Re: [xmca] Smolucha - pronunciation/genealogy (Systems of functions & Aristotelian concepts)

[mike cole <lchcmike@gmail.com>]

That article Peter sent by David Cohen pushes on history in helpful ways,
Collete-- thanks Peter.

But my guess is that Cohen himself does not track things back far enough,
nor do I think that that
restricting the question to the history of the US or Europe is sufficient.
Its a puzzle.

I think this also relates back to interest in creativity in recent
discussions. How DOES the new arise from
a system that seeks perfect replication? Only by deviation/error which
turns out to have a future, chosen
by a blind watchmaker? Or does cultural-history introduce a new ingredient
that promotes variation and
culturally-inflected selection?

mike


On Fri, Jun 22, 2012 at 7:46 AM, Colette Murphy <c.a.murphy@qub.ac.uk>wrote:

> Wow Peter - the article uses the same observation! I look forward to
> reading it too - thanks!
> Colette
>
> Dr Colette Murphy
> Senior Lecturer
> School of Education
> 69 University St
> Queen's University
> Belfast BT7 1HL
>
> tel: 02890975953
>
> “Why is it, in spite of the fact that teaching by pouring in, learning by
> passive absorption, are universally condemned, that they are still so
> entrenched in practice?”
>
>          John Dewey Democracy in Education 1916, Page 46
> ________________________________________
> From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] On Behalf
> Of Peter Smagorinsky [smago@uga.edu]
> Sent: 22 June 2012 13:59
> To: eXtended Mind, Culture, Activity
> Subject: RE: [xmca] Smolucha - pronunciation/genealogy (Systems of
> functions    &       Aristotelian concepts)
>
> Mike et al., the attached article has helped me with Dewey's question.
> It's not a cultural-historical theory in the Vygotskian sense, but situates
> teaching practice culturally and historically nonetheless. p
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of mike Cole
> Sent: Friday, June 22, 2012 8:52 AM
> To: eXtended Mind, Culture, Activity
> Cc: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] Smolucha - pronunciation/genealogy (Systems of
> functions & Aristotelian concepts)
>
> What is the answer to Dewey's question, Colette? That very question has
> been on my mind for Zoe time.
> Mike
>
> On Jun 22, 2012, at 5:21 AM, Colette Murphy <c.a.murphy@qub.ac.uk> wrote:
>
> > Thanks to Martin, Anton and everyone else involved in this discussion -
> it helps enormously with issues realting to 'higher psychological
> functions'!
> > Colette
> >
> >
> > Dr Colette Murphy
> > Senior Lecturer
> > School of Education
> > 69 University St
> > Queen's University
> > Belfast BT7 1HL
> >
> > tel: 02890975953
> >
> > “Why is it, in spite of the fact that teaching by pouring in, learning
> by passive absorption, are universally condemned, that they are still so
> entrenched in practice?”
> >
> > John Dewey Democracy in Education 1916, Page 46
> > ________________________________________
> > From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] On
> > Behalf Of Martin Packer [packer@duq.edu]
> > Sent: 22 June 2012 13:18
> > To: Anton Yasnitsky; eXtended Mind, Culture,  Activity
> > Subject: Re: [xmca] Smolucha - pronunciation/genealogy (Systems of
> > functions &  Aristotelian concepts)
> >
> > Here is the text that Anton and Michael have been referring to.
> >
> > Martin
> >
> >
> > On Jun 21, 2012, at 10:09 PM, Anton Yasnitsky wrote:
> >
> >> Andy,
> >>
> >>
> >> I regard mediation etc.pretty vague and, therefore, virtually
> >> meaningless. Also I regard the whole research program of Vygotsky
> Circle of their instrumental period of 1920s mechanistic indeed, and this
> conclusion I borrow primarily from Vygotsky's own texts in which he
> severely criticized their own ideas of that period.
> >>
> >>
> >> Finally, yes, I do find the sharp separation of all psychological
> >> functions (whatever this means) into either the higher or the lower
> >> binary, rigid, valuative, and pretty much Aristotelian,
> >>
> >> in Lewin's terminology. Under Lewin's strong influence Vygotsky
> >> realized the flaw in his conceptual system and made a serious effort
> >> at making the transition from
> >>
> >> Aristotelian to Galileian in his own thinking, but, quite
> unfortunately, by the time this transition in many respects was made, he
> did not have too much time to  live:
> >>
> >> a couple of years, not more. Which is a pity, indeed.
> >>
> >>
> >> AY
> >>
> >>
> >>
> >> ________________________________
> >> From: Andy Blunden <ablunden@mira.net>
> >> To: Anton Yasnitsky <the_yasya@yahoo.com>; "eXtended Mind, Culture,
> >> Activity" <xmca@weber.ucsd.edu>
> >> Sent: Thursday, June 21, 2012 10:58:37 PM
> >> Subject: Re: [xmca] Smolucha - pronunciation/genealogy (Systems of
> >> functions)
> >>
> >> So Anton, you regard mediation of psychlogical functions by cultural
> artefacts as "mechanistic" and "binary"?
> >> Andy
> >>
> >> Anton Yasnitsky wrote:
> >>> Martin,
> >>>
> >>> Right, this is exactly my point: much criticized for fairly
> mechanistic distinction between the lower and the higher in his earlier
> work of 1920s, Vygotsky rejected this binary opposition in his later
> writings of the 1930, although he kept using  phrases "higher functions"
> or, rather, "higher processes" and the like.
> >> __________________________________________
> >> _____
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