[Xmca-l] Re: "conscious awareness enters through the gate" (a Participation Question)
Andy Blunden
andyb@marxists.org
Fri Aug 14 22:41:41 PDT 2020
The link works for me too. I have attached the article.
andy
------------------------------------------------------------
*Andy Blunden*
Hegel for Social Movements <https://urldefense.com/v3/__https://brill.com/view/title/54574__;!!Mih3wA!RtDGgUfRnyhbmLtiqAHsxk7rk35ACL9VywkdFyTL8n5RrU_gOJOpvA1L7OfmeXvw9mI5yg$ >
Home Page <https://urldefense.com/v3/__https://www.ethicalpolitics.org/ablunden/index.htm__;!!Mih3wA!RtDGgUfRnyhbmLtiqAHsxk7rk35ACL9VywkdFyTL8n5RrU_gOJOpvA1L7OfmeXt5_736cg$ >
On 15/08/2020 1:57 pm, Annalisa Aguilar wrote:
> Hello again,
>
> I searched the link online that is misisng at LCHC to see
> if I might find it elsewhere and see that Andy referenced
> this in an essay on his publication:
> https://urldefense.com/v3/__https://ethicalpolitics.org/ablunden/works/trobriand-reasoning.htm__;!!Mih3wA!RtDGgUfRnyhbmLtiqAHsxk7rk35ACL9VywkdFyTL8n5RrU_gOJOpvA1L7OfmeXuYWjTjTg$
> <https://urldefense.com/v3/__https://ethicalpolitics.org/ablunden/works/trobriand-reasoning.htm__;!!Mih3wA!XDLSuZlualtCYppYXZBlvBAPo1DPvopbKbWDYmReFxLvdqiQl-MmJREYoUoDtzVGG_ScyA$>
>
> I finally was able to get the actual Russian word, which I
> had requested. I am presuming that the word/s we are using
> for "conscious awareness" is "osoznanie" or "осознание"
>
> Going to google translate (I'm very sorry I speak no
> Russian) and made this little screenshot for other related
> words to osoznanie:
>
>
> Even google translate doesn't translate this to "conscious
> awareness"
>
> But I like that there is a lesser connection to the word
> "perception" as well as "knowing." This (to me) means that
> Vygotsky was on the trail to a model similar to the Vedic
> one. And this has been a translation snafu. "Realization"
> is also more potent than "conscious awareness."
>
> This is why it's important to understand the meaning of
> the words before moving forward.
>
> Watery water doesn't really say that much if I don't know
> what water is, or worse which watery water you mean.
>
> I would love to read the paper on the Trobriands. Though
> I'm not sure that Hutchins believes, as Andy states,
>
> "to be of the view that to understand a mental process
> is to be able to model it with a computer program. The
> mind is a cluster of nested subroutines which turn
> atomistic perceptions into compound thoughts via
> schemata somehow residing the brain."
>
>
> That doesn't sound right to me. I don't think Andy that
> you understand Hutchins properly. This metaphor of the
> computer as brain flies against the Hutchins I know and
> love from Cognition in the Wild. Hutchins certainly
> doesn't believe that thinking happens in the skull.
>
> Though It is possible I suppose that given this was an
> early paper of Hutchins he may have thought this, but I
> don't think so. it really doesn't ring true to what I know
> about his work.
>
> Hutchins used computers a lot for modeling, or perhaps
> "simulations" is a better way to say it. It may be that he
> was using computers to model syllogisms, but I'm not sure
> about concepts per se, certainly not that the computer was
> a stand-in for mind.
>
> I also know Hutchins very vocally disputes mental
> representation, when it was trendy to think everything in
> the mind is a representation. I used to know the reasons
> why it was not a useful model.
>
> Alas, not anymore, I reach and the answer isn't there!!
>
> Kind regards,
>
> Annalisa
>
>
>
>
> ------------------------------------------------------------
> *From:* xmca-l-bounces@mailman.ucsd.edu
> <xmca-l-bounces@mailman.ucsd.edu> on behalf of mike cole
> <mcole@ucsd.edu>
> *Sent:* Friday, August 14, 2020 6:20 PM
> *To:* eXtended Mind, Culture, Activity
> <xmca-l@mailman.ucsd.edu>
> *Subject:* [Xmca-l] Re: "conscious awareness enters
> through the gate" (a Participation Question)
>
> * [EXTERNAL]*
>
> **
> Andy et al...
