[Xmca-l] Re: Fwd: Text

[Jonathan Tudge]

Greetings, Martin,

I hope that this works (taken from a powerpoint presentation).

Cheers,

Jon


~~~~~~~~~~~

Jonathan Tudge

Professor
Office: 155 Stone

Our work on gratitude: http://morethanthanks.wp.uncg.edu/

A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing
gratitude in children and adolescents
<https://www.uncg.edu/hdf/faculty/tudge/books/dev-gratitude-in-children-and-adolescents-flyer.pdf>,
Cambridge, UK: Cambridge University Press

My web site:http://www.uncg.edu/hdf/faculty/tudge

Mailing address:
248 Stone Building
Department of Human Development and Family Studies
PO Box 26170
The University of North Carolina at Greensboro
Greensboro, NC 27402-6170
USA

phone (336) 223-6181
fax   (336) 334-5076






On Mon, Jan 29, 2018 at 6:22 PM, Martin Packer <mpacker@cantab.net> wrote:

> Hi Jon,
>
> Would it be possible for you to post here the figure you mentioned in your
> message, page 69 of your book?
>
> Martin
>
> "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss
> matters with Radcliffe-Brown or Kroeber, I become at once aware that my
> partner does not understand anything in the matter, and I end usually with
> the feeling that this also applies to myself” (Malinowski, 1930)
>
>
>
> > On Jan 29, 2018, at 10:24 AM, Jonathan Tudge <jrtudge@uncg.edu> wrote:
> >
> > Hi, Mike,
> >
> > There are a couple of problems with the 2005 book.  One is that the
> papers
> > are drawn from UB's writings from the 1970s to the early part of this
> > century.  As is true of Vygotsky's writings (and probably any theorist
> who
> > wrote over a significant span of time) it's really important to know the
> > date of publication.  The other problem is that at least one of the
> > chapters is incomplete, and there are errors in at least one other.
> >
> > As for the concentric circles or the matrioshka--they're both excellent
> > examples of how powerful metaphors can go powerfully wrong!  Both are
> > utterly misleading, in that they really focus attention on the different
> > layers of context (and even then don't make sense--the mesosystem
> consists
> > of overlapping circles, as in a Venn diagram).  Nonetheless, you're
> > right--UB continued to use the metaphor in his final publications.
> >
> > However, his theory really developed a lot from the 1970s onwards (see
> Rosa
> > and Tudge, 2013; Tudge, 2013), and from the early 1990s onwards "proximal
> > processes" were the centerpiece of his Process-Person-Context-Time (PPCT)
> > model.  These are essentially the everyday activities in which developing
> > people engage, and they always and only occur in microsystems.  However,
> > what goes on in microsystems is always influenced by (a) the person
> > characteristics of the developing individuals of interest and those of
> the
> > others with whom they interact, (b) the characteristics of the context,
> > both proximal (as in the nature of the microsystem in which those
> > activities are occurring) and distal (the macrosystem, which for him was
> > culture, whether considered at the level of society or within-society
> > cultural groups), and (c) time, which includes both the need to study
> over
> > time (longitudinally) and in time (the prevailing social, economic, and
> > political climate).    A graphic representation that better reflects his
> > developed position than the concentric circles can be found in Tudge
> > (2008), on page 69.
> >
> > I actually think that he rather dropped the ball on culture,
> > unfortunately.  I really like his writings on this in his 1979 book and
> in
> > his 1989 (or 1992) chapter on ecological systems theory.  Reading his
> 1998
> > (or 2006) handbook chapters you'll find virtually no mention of the
> impact
> > of culture (or macrosystem) despite drawing on Steinberg et al.'s
> research
> > on adolescents from different racial/ethnic groups.
> >
> > Don't feel bad, though, if you have always just thought of
> Bronfenbrenner's
> > theory as one of concentric circles of context--you're no different in
> that
> > regard from just about everyone who has published an undergrad textbook
> on
> > human development, not to mention a majority of scholars who have said
> that
> > they've used UB's theory as foundational for their research (see Tudge et
> > al., 2009, 2016).
> >
