RE: [xmca] Interests and tendency during adolescence

["Peg Griffin" <Peg.Griffin@att.net>]

One difference between our work and the forbidden toy work or reverse
psychology is that the "merely understood" motive (to be a productive,
informed, literate citizen) was in the social interactions and ready to
replace the "really effective" motives that got the kids to come to/put up
with our reading groups (in which the operations of reading skills were
exercised). 

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of Andy Blunden
Sent: Friday, May 13, 2011 8:26 PM
To: 'eXtended Mind, Culture,Activity'
Subject: Re: [xmca] Interests and tendency during adolescence

Oh I see, Peg! Forgive me, I'm very dumb sometimes. So simple and yet to
devious.
You make reading into "forbidden fruit" like what people call "reverse
psychology" so that even kids who never read develop and interest in
reading. Very nice.

Andy

Peg Griffin wrote:
> Not adolescents, but latency age - third-4th graders.
> We fiddled with tendency and growing interests a few decades ago. Some 
> kids took the occasion we created to sneak behind our backs and steal 
> the final paragraph of a (slightly revised) current newspaper story.  
> We had read the first two parts collaboratively with them in small 
> groups then "forced" them to take a break from reading (5th dimension 
> activities or outdoor play with each other and big sibling 
> undergrads).  Some texts were narratives of news-worthy events (a boy 
> accidentally hung himself) others were expository about contemporary 
> science or technology development.  Most of the children had a history 
> of not-reading - either at all or just copy-matching review questions 
> instead of active engagement with comprehension.  We left print-outs 
> of the full three paragraph texts stacked with other stuff we brought 
> to the site each day.  We chased the kids away from the text.  Some 
> thievery succeeded, others showed interest in interrupting other
activities to come back and read the full three part texts.
> Tendency to interest with impetus (like the forbidden toy studies)? 
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] 
> On Behalf Of Andy Blunden
> Sent: Friday, May 13, 2011 8:47 AM
> To: eXtended Mind, Culture, Activity
> Subject: [xmca] Interests and tendency during adolescence
>
> Is there anyone who has looked into this idea of "interest" in the 
> development of the adolescent? I have started reading Volume 5 of the 
> LSV CW and the first chapter is very interesting. I have not come 
> across exactly this idea before. He says: "a transformation of 
> tendency into interest is the true key to the problem of the 
> transitional age." His argumentation leading to this conclusion rings 
> very true, to my ears. Is there anyone on the list who has worked 
> further with this idea of "interest." So much of this chapter is 
> quotation of other authors, it is not 100% clear which ideas Vygotsky 
> embraces. But it seems that upbringing shapes a person according to 
> tendency (with habits etc.) but then the adolescent appropriates from 
> their environment interests which form the basis of their adult
personality, not extinguishing the tendency acquired by upbringing, but
distinct from it.
>
> Andy
>
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--
------------------------------------------------------------------------
*Andy Blunden*
Joint Editor MCA: 
http://www.informaworld.com/smpp/title~db=all~content=g932564744
Home Page: http://home.mira.net/~andy/
Book: http://www.brill.nl/default.aspx?partid=227&pid=34857
MIA: http://www.marxists.org

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