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

[David Kellogg]

Come on, Andy. Take a look at the VERY FIRST LINE of my response to you
yesterday.

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 Thu, May 31, 2018 at 11:09 AM, Andy Blunden <andyb@marxists.org> wrote:

> 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> 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>
>> 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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