Re: Fwd: Fwd: [xmca] Vygotsky on Identity?

Those who have this book (including some xmca folk with chapters in it)
might find relevance in this chapter:

Duarte, Newton. "Education as Mediation between the Individual's Everyday
Life and the Historical Construction of Society and Culture by Humankind."
In Critical Perspectives on Activity: Explorations across Education, Work,
and Everyday Life, edited by Peter H. Sawchuk, Newton Duarte and i Mohamed
Elhammoum, 211-37: Cambridge University Press, 2006.

http://worldcat.org/oclc/60796098

Mike, I get xmca only in text (not html). I assume that's the same for
everybody: If I post a message using html, a text-only message is
distributed.

That means nobody will see red or other colors, and most people will not
see non-Roman (e.g., Russian) characters.

That's why, when I want to post something that requires more than just
plain ASCII text, I sometimes post it on one of my blogs, and then send
xmca a message with the link and a text-only version of what people would
find there.

On Fri, 23 Nov 2007,
Mike Cole wrote:

> In red below is my attempt at translation of a note from Boris Mescheryakov
re identity and personality in LSV. Boris, whose work you can read in the
Companion to Vygotsky and elsewhere
was kind enough to look up relevant passages from LSV. I probably have not
done the translation justice, but most all of this exists in English and
others more knowledgeable of Russian
can straighten things out.

It appears were are dealing with issues that are not usefully reduced to
either or....... again.
mike

---------- Forwarded message ----------
From: Boris Meshcheryakov < borlogic@orexovo.net>
Date: Nov 23, 2007 12:01 AM
Subject: Re: Fwd: [xmca] Vygotsky on Identity?
To: Mike Cole <mcole@weber.ucsd.edu>


  ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, Mike.
ÿÿÿÿ-ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ, ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ,
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ (ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ) ÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ (ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ):

Apparently, those who believe that the problem of identity, identification,
self determination were not independent subjects of thought and
investigation by LSV are correct. I can only propos a few of his statements
on the development of personality and self consciousness (this connection
Vygotsky clearly did describe)


«...ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ. ÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿ ÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿ, ÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ ÿÿ ÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ "ÿÿ ÿÿÿÿÿÿÿÿ", ÿÿ ÿÿ ÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿ, ÿÿÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿ ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ...»
(ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿ., ÿÿ. 4, ÿÿ. 199).

"the difference between child and adolescent may be best expressed by
Hegel's position that distinguished things in themselves and things for
oneself. He said that the all things are initially in themselves, but
matters do not stop at this point and in the process of development the
thing turns into a thing for onself. Thus, he said, a person (man) in
himself is a child, whose task is to leave behind that abstract and
undeveloped "in himself" and in so doing, in order to become for himself in
a way that he is in the meantime only in himself, that is, to become a free
and intelligent being. This very transformation of the child into an adult
(man) in himself in the adolescent -- a person (man) for himself--
constitutes the major content of the entire crisis of this transitional age.
It is an epoch of the maturation of personality and world view (Pedology of
the Adolescent, Comp Works, v4, p. 199)

"ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ, ÿÿÿÿÿÿ ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ, ÿÿÿÿÿÿ ÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ" (ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿ., ÿÿ. 3, ÿÿ. 144). (A) Personality becomes for
itself, when it has previously been in itself, through what it manifests
through others (History of Dev of HPF, Coll. Works, Vol 3, p. 144)

ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ "ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ": "The following addition
from same work is very important:

«ÿÿÿÿ. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ "ÿÿ" ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ «ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ» ÿÿÿÿÿÿÿÿ, ÿÿ.ÿÿ., ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿ» (ÿÿ.
3, ÿÿ. 324/ ÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ ÿÿ ÿÿ.ÿÿ.).

James Baldwin correctly noted that the concept of "I" develops in a child
from the concept of others. The concept, personality, that is, the social,
reflected, concept, is built on the basis of the fact that the child uses in
relationship to himself those means of adaptation which he uses in
relationship to others. This is why it is possible to say that personality
is the social in us. (vol 3, p. 324)



ÿÿÿÿ "ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ" ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ (1931) From Varshava and
Vygotsky (1931) *Psychological Dictionary*:

"ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ (ÿÿÿÿÿÿÿÿÿÿ) - ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ,
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ
ÿÿ. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿ".

Identification (Freud) - the equating, making similar, of oneself to another
personality, the adoption by oneself of the characteristics of a specific
person. Identification plays a huge role in reminisences, dreams and
creativity. The psychological sense of identification comes down to the
widening of one's circle of experiences (perezhivania), to the enrichment of
innner life.

"ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ - ÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ; ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ, ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ.
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ"

Personality is a term indicating a unity in the indivualenss of all everyday
life and psychological manifestation of persons; a person (man) accepting
himself as a certain individual unity and entity in all processes of change
that take place in the organism and the psyche - this is personality.
Disease of personality is expressed in the disintegration of this unity.

ÿÿ ÿÿÿÿÿÿ: ÿÿ "ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ" ÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿ "ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ" ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ "ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ" . ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ.ÿÿ. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿ
ÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ. And also:
In *Psychology of Art *in the chapter on Hamlet Vygotsky accentuates the
concept, "second birth." In the works of AN Leontiev one also encounters
this term in connection with the development of selfconsciousness during
adolescence.


--

ÿÿ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ,

  ÿÿ.ÿÿ. mailto:borlogic@orexovo.net<borlogic@orexovo.net>

Tony Whitson
UD School of Education
NEWARK DE 19716

twhitson@udel.edu
_______________________________

"those who fail to reread
  are obliged to read the same story everywhere"
                   -- Roland Barthes, S/Z (1970)

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Received on Fri Nov 23 10:08 PST 2007