>
> This link http://lchc.ucsd.edu/Histarch/fe79v1n2.PDF is to
> an early, short, article by Ed Hutchins that may
> be relevant to the discussion. There is a book laying out
> the full case.
>
> mike
>
>
> On Fri, Aug 14, 2020 at 8:34 AM Andy Blunden
> <andyb@marxists.org <mailto:andyb@marxists.org>> wrote:
>
> No David, as I said, the term "scientific concept" as
> it is understood nowadays, tends to mislead. The
> distinction for Vygotsky is entirely, as you say,
> /developmental/, and it is not a categorisation either
> (as in putting things into boxes), and nothing to do
> with "sophistication." "Scientific concept" refers to
> the path of development that begins with an abstract
> (decontextualised) concept acquired through
> instruction in some more or less formal institution.
> "Spontaneous concept" refers to the path of
> development which begins with everyday experience,
> closely connected with immediate sensori-motor
> interaction and perception, i.e., it begins from the
> concrete, whereas the "scientific" is beginning from
> the abstract.
>
> Any "actual" concept is the intersection or merging of
> both the scientific and spontaneous path. For example
> (1) everyday life is full of ideas which have their
> source in institutions, but have made their way out of
> the institutional context into everyday life. On the
> other hand, for example (2) any scientific concept
> worth its salt has made its way out of the classroom
> and become connected with practice, like the
> book-learning of the medical graduate who's spent 6
> months in A&E.
>
> I admit, this is not clear from Vygotsky's prose. But
> here's the thing: when you're reading a great thinker
> and what they're saying seems silly, trying reading it
> more generously, because there's probably a reason
> this writer has gained the reputation of being a great
> thinker.
>
> Andy
>
> ------------------------------------------------------------
> *Andy Blunden*
> Hegel for Social Movements
> <https://urldefense.com/v3/__https://brill.com/view/title/54574__;!!Mih3wA!XxSEPVIR0yRJgFaNSBm_i4WM3CddjlgSG_ngNcugdSCaXGC-tM-WRY9GIob6WVqti5Nn5Q$>
> Home Page
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>
> On 15/08/2020 1:14 am, David H Kirshner wrote:
>>
>> Thanks for your accessible example, Michael.
>>
>> Vygotsky’s scientific / spontaneous distinction
>> between types of concepts has always struck me as
>> such an unfortunate solution to the problem of
>> differential sophistication in modes of reasoning.
>> I’m sure this problem must have deep roots in
>> classical and contemporary philosophy, even as it is
>> reflected in cognitive psychology’s Dual Process
>> Theory that at its “theoretical core amounts to a
>> dichotomous view of two types of processes…: type
>> 1—intuitive, fast, automatic, nonconscious,
>> effortless, contextualized, error-prone, and type
>> 2—reflective, slow, deliberate, cogitative,
>> effortful, decontextualized, normatively correct”
>> (Varga & Hamburger, 2014). What externalizing this
>> distinction as different kinds of cognitive products
>> (this or that kind of concept) seems to do is
>> distract/detract from the sociogenetic character of
>> development. Surely, a sociogenetic approach seeks to
>> interpret these different forms of reasoning as
>> differential discursive practices, embedded in
>> different cultural contexts (Scribner, Cole, etc.).
>> But talking about different kinds of concepts seems
>> like the wrong departure point for that journey.
>>
>> David
>>
>> *From:*xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu>
>> <xmca-l-bounces@mailman.ucsd.edu>
>> <mailto:xmca-l-bounces@mailman.ucsd.edu> *On Behalf
>> Of *Glassman, Michael
>> *Sent:* Friday, August 14, 2020 7:03 AM
>> *To:* eXtended Mind, Culture, Activity
>> <xmca-l@mailman.ucsd.edu>
>> <mailto:xmca-l@mailman.ucsd.edu>
>> *Subject:* [Xmca-l] Re: "conscious awareness enters
>> through the gate" (a Participation Question)
>>
>> Hi Andy, Henry, Anna Lisa,
>>
>> Let me start by saying that this is completely
>> restricted to the way conscious awareness is used in
>> Thinking and Speech. If it is use differently in
>> other places this perspective may be wrong. To my
>> mind (with the proviso that my mind if often wrong)
>> Vygotsky is using the idea of conscious awareness for
>> a specific purpose. To differentiate the role of
>> spontaneous concepts with non-spontaneous concepts.
