[Xmca-l] Re: new book of possible interest to Vygotskian people

[Alfredo Jornet Gil]

WOw, with just one click! Thanks for sharing!
Alfredo
________________________________________
From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu> on behalf of mike cole <mcole@ucsd.edu>
Sent: 11 February 2018 18:12
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: new book of possible interest to Vygotskian people

Peter, Alfredo, et al ---

The following url for the Vygotsky notebooks book was posted on Facebook.

https://yadi.sk/i/n7B3gak-3SCVMd

Publishing appears another institution of modernity that is melting away.

mike


On Sat, Feb 10, 2018 at 2:41 PM, Alfredo Jornet Gil <a.j.gil@iped.uio.no>
wrote:

> I had been waiting for this book to come out; but I was not aware of the
> price, and how privileged we who have access to most Springer publications
> through institutional (university, etc) affiliation are.
> Alfredo
> ________________________________________
> From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
> on behalf of Peter Smagorinsky <smago@uga.edu>
> Sent: 10 February 2018 20:39
> To: eXtended Mind, Culture, Activity
> Subject: [Xmca-l] Re: new book of possible interest to Vygotskian people
>
> I got this info from Rene, who was alarmed at the price. For those who
> just hit the lottery: $379.00 USD
>
> -----Original Message-----
> From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@
> mailman.ucsd.edu] On Behalf Of mike cole
> Sent: Saturday, February 10, 2018 2:35 PM
> To: eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
> Subject: [Xmca-l] Re: new book of possible interest to Vygotskian people
>
> It sure looks interesting, but you neglected to tell us the price, Peter.
> mike
>
> On Sat, Feb 10, 2018 at 11:31 AM, Peter Smagorinsky <smago@uga.edu> wrote:
>
> >
> > Vygotsky¡¯s Notebooks: A Selection
> > §¦katerina Zavershneva, Rene van der Veer, Editors Springer, 2018
> >
> > Contents
> > 1 A Tragicomedy of Strivings . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . 1
> > 2 Jewry and World History . . . . . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . . . . 11
> > 3 The Book of Fragments . . . . . . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . . . . 21
> > 4 The Jewish Question . . . . . . . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . . . . . . 41
> > 5 Genres of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . . . . . . . 51
> > 6 The Trip to London . . . . . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . . . 57
> > 7 From the Zakharino Hospital. . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . 71
> > 8 Toward Cultural¨CHistorical Theory. . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . 107
> > 9 The Instrumental Method. . . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . 115
> > 10 Concepts and the Systemic Approach . . . . . . . . . . . . . . . . . .
> > . . . . . . 129
> > 11 The Anomalous Development of the Child . . . . . . . . . . . . . . . .
> > . . . . 155
> > 12 From the EDI Clinic . . . . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . . . . 177
> > 13 Spinoza and the Problem of Higher Emotions . . . . . . . . . . . . . .
> > . . . 209
> > 14 Observing Asya . . . . . . . . . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . . . . . . . . 237
> > 15 The Study of Consciousness . . . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . . . . 243
> > 16 From Sign to Meaning and Sense . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . 251
> > 17 The Problem of Consciousness . . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . . . 271
> > 18 The Semic Method . . . . . . . . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . . . . . . 291
> > 19 The Result of Many Years of Work. . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . 311
> > 20 Disintegration and Schizophrenia. . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . 319
> > 21 Thinking and Speech. . . . . . . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . . . . . . 353
> > 22 Psychology as a Science . . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . . . 367
> > 23 Dubious Moves . . . . . . . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . . . . . 383
> > 24 The Conference of October 27¨C29, 1933 . . . . . . . . . . . . . . . .
> .
> > . . . . . 391
> > 25 The Semantic Field: Sparring with Lewin. . . . . . . . . . . . . . . .
> > . . . . . 403
> > 26 Neuropsychology . . . . . . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . . . . . 419
> > 27 Difficult Children. . . . . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . . . . . . 437
> > 28 The Playing Child . . . . . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . . . . . 459
> > 29 The Rest is Silence . . . . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . . . . . 483
> > Author Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
> > . . . . . . . . . . . . . . . . . 503
> > Subject Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
> .
> > . . . . . . . . . . . . . . . . .
> > Preface
> > It is ironic that Lev Vygotsky, who claimed for many years that mental
> > development is about the internalization of external signs and that
> > external signs must be replaced by inner ones during the course of
> > such development, made notes throughout his life. It seems he was
> > always making notes on whatever was at hand (e.g., cards, maps, pieces
> > of paper, forms) and whatever he was doing (e.g., visiting museums,
> > attending lectures, reading books, examining patients).
> > Subsequently,
> > these notes formed the basis of lectures, articles, and books. This
> > book contains a selection of these notes found in Vygotsky¡¯s personal
> > archive. They were meticulously studied and deciphered by the first
