[Xmca-l] Re: Passions, (Projects?) and Interests

Andy Blunden andyb@marxists.org
Sat Jan 12 02:17:26 PST 2019


So we have axiological, ontological, epistemological and 
motivational angles to line up. Amazing people ever get to 
do anything by the time they figure that all out. :)

How would you go about conceiving of human life 
holistically, rather than a sum of all these abstractions?

Andy

------------------------------------------------------------
Andy Blunden
http://www.ethicalpolitics.org/ablunden/index.htm
On 12/01/2019 8:58 pm, James Ma wrote:
> Hi Huw, I agree with you very much. What's behind one's 
> interest is by all means an ontological and 
> epistemological stance as a driving force to deal with 
> what there is to appeal to one and how one might go about 
> pursuing it. Above all, one has an axiological positioning 
> that is meshed with his/her ontological and 
> epistemological stance.
> James
>
> On Fri, 11 Jan 2019 at 13:58, Huw Lloyd 
> <huw.softdesigns@gmail.com 
> <mailto:huw.softdesigns@gmail.com>> wrote:
>
>     For Vygotsky, interests are intentions. Although he
>     recognises that Lewin's structural theory is
>     inadequate with regard to discerning the essence of
>     interests, his own writings in that chapter focus upon
>     developmental patterns of interests, and he does not
>     get around to being explicit about what is behind
>     interest -- what is really driving it. To a certain
>     extent this is answered with the social situation of
>     development, but unless one reads between the lines
>     there is a great deal of vagueness, such as with
>     reference to psychological functions.
>
>     I have a rather large theoretical paper I am
>     completing on this to compliment some empirical work.
>     What I state is that it is epistemology (and ontology)
>     that is the interest behind interest.
>
>     Best,
>     Huw
>
>
>     On Fri, 11 Jan 2019 at 12:08, Moises Esteban-Guitart
>     <moises.esteban@udg.edu
>     <mailto:moises.esteban@udg.edu>> wrote:
>
>         That's an interesting question that I asked myself
>         when I read EDUCATIONAL
>         PSYCHOLOGY by Vygotsky "from one interest of the
>         child’s to a new interest
>         —that is the rule” (Vygotsky, 1926/1997a, p. 86).
>         My conclusion was that
>         it depends on the biographical moment (see pp. 393
>         to 396 document
>         attached). By the way, in his "Educational
>         Psychology" he wrote on sex too
>         ("Education on the sex instinct", pp. 71-77),
>         however I didn't explore
>         this.
>         m
>
>         > David,
>         >
>         > I would imagine the reference to interest
>         relates to the STUDENTS'
>         > interest: meaning that whatever way it is
>         approached it needs to be
>         > introduced from and in relation to the students'
>         current
>         > knowledge/interest/developmental stage as
>         opposed to being imposed in a
>         > decontextualised way.
>         >
>         > At least I think that's what's going on here...
>         >
>         > Julie
>         >
>         >
>         >
>         >
>         >> Sorry, Rob. I mean fifteen hours a year. The
>         government has itinerant
>         >> specialists who lecture from school to school.
>         There is even a bus for
>         >> visiting the provinces.
>         >>
>         >> In contrast, Vygotsky says:
>         >>
>         >> a) No class with ONLY sex education--since
>         anatomical, sexual, and
>         >> sociocultural maturation do not coincide in
>         modern humans, sex education
>         >> is
>         >> not a science of a natural whole, where the
>         object of study is given to
>         >> us.
>         >>
>         >> b) No classes WITHOUT sex education--since sex
>         education is simply
>         >> learning
>         >> how to be with people who may be of sexual
>         interest, all classes must
>         >> have
>         >> some form of sexual "enlightenment".
>         >>
>         >> c) No sex education without INTEREST. But what,
>         exactly, is interest?
>         >>
>         >> David Kellogg
>         >> Sangmyung University
>         >>
>         >> New in *Language and Literature*, co-authored
>         with Fang Li:
>         >> Mountains in labour: Eliot’s ‘Atrocities’ and
>         Woolf’s
>         >> alternatives
>         >> Show all authors
>         >>
>         >> https://doi.org/10.1177/0963947018805660
>         >>
>         >>
>         >>
>         >>
>         >> On Fri, Jan 11, 2019 at 5:40 PM
>         robsub@ariadne.org.uk <mailto:robsub@ariadne.org.uk>
>         >> <robsub@ariadne.org.uk
>         <mailto:robsub@ariadne.org.uk>>
>         >> wrote:
>         >>
>         >>> Fifteen hours a week???
>         >>>
>         >>> I hope it's not all practicals - the teachers
>         would be exhausted.
>         >>>
>         >>> In the UK nowadays the very inadequate thing
>         we do in schools is called
>         >>> Sex and Relationship Education. The "and
>         Relationship" bit was tacked
>         >>> on
>         >>> some time in the 90s or maybe early 2000s, if
>         I recall rightly. They
>         >>> missed
>         >>> a trick there - they should have put it the
>         other way round
>         >>> "Relationship
>         >>> and Sex Education". A very large lump of the
>         population go into a
>         >>> tabloid