>> Spontaneous concepts are based initially in affective
>> memory and they give energy and motivation to many of
>> our activities. However we are not consciously aware
>> of them. To go back to chess, I am at the pool and my
>> friend comes up to me and says “Chess?” I say yes. I
>> have no conscious awareness of the concept of chess
>> in my life, why I say yes so easily why it may be a
>> way to make a social connection between me and my
>> friend. It is residue of my affective memory (I don’t
>> know how much Vygotsky was using Ribot when making
>> this argument). We are playing chess and I remember
>> that my brother showed me the
>> non-spontaneous/scientific concept of the bishop’s
>> gambit. As this point in my life I have to think
>> about it and whether I want to use it. I must summon
>> the intellectual functions of memory and attention as
>> I think about the use of the bishop’s gambit. This
>> then is conscious awareness of the scientific
>> concept. I used the bishop’s gambit and win the game
>> and I applaud myself. I got home and tell my brother,
>> the bishop’s gambit was great, thanks. I am mediating
>> the scientific concept of the bishop’s gambit with my
>> everyday concept of playing chess. Voila, development!!!!
>>
>> I don’t know if Vygotsky uses conscious awareness
>> differently elsewhere.
>>
>> Michael
>>
>> *From:*xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu>
>> <xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu>> *On Behalf
>> Of *Andy Blunden
>> *Sent:* Thursday, August 13, 2020 11:51 PM
>> *To:* xmca-l@mailman.ucsd.edu
>> <mailto:xmca-l@mailman.ucsd.edu>
>> *Subject:* [Xmca-l] Re: "conscious awareness enters
>> through the gate" (a Participation Question)
>>
>> Henry, my aim was just to introduce Annalisa and
>> whoever to the scientific way that the terms
>> "conscious awareness" and "consciousness" are used in
>> CHAT. I say "scientific" in the sense that in CHAT we
>> have a system of concepts and associated word
>> meanings which have, if you like, conventional
>> meanings. There is nothing wrong with "automatic and
>> controlled processing" and "ballistic processing" but
>> so far as I am aware these terms were not in
>> Vygotsky's vocabulary. I could be wrong of course and
>> I am sure I will be rapidly corrected if this is the
>> case.
>>
>> Andy
>>
>> ------------------------------------------------------------
>>
>> *Andy Blunden*
>> Hegel for Social Movements
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2Fbrill.com*2Fview*2Ftitle*2F54574__*3B!!Mih3wA!Smhly0SjdcgGREcg-6xH-8n9H3YEj1J9lzNgh3sh3V04jFUm38R6Cc-p_IYblRn4Ixz7_Q*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C464218f1265c49de2d4708d8404a6038*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330035495791566&sdata=4GFqGD8GOIYvWK1i0mu1nnIQq8*2BDA*2BVn4f84CtjhizI*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!SNLJ-8K5y_jTqIlalgeDUNMkwlK-gLQ-29qgKtRlf8Hm4RMr2UBcvgTsukMf7pmr4R1WmQ$>
>> Home Page
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>>
>>
>> On 14/08/2020 1:36 pm, HENRY SHONERD wrote:
>>
>> Andy,
>>
>> I think of what you described as automatic and
>> controlled processing. Automatic processing (also
>> called ballistic) requires little or no
>> attentional resources. Controlled processes, on
>> the other hand, take up a lot of attention. When
>> you’re learning something, it can easily overload
>> attentional capacity. One aspect of learning or
>> scaffolding the learning of another is to know
>> the right combination of controlled and automatic
>> processing. I think this relates to Vygotsky’s
>> Zoped. You quoted Hegel a while back about
>> mathematical thinking that captures this
>> distinction very well.
>>
>> Henry
>>
>> On Aug 13, 2020, at 7:37 PM, Andy Blunden
>> <andyb@marxists.org
>> <mailto:andyb@marxists.org>> wrote:
>>
>> Annalisa, for Marxists, "consciousness" is a
>> very broad term covering what mediates
>> between physiology and behaviour, the
>> totality of mental processes in an individual
>> organism, whether sleeping or awake.
