Re: Fwd: Fwd: [xmca] A Failure of Communication

[Andy Blunden <ablunden@mira.net>]

Dewey should have been included in the list of those who saw 
problem-solving as the archetypal intellectual act.

Andy

vwilk wrote:
> If the Ur-Act, the basic, elementary act of human (intellectual) life 
> relevant to concepts.
>
> For all the stars of present-day continental philosophy is: 
> pidgeon-holing.
> and the concrete answer given by Hegel, Vygotsky, Activity Theory, 
> Thomas Kuhn
> and Andy is: problem-solving.
>
> What is the concrete path of development that goes through Dewey?
>
>
> (2012/11/14 10:05), Robert Lake wrote:
> > 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
> > > ______________________________**____________
> > > _____
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/**listinfo/xmca<http://dss.ucsd.edu/mailman/listinfo/xmca> 
>
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--
------------------------------------------------------------------------
*Andy Blunden*
Home Page: http://home.mira.net/~andy/
Book: http://www.brill.nl/concepts
http://ucsd.academia.edu/AndyBlunden

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