>         >>> induced panic as soon as they hear the word
>         "sex", especially when
>         >>> related
>         >>> to children, and then fail to hear the "and
>         relationship" it.
>         >>>
>         >>> Rob
>         >>>
>         >>> On 11/01/2019 07:14, David Kellogg wrote:
>         >>>
>         >>> Last July in Geneva, I got into a bit of a
>         tiff with my hosts over
>         >>> whether
>         >>> or not Vygotsky had a theory of emotion. The
>         commonplace position,
>         >>> taken
>         >>> by
>         >>> almost all high Vygotskyans including my
>         francophone friends, is that
>         >>> Vygotsky spent too much of his life developing
>         a theory of thinking and
>         >>> intellect, complexes and concept formation,
>         and when he turned his
>         >>> attention to the lower and higher emotions,
>         that dark side of the moon,
>         >>> it
>         >>> was too late. He worked out a kind of
>         prolegomena, in the form of
>         >>> "Teaching
>         >>> on the Emotions" (or "Study of the Emotions"
>         or perhaps "The Doctrine
>         >>> of
>         >>> the Emotions"--you can read what he did in
>         Volume 6 of the Collected
>         >>> Works). And the rest was silence.
>         >>>
>         >>> Here in Korea we are bringing out our tenth
>         volume of Vygotsky's works
>         >>> (see attached cover, with blurbs from Renee
>         Van der Veer and Irina
>         >>> Leopoldoff-Martin). It's all about sex
>         education, which is a very
>         >>> important
>         >>> topic here in Korea, because we have fifteen
>         hours of sex education a
>         >>> week
>         >>> mandated by the government, but the ministry
>         of education has more or
>         >>> less
>         >>> withdrawn the downloadable materials for this,
>         not for the usual
>         >>> reasons
>         >>> but instead because of criticism from Human
>         Rights Watch (it is
>         >>> terribly
>         >>> sexist, homophobic, and just plain ignorant).
>         >>>
>         >>> Vygosky's view is that sex education (which he
>         calls "sexual
>         >>> enlightenment") has to be integrated into ALL
>         subjects (so for example
>         >>> the
>         >>> test of a good sex enlightenment programme
>         would be one that ensures
>         >>> equal
>         >>> participation of boys and girls in math and
>         physics), it has to start
>         >>> as
>         >>> soon as preschoolers enter primary school, and
>         it has to be
>         >>> INTERESTING.
>         >>> In
>         >>> other words, instead of the "sex education
>         without sex" programme we
>         >>> have
>         >>> here in South Korea, we need non-sex
>         education...but with a good deal
>         >>> of
>         >>> sex.
>         >>>
>         >>> All of which has got me thinking about the
>         problem my Geneva friends
>         >>> set
>         >>> before me. I think that Vygotsky really DOES
>         have a theory that unites
>         >>> passions and interests. It's like that book by
>         Hirschmann on how the
>         >>> unity
>         >>> of passion and interest gave rise to
>         capitalism, but instead it is all
>         >>> about how passions, shared projects, and
>         interests give rise to sexual
>         >>> love, and it is more or less right before we
>         would expect to find it:
>         >>> in
>         >>> the Pedology of the Adolescent, right before
>         the chapter on concept
>         >>> formation, which shows how complexes (which
>         are categories for others)
>         >>> become concepts (categories for themselves).
>         This is the chapter on
>         >>> interests, which explains how passions (which
>         are sensations in
>         >>> themselves)
>         >>> become interests: that is, emotions for
>         themselves. (There is already a
>         >>> passable translation of this in Volume Five of
>         the CW). The only thing
>         >>> is
>         >>> there is a need for a transitional form--a
>         feeling with others. Andy's
>         >>> idea
>         >>> of the Project?
>         >>>
>         >>> David Kellogg
>         >>> Sangmyung University
>         >>>
>         >>> New in *Language and Literature*, co-authored
>         with Fang Li:
>         >>> Mountains in labour: Eliot’s ‘Atrocities’ and
>         Woolf’s
>         >>> alternatives
>         >>> Show all authors
>         >>>
>         >>> https://doi.org/10.1177/0963947018805660
>         >>>
>         >>>
>         >>>
>         >>>
>         >>
>         >
>         >
>         > Dra. Julie Waddington
>         > Departament de Didàctiques Específiques
>         > Facultat d'Educació i Psicologia
>         > Universitat de Girona
>         >
>         >
>         >
>         >
>         >
>
>
>         -- 
>         Moisès Esteban Guitart
>         Dpt de psicologia
>         Director - Institut de Recerca Educativa -
>         Facultat d'Educació i Psicologia
>         Universitat de Girona
>
>         Grup de recerca "Cultura i Educació" (GRC 2017SGR19)
>         https://culturaieducacio.cat
>
>         Responsable a la Universitat de Girona del
>         Postgrau Interuniversitari en
>         Psicologia de l'educació MIPE-DIPE
>         http://mipe.psyed.edu.es/ca
>
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