>>
>> "Conscious awareness" on the other hand
>> refers to knowing and attending to what you
>> are doing at the time. A couple of classic
>> examples will illustrate. When you're walking
>> down the street you do not have conscious
>> awareness of how yor foot is laying itself
>> flat on the footpath, how your body is
>> overbalancing slightly forwards and your
>> other leg swinging slightly outward and
>> bending as you bring it forward, etc. ... but
>> if for example you step over a kerb and
>> having underestimated the depth of the step
>> and momentarily losing you balance, your
>> walking suddenly springs back into conscious
>> awareness and you look down at the ground,
>> and take conscious control of your balance, etc.
>> On the other hand, consider when a child is
>> first learning to tie their own shoelaces;
>> let's suppose they have been taught the
>> rabbit ears method. The child says to herself
>> "make the rabbit ears ... this one ... that
>> one ... cross over ... put through the hole
>> ... grab it .,. and PULL IT TIGHT! Yeh!"
>> That is, she tied her laces with conscious
>> awareness, according to how she was
>> instructed, paying attention to every
>> operation, using internal speech (more or
>> less). But a couple of months later she now
>> thinks about getting out the door in time to
>> meet her friends while she is tying her laces
>> and isn't even looking at what she's doing.
>> She has achieved mastery.
>>
>> OK?
>>
>> Andy
>>
>> ------------------------------------------------------------
>>
>> *Andy Blunden*
>> Hegel for Social Movements
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2Fbrill.com*2Fview*2Ftitle*2F54574__*3B!!Mih3wA!XZQXs1xzTdD7gK6xsdMBk-Ga55iwz6RrA67DSGtQSP4CCGUWy0fBCOAYvjslviQcZ_PAJg*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C464218f1265c49de2d4708d8404a6038*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330035495801564&sdata=zZuS2PvCKdb33Rrxx2FJPXi1FieFBI81P2toX2ZIlQM*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUl!!Mih3wA!SNLJ-8K5y_jTqIlalgeDUNMkwlK-gLQ-29qgKtRlf8Hm4RMr2UBcvgTsukMf7pnpxdB3og$>
>> Home Page
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>>
>> On 14/08/2020 4:13 am, Annalisa Aguilar wrote:
>>
>> Hello conscious and venerable others,
>>
>> Mike points out a very important point
>> that conscious awareness cannot be a
>> product of scientific concepts.
>> "Conscious awareness" is a gummy term.
>>
>> I am confused about the citation about
>> chess. Is that Spinoza or Vygotsky?
>>
>> It's V not S, right? What was the Spinoza
>> text that caught Vygotsky's attention?
>> David would you mind to cite it?
>>
>> I am also curious what the Russian words
>> used to create the English translation of
>> "conscious awareness"? Can someone
>> illuminate that for my awareness?
>>
>> "Conscious awareness" is sort of like
>> saying "wet water,"
>>
>> No, actually? it is like saying "watery
>> water."
>>
>> If we can say "conscious awareness" does
>> that mean we say "unconscious awareness"?
>>
>> What does that look like?
>>
>> Can we say "conscious unawareness"?
>>
>> I don't think so.
>>
>> Awareness is awareness.
>>
>> I can take a drop out of the sea, but I
>> can't call it the sea, though if I put it
>> back it's not the sea + drop.
>>
>> It's just the sea, see?
>>
>> However, you can't parse a drop of awareness.
>>
>> If it were possible to take one awareness
>> with another awareness, it's still
>> awareness. If I take part of awareness
>> from another awareness it's still awareness.
>>
>> Awareness is not really something that
>> can be divided into parts or added to
>> into something "larger."
>>
>> The trouble with the word "consiousness,"
>> is that it gets tangled with states of
>> brain activity, being awake vs. asleep
>> vs. deep sleep vs. catatonic vs.
>> comatose, unconscious, etc.
>>
>> "Consciousness" is a word like "space."
>> We can divide space, but it is really an
>> illusion. Everything is in space, so the
>> small room vs the big room is just an
>> illusion in terms of conceptual size.
>> It's more of a perceptual relationship
>> than something quantitative (say, if
>> looking from the standpoint of space,
>> space is just space). The walls of the
>> rooms are in space too.
>>
>> This is why awareness/consciousness
>> cannot be mixed up with thinking processes.
>>
>> Awareness is always present, but I sense
>> the content of what is discussed here
>> pertains to knowledge not awareness.
