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Re: [xmca] Perezhivanie and Dewey's concept of experience
- To: ablunden@mira.net, "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
- Subject: Re: [xmca] Perezhivanie and Dewey's concept of experience
- From: Larry Purss <lpscholar2@gmail.com>
- Date: Thu, 21 Feb 2013 05:58:28 -0800
- Cc:
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Andy, let's reflect a little more on this passage you shared:
"The existence of this unity is constituted by a single /quality/
that pervades the entire experience in spite of the variation of its
constituent parts. This unity is neither emotional, practical, nor
intellectual, for these terms name distinctions that reflection can
make within it. In discourse /about/ an experience, we must make use
of these adjectives of interpretation" (1934 PJD: 556).
In other words an experience is a unity with a single quality [a gestalt?]
PRIOR to awareness of its constituent parts.
Question: Dewey also makes an assumption that *doing* and *undergoing*
should be in balance. When undergoing *an* experience participating within
a shared activity [Gadamer's ket concept of *play*] is THIS particular
*undergoing* an experience pervaded by a single quality in spite of the
variation of its constituent parts? In other words being carried along
*intensely* within *play* is a particular way of understanding
*an* experience as *undergoing*.
Andy, the *next step* in the sequence moving towards understanding derived
from the prior experience.
Linking to a previous exploration of *event* the notions of *undergoing* AS
*eventing* or *playing* [Gadamer's term] as a unity.
Collaborative projects which intensifiy experience as aesthetically
intensified.
This UNITY is neither emotional, practical, or intellectual but is this
unity shared? Reflections of being emotional, practical, or intellectual
brought to *awareness* when the experience is *intensified* becomes
aesthetical reflections while dwelling in the world.
Andy, your central point: prior to experiencing aspects or features of
intensified experience through reflection on these aspects of the
experience we first embody an experience as a unity. THIS insight may be a
way into linking Dewey's and Vygotsky's understanding of experience.
The question remains of the *subjective* quality of this unity or is it
possible that their is a primary or primordial communicative unity [gestalt]
Play or undergoing as a prior unity. This play as an experience requires
reflection for inevitable understandings and misunderstandings to emerge or
be unveiled within the prior unity of the play.
However, the shared participation within the play [as undergoing] orients &
reorients the participants as players within intensified shared aesthetic
experience prior to reflection as emotional, practical, and cognitive.
Andy, I will have to read more on Dewey's notion of *undergoing* to see how
much of a family resemblance it shares with Gadmamer's metaphor of play,
Vygotsky's metaphor of drama, and Ricouer's notion of dance.
Dewey suggests we must learn to *surrender* [NOT as withdrawal] to the
dynamic flow. Dewyey's notion of *undergoing* and *surrender* seem
possibly relevant to various understandings of experience.
Larry
On Wed, Feb 20, 2013 at 10:26 PM, Larry Purss <lpscholar2@gmail.com> wrote:
> Andy,
>
> I'm now moving into a hermeneutical circle where I am glimpsing the
> outline of the spirit of this thread. I will amplify [intensify] one aspect
> of your citation through repetition:
>
> Vygotsky talks of the difference between grammatical category and
> psychological category, more or less how the words which come out of your
> mouth in good syntax only approximate the concept which is being realised
> in the words. He says:
> "Thus, correspondence between the grammatical and psychological
> structure of speech may be encountered less frequently than we
> generally assume. Indeed, it may merely be postulated and rarely if
> ever realized in fact."
>
> Andy, this is another example of the inevitable *gaps* in psychological
> understanding which human communicative mediums *address* Language and
> perception as dialogical phenomena [dialogical meaning within NOT duo] seem
> to orient within nature as gestures, [a category] addressing and being
> addressed.
>
> I will pause here as I'm groping for understanding and I am as much
> *undergoing* and being carried along by the *dance* as I am initiating or
> *doing* or taking the *lead*
>
> Dewey's notion of *undergoing* & Gadamer's notion as *play* seem to share
> a family resemblance. Dewey says there needs to be a *balance* between
> doing and undergoing. Gadamer would invite us to reflect on *undergoing*
>
> I question if our current *social imaginary* [Taylor] or Agnes Heller's
> *logics* or Bahktin's *genre's [or Andy's concepts?] within modernity are
> out of balance and the emphasis on *doing* may inevitably move
> *undergoing* to the backgound or into the shadows out of sight and hearing.
