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

[David Kellogg]

Francine:

Vygotsky has said that he will tackle the problem of adolescence
holistically: the first part is a general introduction, the second has to
do with general anatomical growth and sexual maturation, the third part is
psychology, and the fourth part is social problems of the transitional age.

The Russian Collected Works selects only four chapters from the third part,
which is the first part of the second volume of the original correspondence
course. This first part of the second volume is devoted to the psychology
of the adolescent. The editors say that they are only including those parts
of the book which are concerned with psychology (because Volume Four of the
Russian CW, which is Volume Five of the English, is entitled Child
Psychology.

They do include Vygotsky's final conclusion though, which is Chapter
Sixteen, "Dynamics and Structure of the Adolescent Personality". They omit
the whole section on  social problems of the pedology of the transitional
age:

Chapter 13: Choice of a Professioin
Chapter 14: Social Behavior of the Adolescent
Chapter 15: The Working Adolescent .

As you say, the English CW gets around this by renumbering the extracts.
But the entire first part, which is the part we are now publishing, is
omitted, and even the parts that are included in the Russian CW and
subsequently the English CW have been heavily edited.

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


On Wed, May 30, 2018 at 1:20 AM, Larry Smolucha <lsmolucha@hotmail.com>
wrote:

> 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.
>
>
> ------------------------------
> *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>
> 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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