> > If anyone would like a copy of any of these papers, just send me a
> private
> > message to jrtudge@uncg.edu
> >
> >   - Tudge, J. R. H. (2008). *The everyday lives of young children:
> >   Culture, class, and child rearing in diverse societies.* New York:
> >   Cambridge University Press.
> >   - Tudge, J. R. H., Mokrova, I., Hatfield, B., & Karnik, R. B. (2009).
> >   Uses and misuses of Bronfenbrenner’s bioecological theory of human
> >   development. *Journal of Family Theory and Review, 1*(4), 198-210.
> >   - Rosa, E. M., & Tudge, J. R. H. (2013). Urie Bronfenbrenner’s theory
> of
> >   human development: Its evolution from ecology to bioecology. *Journal
> of
> >   Family Theory and Review, 5*(6), 243–258. DOI:10.1111/jftr.12022
> >   - Tudge, J. R. H. (2013). Urie Bronfenbrenner. In Heather Montgomery
> >   (Ed.), *Oxford bibliographies on line: Childhood studies*. New York:
> >   Oxford University Press.
> >   - Tudge, J. R. H., Payir, A., Merçon-Vargas, E. A., Cao, H., Liang, Y.,
> >   Li, J., & O’Brien, L. T. (2016). Still misused after all these years? A
> >   re-evaluation of the uses of Bronfenbrenner’s bioecological theory of
> human
> >   development. *Journal of Family Theory and Review*, *8,* 427–445. doi:
> >   10.1111/jftr.12165.
> >
> > Cheers,
> >
> > Jon
> >
> >
> >
> >
> > ~~~~~~~~~~~
> >
> > Jonathan Tudge
> >
> > Professor
> > Office: 155 Stone
> >
> > Our work on gratitude: http://morethanthanks.wp.uncg.edu/
> >
> > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing
> > gratitude in children and adolescents
> > <https://www.uncg.edu/hdf/faculty/tudge/books/dev-
> gratitude-in-children-and-adolescents-flyer.pdf>,
> > Cambridge, UK: Cambridge University Press
> >
> > My web site:http://www.uncg.edu/hdf/faculty/tudge
> >
> > Mailing address:
> > 248 Stone Building
> > Department of Human Development and Family Studies
> > PO Box 26170
> > The University of North Carolina at Greensboro
> > Greensboro, NC 27402-6170
> > USA
> >
> > phone (336) 223-6181
> > fax   (336) 334-5076
> >
> >
> >
> >
> >
> >
> > On Sun, Jan 28, 2018 at 6:20 PM, mike cole <mcole@ucsd.edu> wrote:
> >
> >> Hi Jon --
> >>
> >> Nice to see your voice!
> >>
> >> I only have Urie's 2005 collection, *Making Human Beings Human, *to
> hand. I
> >> checked it out
> >> to see if the terms activity and context appeared there. Only sort of!
> >> Activity is in the index, but context is not (!). I attach two pages
> from
> >> the book for those interested (and able to read my amateur
> >> photos). Here it seems that activity and context coincide at the micro
> >> level, but perhaps only there?
> >>
> >> Concerning embedded circles and context. It turns out that the person
> who
> >> induced Sheila and me to write a textbook on human development was U.
> >> Bronfenbrenner. And this same U.B. discussed with us how to represent
> his
> >> perspective circa 1985, pretty early in the task of writing the first
> >> edition. His use of matroshki (embedded dolls) as a metaphor and his
> >> rhetoric at the time (and in 2005 as well) invites
> >> a concentric circles representation. We discussed other ways of trying
> to
> >> represent the idea and he
> >> said that our representation came as close as he could figure out.
> >>
> >> In the 2005 book he refers to my work as combining a Vygotskian notion
> of
> >> context with an anthropological one (p. 126), and uses the term
> "ecological
> >> context." I assume that most of my Russian colleagues would argue that
> LSV
> >> used the concept of "social situation of development," not context. I
> have
> >> no idea how he would respond to Yrjo's declaration that the activity is
> the
> >> context, but it does not seem too far off from what is written on the
> pages
> >> attached.
> >>
> >> Perhaps someone on xmca who is skilled at searching texts in cyrillic
> could
> >> search for his use of the term, context. I have always been curious
> about
> >> what such a search would turn up, but lack the skill
> >> to carry out the query.
> >>
> >> And perhaps you have written something about the mistake of interpreting
> >> U.B.'s notion of contexts using embedded circles we could learn from??
> >> Certainly the passages on p. 46 remind me of the work of Hedegaard and
> >> Fleer, who also draw upon U.B.
> >>
> >> mike
> >>
>
>
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