>
> Andy, this movement of conversation as the rhythmical flow of unity and
> disunity which often [most often] starts from mis-understanding and then is
> needing to *return* to say more in order for further clarification [the
> process we are now engaging in] locates meaning not within internal
> subjective processes, nor in grammatical structures. Meaning is located
> within our dialogicalcomposing/compositions. In other words a hermeneutical
> *question and answer* dialogical phenomenal experience within conversations
>
> AS a *dance* or a *drama* [metaphor as transfer]. Psychological
> understandings, & grammatical understandings are simultaneously
> dialogical understandings [addressing the other] as rhythmical movements
> [gestures]
> Now the *other* being addressed, for Dewey, is foundationally a natural
> process and when experienced aesthetically, being addressed becomes
> experienced AS an intensification of living.
>
> Tom Leddy [in the article Dewey's Aesthetics] on page 4 suggests there is
> a renewed interest in Dewey scholarship in part due to increased interest
> in various continental aestheticians. Leddy points out the family
> resemblance between Dewey and Merleau Ponty and Gadamer and Marxist
> aestheticians. Another stream of reflections discusses the family
> resemblance between Dewey and Eastern Aesthetics.
>
> Mike opened this thread hoping to encourage conversations between Dewey's
> notion of experience and perezhivanie. Are the current conversations within
> Russia which are exploring and deepening our understanding
> of perezhivanie engaging with the various continental aestheticians who
> have returned to Dewey to explore the notion of intensifying experience?
>
> Larry
>
>
>
>
> On Wed, Feb 20, 2013 at 3:12 PM, Andy Blunden <ablunden@mira.net> wrote:
>
>> Larry,
>> I have been ruminating over these questions overnight, and Carol is of
>> course right, that I cannot get away with claiming that "meaning" is a
>> gerund, or at least that Vygotsky consistently uses "meaning" as part of
>> the verb form "to mean" in "Thinking and Spech." Indeed, I am inclined now
>> to think that Mike's comment to Carol: "Now how do we make sense of that,
>> Carol?" was a beautiful piece of irony from an expert communicator to an
>> expert linguist. For the way I wanted to bend the meaning of meaning in
>> Vygoysky is more akin to how Vygotsky uses the word "sense".
>>
>> I turn to Chapter 7 of "T&S" http://www.marxists.org/**
>> archive/vygotsky/works/words/**Chapter7.doc<http://www.marxists.org/archive/vygotsky/works/words/Chapter7.doc>(p. 276, or search for "several zones") and I see that Vygotsky talks about
>> "sense" much as I want to use "concept" but he seems to regard it as a
>> psychic structure, but at the same time I cannot make sense of what he is
>> saying other than as "activity." And when he says "Isolated in the lexicon
>> the word has only one meaning," I can only make sense of this as a plea
>> *not* to take meaning in that way? I find the only way to make sense of
>> LSV's use of words is to allow that the meanings were simply unavailable to
>> him and he had to do the best he could.
>>
>> Continuing this investigation of Chapter 7, go to page 252 (or search for
>> "grammatical category") and let's look at how LSV uses the word "category"!
>> The rich etymology of this word is somewhat reflected in how Vygotsky uses
>> it. According to the Oxford English dictionary, "category" dertives from
>> the Greek kategoria, which means predication, or assertion, or accusation.
>> It's meaning kind of branched off between philosophy - actually the sense
>> in which Vygotsky seems to be using it, and which is the common or garden
>> meaning, more or less - and rhetoric, see Wikipedia on "Apologetics" - in
>> which kategoria and apologia are a pair of opposites. These words were used
>> for respectively the prosecution and defence in the trial of Socrates,
>> und9oubtedly also a rich source of development, albeit somewhat
>> conflictual. But I think the meaning Vygotsky uses here is "predication"
>> and he talks of the difference between grammatical category and
>> psychological category, more or less how the words which come out of your
>> mouth in good syntax only approximate the concept which is being realised
>> in the words. He says:
>>
>> "Thus, correspondence between the grammatical and psychological
>> structure of speech may be encountered less frequently than we
>> generally assume. Indeed, it may merely be postulated and rarely if
>> ever realized in fact. In phonetics, morphology, vocabulary, and
>> semantics - even in rhythm, metrics, and music - the psychological
>> category lies hidden behind the grammatical or formal category. If
>> the two appear to correspond with one another in one situation, they
>> diverge again in others. We can speak not only of the psychological
>> elements of form and meaning, not only of the psychological subject
>> and predicate, but of psychological number, gender, case, pronouns,
>> superlatives, and tenses."
