Fwd: Fwd: [xmca] A Failure of Communication

[Robert Lake <boblake@georgiasouthern.edu>]

And don't forget Dewey :-)

On Tue, Nov 13, 2012 at 6:57 PM, Andy Blunden <ablunden@mira.net> wrote:

> Larry, picking up on a theme introduced by Mike earlier - we have to ask:
> what is the Ur-Act, the basic, elementary act of human (intellectual) life?
> I know of only two answers to this question, relevant to concepts.
>
> The abstract answer given by mediavel logic, Linnaeus, the "psychology of
> concepts," all the stars of present-day continental philosophy is:
>
>    pidgeon-holing.
>
> The concrete answer given by Hegel, Vygotsky, Activity Theory, Thomas Kuhn
> and me is:
>
>    problem-solving.
>
> This is what creates a line of development, Larry.
>
> Andy
> --
> ------------------------------**------------------------------**
> ------------
> *Andy Blunden*
> Home Page: http://home.mira.net/~andy/
> Book: http://www.brill.nl/concepts
> http://ucsd.academia.edu/**AndyBlunden<http://ucsd.academia.edu/AndyBlunden>
>
>
> Larry Purss wrote:
>
>> Andy
>> your comment:
>> "Ideal typical path of development" *points to* distinct settings (e.g.
>> natural science, everyday life at home, school, etc.) which is indeed close
>> to the idea of "genre," but "ideal typical path of development" is after
>> all about *paths of development*, ideal ones at that, not settings,
>> projects, theories, domains, social groups, frames, or anything else. :)
>>  Andy, if the focus remains on *typical paths of development* OF genres,
>> OF distinct settings OF the existential life world, is it possible to have
>> a conversation within the multi-verse of *romantic science*
>> As I understand the focus on *typical* is *scientific*  the paths of
>> development may be romantic and implicate effective history.
>>  I am circling around your invitation to have conversations that are
>> interdiciplinary. Simon Critchley, exploring the development of Continental
>> Philosophy wrote about Heidegger's idea of
>>   *an existential CONCEPTION of science*  Critchley commented,
>>  "This would show how the practices of the natural sciences arise out of
>> life-world practices, and that the life-world practices are not simply
>> reducible to natural scientific explanation"
>>  Andy, your specific project to develop awareness of the *typical paths*
>> of develop of concept use and transformation through time is  emerging
>> within a particular  tradition or genre of discourse [within effective
>> history].  I am playfully inquiring if it may be  possible to *play* [a
>> word you would not use but points to a hermeneutical genre] on a larger
>> *field of play*  that *hears* and acknowledges your voice.
>>  I will bring the discussion back to the paper under discussion and the
>> fuzzy boundaries between spontaneous and scientific [systematically 'true'
>> organized] concepts.  Andy the path of development FROM spontaneous TO
>> scientific concepts seems to have deen articulated within a genre. However,
>> this is not a dis-interested scientific development. Mike pointed to
>> developmental praxis as centrally concerning *social goods, including moral
>> goods*.
>>  Within our developing understanding of  ideal paths of concept formation
>> how is this emerging understanding circling back to exploring how our
>> *hearing* gives *voice* to the other*?
>> {Which I suggest is one way to view the development of psychology as a
>> project within a shared moral compass}
>>  Larry
>>
>>
>
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-- 
*Robert Lake  Ed.D.
*Associate Professor
Social Foundations of Education
Dept. of Curriculum, Foundations, and Reading
Georgia Southern University
P. O. Box 8144
Phone: (912) 478-0355
Fax: (912) 478-5382
Statesboro, GA  30460

 *Democracy must be born anew in every generation, and education is its
midwife.*
*-*John Dewey.
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