[Xmca-l] Re: English translation of Pedology of the Adolescent

Tue May 29 13:17:52 PDT 2018

Congratulations David! That is a huge accomplishment. I look forward to hear if you have an answer to Francine.

Best,

Alfredo Jornet
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New Article in the European Journal of Engineering Education,  "Collaborative design decision-making as social process". Free print available: https://www.tandfonline.com/eprint/vCwCJBcyE5jMiZkZwAWR/full

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From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu> on behalf of Larry Smolucha <lsmolucha@hotmail.com>
Sent: 29 May 2018 18:20
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: English translation of Pedology of the Adolescent

Message from Francine:

Congratulations to David and his team!

Mike mentioned looking forward to an English edition - on that note:

Volume 5 of the Collected Works of L.S. Vygotsky (1998) does include an English translation of the Pedology of the Adolescent.

But one of the things that puzzled me in 1985, when I translated Chapter 12 Imagination and Creativity of the Adolescent from the Russian text (Pedagogika, 1984) was that the next chapter '13' was missing.  If my memory is correct Chapter 12 was followed numerically by Chapter 14. In the 1998 English publication by Plenum this is not obvious because Imagination and Creativity of the Adolescent is labeled Chapter 4.

Perhaps, David has some info about the chapter missing from Pedagogika 1984.

Was that the Russian text that his team worked from or did they have a much earlier original Russian text? Any obvious differences between the Russian texts? or between the available English translation and the new Korean one?

Just wondering.

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From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu> on behalf of mike cole <mcole@ucsd.edu>
Sent: Monday, May 28, 2018 8:36 PM
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: Volume One of Pedology of the Adolescent Published in Korean

Congratulions to you and your team, David. We all look forward to an English edition.

All those issues good for discussion.
Where does the text on
Pedology  fit in the instrumental— functional systems- perezhivanie
Sequencing of his phases of theorizing?

Mike

On Mon, May 28, 2018 at 6:00 PM David Kellogg <dkellogg60@gmail.com<mailto:dkellogg60@gmail.com>> 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

--
A man's mind-what there is of it- has always the advantage of being
masculine, - as the smallest birch-tree is of a higher kind than the most
soaring palm, - and even his ignorance is of a sounder quality.
---George Eliot
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