Re: [xmca] Re: Vygotskian framework to moral development and crisis at age 17

[mike cole <lchcmike@gmail.com>]

We also did not write about the transition to adulthood at what used to be
called the beginning of adulthood, a frought notion indeed. There is not a
large literature on that topic which is only pre-figured in the first
edition of our textbook when we were allowed to include a life-span
treatment of development.
mike

On Tue, May 24, 2011 at 10:42 PM, Andy Blunden <ablunden@mira.net> wrote:

> Apologies Gregory. I slipped a note about Vygotsky in the middle of my
> commentary on Cole, whereas in fact, Mike did not refer to Vygotsky in this
> chapter.
> Culpa mia.
> Andy
>
>
> Gregory Allan Thompson wrote:
>
>> Ivo and Andy,
>> Also in the adolescence section of Mike's textbook is reference to William
>> Damon. He has a wonderful 3-D graphic of the development of self-concept
>> from infancy through adolescence.
>> His writings on moral development are quite good too. The major point that
>> I always appreciate is that moral development should not be considered
>> separately from development of self-concept (Andy, you might appreciate the
>> way in which development of self-understanding and development of social
>> understanding are caught up with each other - the development of an I that
>> is We?).
>> Although I don't recall any explicit reference to Vygotsky, he draws on an
>> Vygotsky's kin (according to some), the American pragmatists James Mark
>> Baldwin and William James.
>> Damon and Hart 1992. Self-understanding and its role in social and moral
>> development. In Lamb, M. and Bornstein, M. (Eds.) Developmental Psychology:
>> An advanced textbook. pp. 421-464.
>>
>> Graphic is on p. 433.
>> I'm happy to share a copy directly but prefer not to distribute widely.
>> -greg
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>
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> ------------------------------------------------------------------------
> *Andy Blunden*
> Joint Editor MCA:
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