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Re: Fwd: Fwd: [xmca] A Failure of Communication
Dewey's "The Reflex Arc Concept in Psychology" (1896) is not far from Vygotsky's 1925 talk on the crisis in Psychology--giving them both similar starting points.
Chuck
----- Original Message -----
From: Robert Lake <boblake@georgiasouthern.edu>
Date: Wednesday, November 14, 2012 7:20 am
Subject: Re: Fwd: Fwd: [xmca] A Failure of Communication
To: vwilk@inf.shizuoka.ac.jp, "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Hi and thanks for asking
> RL
>
> For Dewey, *Mind is primarily a verb *(Dewey, 1934, p. 274).
>
> Dewey, J. (1934). *Art as experience*. New York: Capricorn.
>
>
> Of course this notion comes straight out of Hegel who wrote that
> "mind is
> only what it does, and its act is to make itself the object of its
> own consciousness" .*Philosophy of Right*,
> §<
> 343, 216.
>
>
> On Tue, Nov 13, 2012 at 10:36 PM, vwilk <vwilk@inf.shizuoka.ac.jp> 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
> >>>
> >>> <
> >>> >
> >>>
> >>>
> >>> 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
> >>>
> >>> <
> >>> >
> >>>
> >>>
> >>
> >>
> > ______________________________**____________
> > _____
> > xmca mailing list
> > xmca@weber.ucsd.edu
> >
> >
>
>
>
> --
> *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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