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

[Helena Worthen]

This is amazing!!!

Thank you — 


Helena Worthen
helenaworthen@gmail.com
Berkeley, CA 94707 510-828-2745
Blog US/ Viet Nam: 
helenaworthen.wordpress.com
skype: helena.worthen1







> On Feb 11, 2018, at 9:12 AM, mike cole <mcole@ucsd.edu> wrote:
> 
> 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
>>> Еkaterina 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–Historical 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 27–29, 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 Métraux, 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—unless this made the understanding difficult—and 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— e.g., written speech needs to be much
>>> more elaborate than oral speech —and 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 Еkaterina Zavershneva
>>> Leiden, The Netherlands René 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.
>>> 
>> 
>> 
>>