Re: [xmca] Re: A Failure of Communication

[mike cole <lchcmike@gmail.com>]

Very interesting, Robert. Thanks. Seems like the following paragraph should
be linked directly to Dewey's paper on the reflex arc in addition to
pointing to the antiquity of the on-again, off-again discussion of
cognition and emotion on xmca:

*Therefore, Hegel argues that, to use Good’s incisive *
*expression, “cause and effect are more fruitfully seen as reciprocal
moments within an organic process rather than linear relations” (75). Dewey
enthusiastically endorses the Hegelian theory of causation, and puts it at
the basis of his own conception of reality, life, and *
*reason. So, for instance, Dewey writes: “each member of the animal body is
cause and effect of every other: each organ is at once means and ends of
every other” (115). Moreover, the organicist theory of causation is also
the key to understanding Dewey’s theory of emotion and his concomitant
critique of mind/body dualism*.

mike

On Sat, Dec 1, 2012 at 11:40 AM, Robert Lake <boblake@georgiasouthern.edu>wrote:

> On Sun, Nov 18, 2012 at 1:27 AM, Andy Blunden <ablunden@mira.net> wrote:
>
> > You seem to be an inveterate lurker, Robert. It would be good to hear
> your
> > voice somewhat more frequently in the discussions on xmca.
> >
> > Andy
> >
> > Hi Andy,
> I will try to honor your requests. I am presently finishing 3 book projects
> for which I been a co-editor and contributor and teaching a full load :-).
>
> Btw, speaking of connections between Dewey and Hegel,  has anyone had a
> look at the book that is reviewed  here in this link?
>
>
> http://lnx.journalofpragmatism.eu/wp-content/uploads/2012/01/shook-good-deweys-philosophy-of-spirit.pdf
>
> Robert Lake
>
> Robert
>
>
>
> > Robert Lake wrote:
> >
> >> 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*,
> >> §<http://www.marxists.org/**reference/archive/hegel/works/**
> >> pr/prstate.htm#PR343<
> http://www.marxists.org/reference/archive/hegel/works/pr/prstate.htm#PR343
> >
> >> >
> >>  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
> >>>>> http://ucsd.academia.edu/******AndyBlunden<
> http://ucsd.academia.edu/****AndyBlunden>
> >>>>> <http://ucsd.**academia.edu/**AndyBlunden<
> http://ucsd.academia.edu/**AndyBlunden>
> >>>>> >
> >>>>> <http://ucsd.**academia.edu/**AndyBlunden<
> http://academia.edu/AndyBlunden>
> >>>>> <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>
> >>>>> <http://dss.**ucsd.edu/mailman/**listinfo/**xmca<
> http://dss.ucsd.edu/mailman/**listinfo/xmca>
> >>>>> >
> >>>>> <http://dss.ucsd.**edu/**mailman/listinfo/xmca<http://**
> >>>>> dss.ucsd.edu/mailman/listinfo/**xmca<
> http://dss.ucsd.edu/mailman/listinfo/xmca>
> >>>>> >
> >>>>>
> >>>>>
> >>>>
> >>>>
> >>> ______________________________****____________
> >>> _____
> >>> xmca mailing list
> >>> xmca@weber.ucsd.edu
> >>> http://dss.ucsd.edu/mailman/****listinfo/xmca<
> 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<
> http://ucsd.academia.edu/AndyBlunden>
> >
> >
>
>
> --
> *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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