the-great-
> globe-and-all-who-it-inherit.pdf
>
> Recent Article: Thinking of feeling: Hasan, Vygotsky, and Some Ruminations
> on the Development of Narrative in Korean Children
>
> Free E-print Downloadable at:
>
> http://www.tandfonline.com/eprint/8Vaq4HpJMi55DzsAyFCf/full
>