Judy's last point about Bateson is well taken.
Yrjo
> From: Judy Diamondstone <diamonju@rci.rutgers.edu>
> Reply-To: xmca@weber.ucsd.edu
> Date: Sun, 29 Apr 2001 15:35:32 -0400
> To: xmca@weber.ucsd.edu, xmca@weber.ucsd.edu
> Subject: pauses
> Resent-From: xmca@weber.ucsd.edu
> Resent-Date: Sun, 29 Apr 2001 12:34:45 -0700 (PDT)
>
> To continue, I will make reference to the argument in my paper, which was
> an attempt to theorize resistance in CHAT terms. I needed to think about
> the role of the NEGATIVE in learning and development, which led me
> eventually to want to focus on learning in self-other terms, but to do so
> without falling away from activity theory, and that let me to postulate a
> trajectory parallel to but not the same as "development in mediational
> means" (which is Vygotsky's contribution to learning theory); I used
> Bateson for that, to think about development in person-context relations.
>
> What Yrjo has done for me in CH 3 is to articulate how these 2 'pathways of
> development' are interrelated, by way of the developing enmindment-of-body,
> which works through 2 modes of modelling, both of which together describe
> the person's deutero-learning and thus the sedimented
> way-of-relating-to-environment(others). What is INTERESTING here is how ONE
> mode of modelling leads to trans-generational learning or, can one say,
> leads to phylogenetically productive activity. i.e., the development of
> cross-hatches on the rifle lens is a collective and historical effort. One
> minor point here in correction of Yrjo's reference to Bateson as an
> evolutionary/historical thinker -- he certainly thought through
> evolutionary terms, but he certainly did not think through historical
> terms, if by 'historical' we refer to changes in culture. Bateson thought
> dynamically about biology but he seemed to treat culture pretty synoptically.
>
>
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