>>
>> That's why I'm suspicious about the
>> translation. Is this mistake in the
>> translation? or did Vygotsky make this
>> mistake?
>>
>> Of course it seems a silly semantic
>> argument, but the meaning of the words do
>> substantially alter how we think about
>> the concepts they convey, especially if
>> we do not precisely understand the
>> intention the the words were used by the
>> speaker/writer.
>>
>> There is a distinct (and special)
>> relationship between perception and
>> knowledge. We can't perceive anything
>> without awareness. We also can't know
>> anything without awareness. I maintain
>> that this is what Spinoza references as
>> "substance." He is right about that. It's
>> that necessary white elephant.
>>
>> To master something is to know it. To
>> know it isn't always to master it. We
>> could say Vygotsky attempts to isolate
>> what is different about mastery compared
>> to when mastery isn't evident.
>>
>> If we could as-if parse awareness from
>> cognition and set awareness aside, we
>> could then look at the relationship
>> between knowledge and cognition, in that
>> knowledge can be measured in the
>> individual based upon how well the
>> individual's knowledge effectively maps
>> to the world (or reality), while
>> cognition on the other hand is the
>> manifest biological interaction to build
>> those maps. We know cognition is
>> distributed, and that it includes
>> society, tools, etc. It's not just
>> happening in the chamber of the brain,
>> that crafty and mysterious black, I mean
>> grey box.
>>
>> Like many philosophers and psychologists,
>> I take it Vygotsky is discussing the ways
>> in which perceptions and awareness of
>> perceptions are organized subjectively.
>>
>> If that "structure" is organized in such
>> a way that it maps accurately to the
>> environment, then one can assert there is
>> objective knowledge of the environment,
>> and the better this map "functions," the
>> more mastery is evident.
>>
>> When it is not mapping that effectively,
>> I think we might call that in a positive
>> sense "imagination" or in a negative
>> sense, "delusion."
>>
>> Humans do have a tendency for delusion as
>> can be witnessed today. It's a very
>> interesting experiment to see the battle
>> of "everyday concepts" and "scientific
>> concepts" in the news about the pandemic.
>>
>> In this sense, on the matter of
>> subjective organization of thinking,
>> "primitive" people can have "higher"
>> conceptual developments, as Levi-Strauss
>> has shown us long ago. We might not
>> recognize the value of that mastery
>> because we might not share those
>> thought-organizations of the natural
>> environment that that culture possesses.
>> Why would we share them?
>>
>> It's a little like witnessing two
>> foreigners speaking to one another and
>> basing their intelligence on the way the
>> phonetic profile of the language appeals
>> or repels our aesthetic sensibilities for
>> sound.
>>
>> Vygotsky was a little guilty of this kind
>> of "modern" chauvanism. (who isn't?)
>>
>> I might ask, how much of this might have
>> been self-censorship (or circumspection)
>> within a Soviet society? To possibly
>> barter his ideas better? Is there any
>> evidence of Vygotsky doing that? (I'm
>> inclined to say no, but would like to
>> hear from others mor familier with his
>> texts and relationships with others)
>> Might you help me understand that part. I
>> suppose it depends on how aware he was of
>> this chauvanism?
>>
>> Was there for example anything political
>> about Vygotsky's relationship with
>> Krupskaya? Was there anything political
>> about the anthropology study with Luria?
>>
>> Is it fair to say that Soviet thinking at
>> the time was to ask "How to create a
>> better human?" But for Vygotsky (and
>> other learning scientists) it was "How to
>> *scientifically* create a better human?"
>> using what we know about mind and how it
>> develops?
>>
>> Is it me or can there be something
>> Frankenstein-ish about the question,
>> frankly (pun ha ha), if not arrogant. Who
>> decides what is "better"?
>>
>> If "scientific" is referencing an
>> empirical method of analysis, based upon
>> trial and error, OK, but does the
>> individual have to know that it is
>> scientific in order for it to be scientific?
>>
>> I guess this is where the
>> functional/structural argument loops about.
>>
>> Why couldn't the reality of learning be
>> both functional and structural.
>>
>> My take is that what is in common about
>> functions and structures are their patterns.
>>
>> A pattern is the differential between the
>> function and the structure.
>>
>> Consider the music score (structure) and
>> the musician playing the music (function).
>>
>> The pattern is what is present in both.
>> An added benefit is that its translation
>> can evolve in time into other patterns
>> (think Jazz).
