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

[Alfredo Jornet Gil]

Thanks David for sharing the link to the original text, and for sharing the English translation later. With regard to Mike's note, it seems Marxists.org already does a wonderful service as archive. I can always help contributors to do the extra work if another source needs to be shared. 

Alfredo
________________________________________
From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu> on behalf of David Kellogg <dkellogg60@gmail.com>
Sent: 21 May 2017 23:27
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: RES: Re: Child Development: Understanding a Cultural      Perpsective

I really wish you WOULD have a look at it, Mike. It's giving me a lot of
trouble. It's in this:

https://www.marxists.org/russkij/vygotsky/pedologia/lektsii-po-pedologii.pdf

(starts on p. 233)

The main trouble I'm having is with the words "schizotomy", "mesotomy",
"isotomy", and "topo-human", which as far as I can tell do not exist in
either Russian or English.

I'm also having trouble with names: the stenographer uses "kelt" for
"Volkelt" and I think that "Bleder" is really Bleuler (although that may be
a mistake of the transcriber and not the stenographer). But who the devil
is this Osburgen? Could it be Asperger? He WAS working on "schizoid"
children at that time (he hadn't actually started exterminating them as
part of the Nazi T4 programme). But he hadn't really started publishing, I
don't think.

If you wait a week or so, I'll have a first draft of an English
translation I can show the list. I'm about half done. But it turns out that
they actually want you to write thesis when you do a Ph.D.!

--
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 9:29 AM, mike cole <mcole@ucsd.edu> wrote:

> David- I stumbled into this conversation tardily but hope one day to get
> more deeply into the topics raised around the Vygtosky texts. In trying to
> follow the argument, i would be helped enormously if it were possible to
> site the sources of the texts in a way that is readily accessible.  If I
> want to read "Negative Phases of the
> Transitional Age",
> ​for example, is there a web site or an English language where one can go
> to read larger segments of the text?
>
> Access to the texts would help enormously in getting us, more or less, on
> the same page, both metaphorically and digitally at the same time.
>
> If this is complicated, perhaps Alfredo could organize a simple way to
> allow people rapid access to the texts.
>
> The time appears ripe to consider the question of the bio-social-cultural
> nature of human development again.
> Your careful work with the pedagogical essays appears to be a key text in
> figuring out Vygotsky's views and our own.
>
> At present i am trying to think my way through this terrain in order to put
> together a talk at the Piaget Society meetings in early June. Roy Pea and I
> are giving a talk there​. The conference theme is "technology and
> development."
>
> Quite naturally there is a great deal of overlap between that topic and
> this conversation. Being able to explore that overlap more closely would
> certainly be useful, personally speaking.
>
> mike
>
> On Fri, May 19, 2017 at 3:39 PM, David Kellogg <dkellogg60@gmail.com>
> wrote:
>
> > Thanks, Martin. I'm reading Vygotsky's lecture on "Negative Phases of the
> > Transitional Age", i.e. adolescence. Its' a late lecture, a little under
> a
> > year before he died. But in it he does argue that the central
> neoformation
> > of adolescence isn't sexuality or teenage rebellion or any of the other
> > behavioural symptoms that his colleagues were focused on. He wants
> > something that can generalize to every other crisis as well, and he
> chooses
> > what he calls "schizoticism" which is probably what we would call today
> > "schizotypal personality disorder", except that for him it's not a
> disorder
> > at all, an in fact he argues that it is the children who show only feeble
> > schizotic symptoms or who refuse to show them who are seriously
> disordered.
> > And he suggests that what generalizes to every other crisis is the notion
> > of a house divided against itself, what he calls "понятие о расщеплении",
> > or the concept of the differentiation, the division, the split, just as
> you
> > say.
> >
> > Weirdly, I think that your stable periods don't link together so well.
> > That's not just the lack of grammatical parallelism in the nomenclature
> > ("infancy", "toddler[hood]", "early/middle childhood" "teenager[hood]"--I
> > can see that you are trying to stay away from a nomenclature that implies
> > schooling on the one hand and use common-sense folk categories on the
> > other. I think it's because you are using a model of stable periods based
> > on world-building rather than on language, and the worlds of "Greatwe",
> > "irresistible invitations", "appearances", etc don't really seem linked
> the
> > way that physical-biological-psychological differentiation are linked.
> >
> > Your stable periods work well for your project (yes, culture, but  within
> > that getting your students to rediscover both the strengths and weakness
> of
> > Piaget). But I think they won't work so well for mine (yes, language, and
> > within language and the "world-building" function of
> > language, distinguishing what Halliday would call the Experiential rather
> > than the Logical metafunction--the feeling/thought of what's happening
> > rather than the whole question of how it all fits together.)
> >
> > I didn't really mean to inflict my book chapter on poor Henry--publishers
> > are now trying to get authors to shoulder almost ALL of the sales as well
> > as the editing work, and one of the things they do is provide all these
> > neat links that you stick in your signature when you take part in a
> > discussion list; my book sales have been, like two or three copies a
> year,
> > so I thought I'd try it. I notice that (for all that real, unfeigned
> > modesty and humility), Henry knows onewhole hell of a lot more about
> > Langacker on the one hand and Wundt on the other than I do (I have read
> > bits of both but I don't have anything like his understanding of either).
> >
> > But there really is something I really do share with Henry that I think
> > explains right away how he responded to my book chapter. It's this:
> > Vygotsky talks about "communication" and "generalization" (or "sharing"
> and
> > "about that shared"); Halliday about "dialogue" and "narrative". It seems
> > to me that by whatever name we give them, this linguistic woofing and
> > warping are the weft that join the stable periods and the crises
> together.
> >
> > The difference is that during stable periods, the
> > communication/sharing/dialogue threads are in front and the
> > generalization/about-that-shared/narrative
> > threads go in back. But during the crises, the child is trying to "turn
> the
> > tables" on the environment, so that the child is source of development
> and
> > the environment is site. During the crisis, we see all those loose
> threads,
> > all those knots and breaks--and yet also, there is the same pattern,
> albeit
> > like a photographic negative--in the back of the carpet.
> > --
> > 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 Sat, May 20, 2017 at 7:51 AM, Martin John Packer <
> > mpacker@uniandes.edu.co
> > > wrote:
> >
> > > Diagram attached, I hope.
> > >
> > > Martin
> > >
> > >
> > > > On May 19, 2017, at 4:34 PM, HENRY SHONERD <hshonerd@gmail.com>
> wrote:
> > > >
> > > > Martin,
> > > > I’m sorry, but I don’t think that diagram came through. Also I too am
> > > interested in what you think of Shpet.
> > > > HJenry
> > > >
> > > >
> > > >> On May 19, 2017, at 9:45 AM, Martin John Packer <
> > > mpacker@uniandes.edu.co> 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:dkellogg60@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/book2535
> > > 43%20#preview>
> > > >>
> > > >>
> > > >> Martin
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >
> > > >
> > >
> > >
> >
>