Roicardo,
All kinds of examples would apply. I sort of see appropriation as a
precurser to internalization. Even then I think one could internalize an
aspect of an activity (ability to do this or that action) but not
appropriate (identity) the activity.
Earlier I used the example of a kid with down syndrome which I think
applies. The individual has not/ will not / can not interalize the skills
necessary to read, yet it is important for him to appropriate the "activity
of reading". I usually make a big deal when this particular kid is
"studying" the dictionary, and make comments about needing to study those
words for the spelling test.
I guess I would situate appropriation with externalization to some extent.
But then it could also be the precurser to internalization. A child
appropriating the activity of paper airplane building, but then later
internalizing it on the individual plane (mastery).
On the other hand, I also think a child can internalyze (master) an activity
such as reading, yet not appropriate it. Here appropriation is very
interconnected with identity as in "identity as a reader" or one taking
"ownership for ones learning".
NATE
>From: "Ricardo Ottoni Vaz Japiassu" <rjapias@uol.com.br>
>Reply-To: xmca@weber.ucsd.edu
>To: <xmca@weber.ucsd.edu>
>Subject: Re: stability & change / hot and cold
>Date: Wed, 15 May 2002 15:33:17 -0300
>
>-----Mensagem original-----
>De: Nate Schmolze
>Assunto: Re: stability & change / hot and cold
>
>"So, does appropriation encompass internalization?"
>
>In my understanding, yes. Because internalization would be a larger concept
>than appropriation. So, all kind of appropriation would imply, any way,
>internalization.
>
>" For me, appropriations
>usefulness is in describing aspects of the social that are not internalyzed
>perse. But it seems possible to have one and not the other. "
>
>I also think it is possible. My thinking is that all appropriation
>presupposes internalization but not all internalization would be
>necessarily appropriation (unconscious reasons and desires etc).
>
>"For example, a
>child with downs syndrom appropriating the activity of reading (looking
>through dictionary) yet not internalyzing skills / practices necessary to
>"read".
>
>Any child, "normal" or "deaf", in the process of appropriation the activity
>of writting-reading (one thing cannot be separeted from the other) had
>already internalized a very specifical way of thinking: verbal thinking!
>She speaks and hear/understand the world - although in a very specific
>manner - necessarily mediated by WORDS.
>
>"I ask because it seems to me they are both useful concepts, and that
>appropriation does not necessarily encompass the concept of
>internalization."
>
>For the reasons I briefly put above, I cannot agree with your statement
>that "appropriation does not necessarily encopass the concept of
>internalization". Can you point me where and why I'm wrong?
>
>
nAtE
vygotsky@charter.net
http://webpages.charter.net/schmolze1/
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