>>
>> I remember Vera saying that the phrase
>> "scientific concept" is a little
>> problematic. I know she didn't like
>> "everyday concepts" either. My memory is
>> not recalling what she thought was more
>> appropriate at the moment.
>>
>> I hope it isn't heretical to suggest that
>> the pattern might a better unit for
>> analysis than activity. (Gee is that my
>> hair that has been singed??)
>>
>> When considering conceptual development
>> the pattern is effective because the it
>> can translate between subjective
>> experience and objective experience
>> (biological, social, cultural, etc).
>>
>> On another note: Has anyone considered
>> Vygotsky through a feminist lens?
>>
>> Also: Is it possible that there were so
>> many women who he cited because women
>> were more likely to be school teachers,
>> as is the case today?
>>
>> I am quite enjoying this thread. Thank you.
>>
>> Kind regards,
>>
>> Annalisa
>>
>> ------------------------------------------------------------
>>
>> *From:*xmca-l-bounces@mailman.ucsd.edu
>> <mailto:xmca-l-bounces@mailman.ucsd.edu><xmca-l-bounces@mailman.ucsd.edu>
>> <mailto:xmca-l-bounces@mailman.ucsd.edu>on
>> behalf of mike cole<mcole@ucsd.edu>
>> <mailto:mcole@ucsd.edu>
>> *Sent:*Tuesday, August 11, 2020 3:23 PM
>> *To:*eXtended Mind, Culture,
>> Activity<xmca-l@mailman.ucsd.edu>
>> <mailto:xmca-l@mailman.ucsd.edu>
>> *Subject:*[Xmca-l] Re: "conscious
>> awareness enters through the gate" (a
>> Participation Question)
>>
>> * [EXTERNAL]*
>>
>> Hi Anthony
>>
>> I understand that to mean that humans who
>> have not achieved scientific/real
>> concepts do not have conscious awareness.
>>
>> What am I missing?
>>
>> Mike
>>
>> On Tue, Aug 11, 2020 at 1:06 PM Anthony
>> Barra <anthonymbarra@gmail.com
>> <mailto:anthonymbarra@gmail.com>> wrote:
>>
>> Good afternoon,
>>
>> This is a question -- and an invitation:
>>
>> First the question:*What do you
>> understand the passage below (at the
>> bottom of this email) to mean?*
>>
>> Second, the invitation:*How about
>> sharing your thoughts in short video
>> form?*It's quite enjoyable (ask Andy;
>> ask David; etc) -- and it's also
>> helpful, not only to me but to anyone
>> watching or listening. (Here is the
>> question again, in video
>> form:https://urldefense.com/v3/__http://tiny.cc/l41nsz__;!!Mih3wA!RtDGgUfRnyhbmLtiqAHsxk7rk35ACL9VywkdFyTL8n5RrU_gOJOpvA1L7OfmeXv6OXcywg$
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__http*3A*2Ftiny.cc*2Fl41nsz__*3B!!Mih3wA!RbTsEBrr1M-JQ2E0Cza-8aoA440vsBAtR7DQicuejOZvYN1AOyytgVid7plmKnYKHKx2jw*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C464218f1265c49de2d4708d8404a6038*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330035495821553&sdata=yirIxCRq8u6hzDSQ7GoIAIe*2F2Xc6xfbvcsx5Qg3kYBE*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!SNLJ-8K5y_jTqIlalgeDUNMkwlK-gLQ-29qgKtRlf8Hm4RMr2UBcvgTsukMf7plv6TRGYg$>)
>>
>> I believe that many people --
>> including many teachers -- would
>> benefit from answers to this
>> question, preferably multiple
>> answers. With permission, I will
>> nicely edit and add your response to
>> this growing list of
>> asked-and-answered questions:
>> https://urldefense.com/v3/__http://tiny.cc/451nsz__;!!Mih3wA!RtDGgUfRnyhbmLtiqAHsxk7rk35ACL9VywkdFyTL8n5RrU_gOJOpvA1L7OfmeXtm73abVw$
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__http*3A*2Ftiny.cc*2F451nsz__*3B!!Mih3wA!RbTsEBrr1M-JQ2E0Cza-8aoA440vsBAtR7DQicuejOZvYN1AOyytgVid7plmKnayu3KfOQ*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C464218f1265c49de2d4708d8404a6038*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330035495821553&sdata=IEoiZRRQmzWfPQq*2F*2B02*2BR9wDfmmUBbs*2BbU3i3VDP4xE*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!SNLJ-8K5y_jTqIlalgeDUNMkwlK-gLQ-29qgKtRlf8Hm4RMr2UBcvgTsukMf7pn3gn5F9w$>
>> Thanks for considering it, and note
>> that we don't care about
>> perfectionism here; it's mostly for fun.