> > editor and, in cases of doubt, by both editors. The second editor
> > provided a first translation of the text, and together the editors
> > tried to solve the remaining linguistic and conceptual problems.
> > Elsewhere one of us has argued that the fact that Vygotsky became
> > popular long after his death causes problems for the modern reader
> > (Van der Veer 2014, p. 4). We know so little of the psychology of the
> > early 20th century that it is easy to attribute ideas to Vygotsky that
> > were common at the time or fail to see the novelty of the ideas he
> > advanced. In the words of Boring (1950, p. ix):
> > ¡°Without
> > such knowledge he [the reader] sees the present in distorted
> > perspective, he mistakes old facts and old views for new, and he
> > remains unable to evaluate the significance of new movements and
> > methods.¡± This is why the editors have supplied introductions and what
> > may seem an excessive number of notes to the text. It is their hope
> > that these will allow the reader to at least partially reconstruct the
> > historical context of Vygotsky¡¯s ideas. In writing these introductions
> > and notes, they relied on the usual encyclopedias (notably,
> > Wikipedia), read scores of articles and books by Vygotsky and his
> > contemporaries, and were especially pleased with the existence of
> > digitalized older books. The editors were also morally supported by
> > colleagues and friends (e.g., Tatyana Akhutina, Igor Arievitch, Irina
> > Kazakova, Peter Keiler, Alexandre M¨¦traux, Maksim Osipov, Yakov
> > Sinichkin, Natal¡¯ya Stoyukhina, Anton Yasnitsky) and felt free to
> > bother them with silly or difficult questions. In rare cases, they
> > believed they knew something themselves.
> > The result
> > of this effort is what Vygotsky regarded as typical for the modern
> > Western
> > person:
> > borrowed knowledge, e.g., knowledge that is transmitted from expert to
> > novice.
> > Few readers have been in the Sahara; yet most of them believe it is a
> > hot and sandy place in the daytime.
> > Even with the introductions and the footnotes, this volume requires
> > some hard work by the reader, and the editors do not claim that they
> > fully understand each and every part of the text. After all, a large
> > part of this text was written for private use, and arguments were not
> > spelled out. Moreover, sometimes is not even clear whether Vygotsky
> > gives his own point of view or summarizes the view of a colleague.
> > Hopefully, discussions of this volume in the scientific press and on
> > the Internet will help to solve the remaining problems of
> > comprehension.
> > The publication of private notebooks always involves some
> > modifications, and we wish to explain the procedure we followed.
> > First, the text was deciphered and typed. This in itself is no easy
> > task because Vygotsky¡¯s handwriting was not always clear, and he
> > frequently used abbreviations of his own invention (e.g., ¡°m.r.¡± for
> > ¡°mental retardation¡± or ¡°hndwrtng¡± for ¡°handwriting¡±). One might say
> > that his notebooks have several of the properties that Vygotsky
> > himself ascribed to inner
> > speech: abbreviations, references to things that are only clear to
> > someone who has the same knowledge (e.g., ¡°See my talk¡±), etc. In
> > typing the text of the notebooks, we lost the typical typographical
> > features of a manuscript, that is, the underlining, the crossing out,
> > the arrows, the writing upside down or backwards, the added remarks in
> > the margins, and so on. Rendering these features in the book would
> > have made it very unpleasant to read, but in the comments we have
> > indicated what readers cannot see for themselves. In addition, we have
> > corrected the mistakes in foreign words, expressions, citations, and
> > names. Although Vygotsky read several languages, his active use of
> > them left much to be desired. Words underlined by Vygotsky, book and
> > journal titles, poetry lines, and foreign words are rendered in
> > italics. In the rare cases that Vygotsky himself used English words or
> > expressions, these are given in bold script. Punctuation has been
> > mostly left intact¡ªunless this made the understanding difficult¡ªand we
> > added quotation marks when Vygotsky was citing a poet or writer
> > verbatim. Vygotsky was in the habit of repeatedly writing up the
> > outlines of the same talk or chapter and had a stock of pet
> > expressions and ideas to which he came back time and again, as the
> > reader will see in the present edition. For this reason, in rare
> > cases, we left out part of the text when it became excessively
> > repetitive. These suppressed passages have been indicated with angle
> > brackets and ellipses. Insertions and comments by the editors are
> > given in square brackets (i.e., [ ]) and/or small script. Words that
> > were difficult or impossible to decipher are given in angle brackets
> > (i.e., < >) with either our best guess or the word ¡°illegible.¡±
> > Finally, this book was edited by two authors who have never met each
> > other and communicated solely through email. There is no doubt that
> > this caused some disadvantages¡ª e.g., written speech needs to be much
> > more elaborate than oral speech ¡ªand it is better not to speculate
> > about the possible advantages. However, we sincerely believe that the
> > present result once more shows the truth of Feuerbach¡¯s dictum, that
> > what is impossible for one person is possible for two.
> > Moscow, Russia §¦katerina Zavershneva
> > Leiden, The Netherlands Ren¨¦ van der Veer References Boring, E. G.
> > (1950). A history of experimental psychology. Englewood Cliffs, NJ:
> > Prentice Hall.
> > Van der Veer, R. (2014). Lev Vygotsky. London: Bloomsbury.
> >
>
>
>