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

[Andy Blunden]

David, you keep talking about "Chapter 5" but you never
specify of which book. Could you help me out here. Which
text are we talking about?

Andy

------------------------------------------------------------
Andy Blunden
http://www.ethicalpolitics.org/ablunden/index.htm
On 31/05/2018 11:10 AM, David Kellogg wrote:
> Mike:
>
> You know, the weird thing is that Vygotsky makes exactly
> your point about his own development and those of his
> colleagues in the author's preface to T&S. He says that
> they had to discard a good deal of material which seemed
> completely erroneous, and they went down several rabbit
> holes that turned out to be dead ends.. 
>
> I find this weird for two reasons. First of all, I have
> always thought that the periodization of Vygotsky's
> thinking is overblown (e.g. Minick's preface to T&S in he
> CW and also in the Intro to Vygotsky volume edited by
> Daniels). When we look back at the "instrumental" period
> (a term Luria uses but Vygotsky himself eschews in his
> letters) and on the "psychological systems" paper, we can
> see that the rudiments of important ideas in the pedology.
> "Instrumental" psychology becomes the Social Situation of
> Development conceptualized as a relation between the child
> and the environment rather than a material setting on
> which the child acts wiht instruments. The "psychological
> system of functions" is a rudimentary form of the idea of
> a Central Neoformation and a Central Line of Development
> which exchanges places with Peripheral Neoformations and
> Peripheral Lines of Development. So it sees to me that the
> three different Vygotskies discovered by Minick and
> Gonzalez Rey and others are really artifacts of what
> happened after Vygotsky's death; there is one Vygotsky,
> and the key to the anatomy of "Ape, Primtive, Child" is in
> the anatomy of the pedology. 
>
> Secondly, although Vygotsky does say this about discarding
> a good deal of material and going down rabbit holes that
> turned out to be dead ends, there is this weird problem
> with Chapter Five. It is, very clearly and evidently,
> about adolescents, and its main argument is that concepts
> do not and cannot emerge until after the Crisis at
> Thirteen. And yet the very next chapter, Chapter Six, is
> equally clearly and equally evidently about school
> children, and its main argument is that the complexes need
> to be left, like Mary's Little Lamb, at the school door.
> One of these chapters must be a rabbit hole that turned
> out to be a dead end. But which one? 
>
> dk 
>
> 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 Tue, May 29, 2018 at 10:36 AM, mike cole
> <mcole@ucsd.edu <mailto:mcole@ucsd.edu>> wrote:
>
>     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
>         <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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