>>
>> *Here is the passage in question*,
>> from/Thinking and Speech/, Ch. 6, pp.
>> 190-1:
>>
>> "To perceive something in a
>> different way means to acquire
>> new potentials for acting with
>> respect to it. At the chess
>> board, to see differently is to
>> play differently. By generalizing
>> the process of activity itself, I
>> acquire the potential for new
>> relationships with it. To speak
>> crudely, it is as if this process
>> has been isolated from the
>> general activity of
>> consciousness. I am conscious of
>> the fact that I remember. I make
>> my own remembering the object of
>> consciousness. An isolation
>> arises here. In a certain sense,
>> any generalization or abstraction
>> isolates its object. This is why
>> conscious awareness – understood
>> as generalization – leads
>> directly to mastery.
>>
>> /Thus, the foundation of
>> conscious awareness is the
>> generalization or abstraction of
>> the mental processes, which leads
>> to their mastery/. Instruction
>> has a decisive role in this
>> process. Scientific concepts have
>> a unique relationship to the
>> object. This relationship is
>> mediated through other concepts
>> that themselves have an internal
>> hierarchical system of
>> interrelationships. It is
>> apparently in this domain of the
>> scientific concept that conscious
>> awareness of concepts or the
>> generalization and mastery of
>> concepts emerges for the first
>> time. And once a new structure of
>> generalization has arisen in one
>> sphere of thought, it can – like
>> any structure – be transferred
>> without training to all remaining
>> domains of concepts and thought.
>> Thus,/conscious awareness enters
>> through the gate opened up by the
>> scientific concept/."
>>
>> What do you understand this passage
>> to mean?
>>
>> Thanks 😎
>>
>> Anthony Barra
>>
>> P.S. My first encounter with
>> /Thinking and Speech/ was very
>> difficult, even with the help of
>> talented classmates and a smart
>> professor. Thankfully, three online
>> videos from Nikolai Veresov,
>> presented not as a definitive reading
>> but as a general map of the book's
>> terrain, were really so helpful and
>> encouraging for me. If any videos I'm
>> posting turn out to be similarly
>> useful (as a number of people have
>> told me), that's great. So thank you
>> again to anyone interested in
>> participating.
>>
>> --
>>
>>
>> IImage removed by sender. Angelus Novus
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__http*3A*2Fen.wikipedia.org*2Fwiki*2FAngelus_Novus__*3B!!Mih3wA!TggWICG1J2w02_x0SWKzYW-4ftmVOZbkZFfs4G9fjlQAO_5Rcb22DdO_08zpANlVawtVtw*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C464218f1265c49de2d4708d8404a6038*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330035495831550&sdata=KDKTQbym0naigAqOU3eoQkRloj7mNKJAqyXgUGiHaVc*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!SNLJ-8K5y_jTqIlalgeDUNMkwlK-gLQ-29qgKtRlf8Hm4RMr2UBcvgTsukMf7pnobwzOpg$>The
>> Angel's View of History
>>
>>
>> It is only in a social context that
>> subjectivism and objectivism,
>> spiritualism and materialism, activity
>> and passivity cease to be antinomies,
>> and thus cease to exist as such
>> antinomies. The resolution of the
>> theoretical contradictions is possible
>> only through practical means, only
>> through the practical energy of humans.
>> (Marx, 1844).
