[Xmca-l] Re: Volume One of Pedology of the Adolescent Published in Korean
Andy Blunden
andyb@marxists.org
Wed May 30 19:26:58 PDT 2018
Thanks, David.
Andy
------------------------------------------------------------
Andy Blunden
http://www.ethicalpolitics.org/ablunden/index.htm
On 31/05/2018 12:24 PM, David Kellogg wrote:
> 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 <mailto: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
> <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
>> <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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