Re: [xmca] Re: An interesting book

[Patrick Jaki <patrick.jaki@gmail.com>]

I think Ronalds perspective is very interesting -- I have read it three
times.  It raises very interesting issues based on the 'roots' versus
'shoots' in the space of the 'Vygotskian literature'..

On 5 March 2012 20:53, larry smolucha <lsmolucha@hotmail.com> wrote:

>
> If you found Ronald Miller's book interesting, check out the Smoluchas'
> chapter on "Vygotsky's Theory of Creativity"in Contemporary Perspectives on
> Research in Creativity in Early Childhood Education , Saracho & Spodek
> (Eds.)Information Age Publishing, February 17, 2012.
> It is a review of the research literature including cultural-historical
> activity theory perspectives.
> Not only did the Smoluchas introduce Vygotsky's writings on creativity to
> the scholarly community in 1984,but they have now introduced Theodore
> Ribot's book Essay on the Creative Imagination (cited byVygotsky as a 1901
> publication- now available again in English after 100 years.)
>
>
> > Date: Mon, 5 Mar 2012 10:05:37 -0800
> > From: lpscholar2@gmail.com
> > To: xmca@weber.ucsd.edu
> > Subject: [xmca] Re: An interesting book
> >
> > I remember an earlier discussion of this book "vygotsky in Perspective"
> > that briefly was discussed here on xmca.
> > Mike, you mentioned he takes a quite critical approach to "activity
> theory"
> > which he frames as "secondary" interpretation.
> > I'm not suggesting he is "correct" in his interpretations but his
> engaging
> > with the themes of "collected editions" and the way secondary authors
> > invite themselves between the covers of the collected works is exploring
> > themes elaborated in Andrew Piper's book "Dreaming in Books"
> >
> > I found interesting his introduction to chapter 4 & 5 of his book where
> he
> > is reflecting on Vygotsky's notion of "scientific concepts"  He is
> > suggesting the label "scientific concepts" is ambiguous and does NOT
> > capture the full extent of the concepts developed under this heading of
> > scientific concepts. Scientific concepts includes notions OF "conscious
> > awareness" "imitation" "instruction" "development" "zone of proximal
> > development".
> >
> > Ronald suggests "conscious awareness" is the KEY concept distinguishing
> > spontaneous from scientific concepts. He suggests "consious awareness"
> as a
> > concept is the ANCHOR for the other concepts involved in explaining
> > "scientific concepts" For example the notion of "instruction" LEADING
> > development discussed in the theory of "scientific concepts". [leading
> > activity]
> >
> > The notion of "conscious awareness" as the ANCHOR concept as contrasted
> > with "pre-reflective" spontaneous concepts seems helpful in teasing out
> the
> > different "lines of development" as discussed by Andy in Part 2 of his
> > Vimeo presentation.
> >
> > Larry
> >
> >
> >
> >
> >
> > On Mon, Mar 5, 2012 at 7:18 AM, Larry Purss <lpscholar2@gmail.com>
> wrote:
> >
> > > I just came across this new book on Vygotsky that explores the
> "secondary"
> > > literature ABOUT Vygotsky.
> > > The book is an attempt to "return" to the "primary" Vygotsky by
> exploring
> > > the last 3 chapters of "thinking & Speech" [in depth :-))]
> > >
> > > Seems to be exploring the WAY knowledge "in books" [ book history]
> > > develops an authors "original" ideas in multiple directions.
> > >
> > > David K the notion of "coherence" and "cohesion" seems to be at play in
> > > this book.
> > >
> > >
> http://www.cambridge.org/gb/knowledge/isbn/item5744234/?site_locale=en_GB
> > >
> > > Larry
> > >
> > __________________________________________
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-- 
*Odwora Jaki*

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