>>
>> Cultural Praxis
>> Website:https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!RtDGgUfRnyhbmLtiqAHsxk7rk35ACL9VywkdFyTL8n5RrU_gOJOpvA1L7OfmeXtEPch_mA$
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__http*3A*2Fculturalpraxis.net__*3B!!Mih3wA!TggWICG1J2w02_x0SWKzYW-4ftmVOZbkZFfs4G9fjlQAO_5Rcb22DdO_08zpANlZapN6Hg*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C464218f1265c49de2d4708d8404a6038*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330035495841547&sdata=gdOw2EWPDogwFYybBjXLALyqMtFM*2BTCY*2FBEYrJGeiTk*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!SNLJ-8K5y_jTqIlalgeDUNMkwlK-gLQ-29qgKtRlf8Hm4RMr2UBcvgTsukMf7pn5qUC1Gw$>
>>
>> Re-generating CHAT
>> Website:re-generatingchat.com
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__http*3A*2Fre-generatingchat.com__*3B!!Mih3wA!TggWICG1J2w02_x0SWKzYW-4ftmVOZbkZFfs4G9fjlQAO_5Rcb22DdO_08zpANnwRjh-9A*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C464218f1265c49de2d4708d8404a6038*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330035495841547&sdata=1s3JBDF7EFKYfDKbFQJknMsFu5GUE8*2BbJPxk*2BEEg65o*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!SNLJ-8K5y_jTqIlalgeDUNMkwlK-gLQ-29qgKtRlf8Hm4RMr2UBcvgTsukMf7pn0klwccw$>
>>
>> Archival resources website: lchc.ucsd.edu
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__http*3A*2Flchc.ucsd.edu*2F__*3B!!KGKeukY!mfefVhx1dCFAyGtgu1Cikifds7GDsRyD04iD8MeQEj4zaGS8Hd_9zHLWYpcuG-RKwI8IdzrY*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C464218f1265c49de2d4708d8404a6038*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330035495851541&sdata=Xmk7yBHoD2zwvHvc6SZCZQUZTASL*2BitnQGNUGJSnLCQ*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!SNLJ-8K5y_jTqIlalgeDUNMkwlK-gLQ-29qgKtRlf8Hm4RMr2UBcvgTsukMf7plUBEohFg$>.
>>
>> Narrative history of LCHC:
>> lchcautobio.ucsd.edu
>> <https://urldefense.com/v3/__https://nam04.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__http*3A*2Flchcautobio.ucsd.edu*2F__*3B!!KGKeukY!mfefVhx1dCFAyGtgu1Cikifds7GDsRyD04iD8MeQEj4zaGS8Hd_9zHLWYpcuG-RKwDPvbHDX*24&data=02*7C01*7Cdkirsh*40lsu.edu*7C464218f1265c49de2d4708d8404a6038*7C2d4dad3f50ae47d983a09ae2b1f466f8*7C0*7C0*7C637330035495851541&sdata=9aIBTQlWlQm5yN2bg2zXqZXeCfwz5mtMR37zpYiQ*2B*2Fo*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUl!!Mih3wA!SNLJ-8K5y_jTqIlalgeDUNMkwlK-gLQ-29qgKtRlf8Hm4RMr2UBcvgTsukMf7pmWti0GiA$>.
>>
>>
>
>
> --
>
>
> IAngelus Novus
> <https://urldefense.com/v3/__http://en.wikipedia.org/wiki/Angelus_Novus__;!!Mih3wA!S845m95vsINxt4s22zZiybOhe-tfIm039bqqUKtlI5EaTyNUbwqPDEoF5zY_1W6PBGEpgQ$>The
> Angel's View of History
>
> It is only in a social context that subjectivism and
> objectivism, spiritualism and materialism, activity and
> passivity cease to be antinomies, and thus cease to
> exist as such antinomies. The resolution of the
> theoretical contradictions is possible only through
> practical means, only through the practical energy of
> humans. (Marx, 1844).
>
> Cultural Praxis Website: https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!RtDGgUfRnyhbmLtiqAHsxk7rk35ACL9VywkdFyTL8n5RrU_gOJOpvA1L7OfmeXtEPch_mA$
> <https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!S845m95vsINxt4s22zZiybOhe-tfIm039bqqUKtlI5EaTyNUbwqPDEoF5zY_1W5CHcfdSw$>
> Re-generating CHAT Website: re-generatingchat.com
> <https://urldefense.com/v3/__http://re-generatingchat.com__;!!Mih3wA!S845m95vsINxt4s22zZiybOhe-tfIm039bqqUKtlI5EaTyNUbwqPDEoF5zY_1W7ffsgz6w$>
> Archival resources website: lchc.ucsd.edu
> <http://lchc.ucsd.edu>.
> Narrative history of LCHC: lchcautobio.ucsd.edu
> <http://lchcautobio.ucsd.edu>.
>
>
>
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