>>
>> but then, at last, to give some reply to your question, Larry, he adds:
>>
>> Thus, what is a mistake from the perspective of language, may have
>> artistic value if it has an original source.
>>
>> and quotes some lines of poetry from Pushkin.
>>
>> I'm still struggling to make sense of this. :) I think Dewey's
>> conceptions here are as close to LSV's as you can get, while remaining
>> within the thinking of two different people working in two different
>> contexts.
>>
>> Andy
>>
>>
>>
>> Larry Purss wrote:
>>
>>> Andy,
>>> Your comment:
>>> I don't deny that "meaning" has taken on a certain usage and is widely
>>> taken to be the attribute of a word or phrase and found in a dictionary,
>>> but I think as a scientist I prefer to see such things as objectifications
>>> of the primary source which is human speech/speaking. I think the same
>>> distinctions can be discovered in perezhivanija, experiences and so on.
>>> As a scientist what do you think of Dewey's understanding that science
>>> is the handmaiden of aesthetics [which means an intensifying experience of
>>> life]
>>> On page 16, Tom Leddy in the Stanford article Mike sent translates
>>> Dewey's understanding of being TRULY alive:
>>> "Rather than giving art primacy in aesthetic, Dewey believes that
>>> humans only feel properly alive when absorbing the aesthetic FEATURES of
>>> nature. Aesthetic experience of the natural environment can even take the
>>> FORM of *ecstatic communion*. This is due to ancient habits gained in the
>>> relations between the living being and its environment. Sensuous experience
>>> can absorb into itself meanings and values that are DESIGNATED 'ideal' or
>>> 'spiritual'. Dewey observes that belief that nature is full of spirits is
>>> closely tied to POETRY. The sensuous surfaces of things INCORPORATE not
>>> only what is given to the senses but the most profound INSIGHT. Many of
>>> the arts ORIGINATE in primitive rituals which were not simply intended as
>>> means to get rain, etc. but for the ENHANCEMENT OF THE EXPERIENCE.
>>> Similarly myth was not just an early form of science." [Leddy, p.16]
>>> Andy, as a scientist, are the practises of science intended to
>>> creatively and ideally participate in the reenchantment of the world?.
>>> Ivo introducing Gendlin, notions of vivencia, Merleau Ponty's notion of
>>> *singing thw world* all are invitations addressing us to imagine the
>>> rhythmical flow and pulsing of life reenchanted. Modernity may have been a
>>> *wrong turn* and we are in a *revolution* [not as turning away from history
>>> but as a returning to history] Ancient Greece often is returned to in
>>> philosophy. Why? Because the texts of that epoch were expressing the
>>> experience of intensified life. It was an aesthetic epoch.
>>> Just thinking out loud but hopeing to participate in further *minding*
>>> and *eventing* as "collaborative projects" of revolution and return.
>>> Larry
>>>
>>>
>>>
>>> On Tue, Feb 19, 2013 at 9:26 PM, Andy Blunden <ablunden@mira.net<mailto:
>>> ablunden@mira.net>> wrote:
>>>
>>> The distinction is not quite the grammatical one, is it Carol?
>>> Meaning can be a noun and still be the name of an attribute of a
>>> symbol or artefact. "Attribute" is a noun. And it can still be a
>>> gerund, as a kind of noun, derived from the verb "to mean". So if
>>> "I meant to help you when I said that," "my meaning was to be
>>> helpful," with "meaning" here being the gerund referring to my
>>> speech act. I don't deny that "meaning" has taken on a certain
>>> usage and is widely taken to be the attribute of a word or phrase
>>> and found in a dictionary, but I think as a scientist I prefer to
>>> see such things as objectifications of the primary source which is
>>> human speech/speaking. I think the same distinctions can be
>>> discovered in perezhivanija, experiences and so on.
>>>
>>> Andy
>>>
>>> mike cole wrote:
>>>
>>> Now how do we make sense of that, Carol?
>>> :-)
>>> mike
>>>
>>> On Tue, Feb 19, 2013 at 8:37 PM, <carolmacdon@gmail.com
>>> <mailto:carolmacdon@gmail.com> <mailto:carolmacdon@gmail.com
>>> <mailto:carolmacdon@gmail.com>**>> wrote:
>>>
>>> No Andy, "meaning" is principally a noun of long standing,
>>> ossified. There are loads of examples of noun/verb pairs.
>>> Sent via my BlackBerry from Vodacom - let your email find
>>> you!
