[Xmca-l] Re: Volume One of Pedology of the Adolescent Published in Korean

[Andy Blunden]

Couple of questions, David.

Which chapter of T&S are you referring to with "the chapter
on concept formation in adolescence"?

Are you saying that LSV uses the term "semanticization" to
mean things like "algebraic symbolism, works of art,
writing, schemes, diagrams, maps, blueprints ..."?

Andy

------------------------------------------------------------
Andy Blunden
http://www.ethicalpolitics.org/ablunden/index.htm
On 29/05/2018 10:56 AM, David Kellogg wrote:
> The Seoul Vygotsky Community is proud to announce the
> publication of the first volume of  Vygotsky's "Pedology
> of the Adolescent" in Korean (see link below). Some of
> this material has been circulated on our list, but it has
> never actually been published in any language except Russian.
>
> Like the upcoming publication of Vygotsky's pedological
> work in French (and, eventually, in English), I think the
> material speaks for its own importance in theory and in
> methodology. But I also think it addresses (at least)
> three practical questions which keep coming up on this list.
>
> a) How can a Zoped be measured in years? The Binet tasks
> are utterly inadequate for this purpose, as Thorndike,
> Vygotsky, and even Binet said at the time. So we need
> neoformations that are observable in the data of everyday
> life, e.g. language. The first chapter of this volume,
> never published in Engliish, gives these for the Crisis at
> Thirteen.
>
> b) What does the child think with before the child is
> thinking with concepts? In Thinking and Speech, the
> chapter on concept formation in adolescence is actually
> placed BEFORE the chapter on preconcept formation in
> elementary school. The chapters in this volume on the role
> of emotion as a "sputnik" of development not only explain
> how the adolescent is thinking during concept formation
> but also why.
>
> c) What is the status of the phrase "psychological tools"?
> Vygotsky himself uses it at one point. Then he criticizes
> it and says that people who use this are simply
> handwaving. This material was written at exactly the point
> in his thinking he made that criticism, and...he does not
> use it. Instead, he uses the idea of "semanticization" in
> order to describe the "intro-volution" of structures.
>
> This volume has important things to add on all of these
> issues, but it's actually little more than the kind of
> preamble we find in the first five chapters of HDHMF or
> the first four chapters we find in T&S. In the next
> volume, which we are working on right now, Vygotsky says
> that the last great critical period of childhood is the
> product of the "non-coincidence" of general anatomical
> growth, sexual maturation, and socio-cultural maturity.
> Growth goes on a bit later (thanks to diet), puberty
> happens earlier and earlier (ditto), but the child's
> ability to reproduce his or her own labor and that of a
> family seems to be endlessly put off by our culture.
>
> David Kellogg
> Sangmyung University
>
> New Book with the Seoul Vygotsky Community
>
> Volume 1 of "Pedology of the Adolescent", 분열과 사랑 (in the
> Korean language)
>
> http://www.aladin.co.kr/shop/wproduct.aspx?ItemId=148240197
>         

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