>>>
>>> -----Original Message-----
>>> From: Andy Blunden <ablunden@mira.net
>>> <mailto:ablunden@mira.net> <mailto:ablunden@mira.net
>>> <mailto:ablunden@mira.net>>>
>>> Sender: xmca-bounces@weber.ucsd.edu
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>
>>> Date: Wed, 20 Feb 2013 13:39:57
>>> To: <lchcmike@gmail.com <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>>
>>> Reply-To: ablunden@mira.net <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>, "eXtended
>>> Mind, Culture,
>>> Activity" <xmca@weber.ucsd.edu
>>> <mailto:xmca@weber.ucsd.edu> <mailto:xmca@weber.ucsd.edu
>>> <mailto:xmca@weber.ucsd.edu>>>
>>> Cc: eXtended Mind, Culture, Activity<xmca@weber.ucsd.edu
>>> <mailto:xmca@weber.ucsd.edu>
>>> <mailto:xmca@weber.ucsd.edu <mailto:xmca@weber.ucsd.edu>>>
>>>
>>> Subject: Re: [xmca] Perezhivanie and Dewey's concept of
>>> experience
>>>
>>> Yes, the use of "Thought" in lieu of "Thinking" and
>>> "Language" instead
>>> of "Speaking" is famous and widely recognised, but I have
>>> found that
>>> while noting this, people often stick to "meaning" as the
>>> attribute of a
>>> symbol rather than the gerund of an action verb.
>>>
>>> Andy
>>>
>>> mike cole wrote:
>>> > Not that the same "verbifying" can be found in "Thought and
>>> Language"
>>> > vs "Thinking and Speech." Kind of like Ivo's Dewey
>>> > and Dilthey......
>>> >
>>> > Makes international discussion about
>>> perezhivanie/experience
>>> > an interesting exercise!
>>> >
>>> > mike
>>> >
>>> > On Tue, Feb 19, 2013 at 5:02 PM, Andy Blunden
>>> <ablunden@mira.net <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>
>>> > <mailto:ablunden@mira.net <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>>> wrote:
>>> >
>>> > Oh I see!
>>> > It has always amused me how George Lakoff in his list
>>> fundamental
>>> > human actions/relations which provide the foundation
>>> for
>>> language,
>>> > along with travelling, handling objects, containers,
>>> and spatial
>>> > position, he includes guns and war. I have taken this
>>> as
>>> > indicative of the nature of life in the land of the
>>> free. So in
>>> > this case I took "double-barrelled" to mean as in
>>> > "double-barrelled shot gun"! I had never thought of
>>> the cooper's
>>> > barrel in this context.
>>> >
>>> > And yes, the facility of English with its "ing" to
>>> turn a
>>> process
>>> > verb into a noun can be annoying, if you get my
>>> meaning, but the
>>> > English language is undergoing a movement in the
>>> reverse
>>> direction
>>> > in recent decades, with more and more action-nouns
>>> (like
>>> "impact")
>>> > being used as verbs. This seems to be a legacy of
>>> the culture in
>>> > which James and Dewey were philosophising.
>>> >
>>> > Andy
>>> >
>>> > mike cole wrote:
>>> >
>>> > A barrel, as used in this context, usually
>>> refers to a
>>> wooden or
>>> > metal tube/container that is "solid." It is
>>> unchanging over
>>> > significant periods of a human life span.
>>> >
>>> > Zaporozhets reminds us, somewhere, that as we are
>>> groping the
>>> > environment with bodies, the environment is
>>> groping us. And
>>> > given the "ing" in groping, its not a noun, its
>>> a process
>>> > occurring over
>>> >
>>> > time.
>>> >
>>> > Perhaps that is not useful. I have temporality
>>> on the brain,
>>> > so to speak.
>>> >
>>> > mike
>>> >
>>> > On Tue, Feb 19, 2013 at 4:02 PM, Andy Blunden
>>> > <ablunden@mira.net <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>>
>>> > <mailto:ablunden@mira.net
>>> <mailto:ablunden@mira.net> <mailto:ablunden@mira.net
>>> <mailto:ablunden@mira.net>>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>>>> wrote:
>>> >
>>> > I don't understand your allusion to
>>> temporality, Mike.
>>> > Andy
>>> >
>>> > mike cole wrote:
>>> >
>>> > Those are both terrifically useful
>>> passages to
>>> think with,
>>> > Larry and Andy. Thanks. I (so to speak)
>>> really
>>> > resonate to the
>>> > notion of rhythmicity and movement in
>>> the first
>>> > passage, and
>>> > the "doublebarrel" metaphor in the second.
>>> I
>>> think for the
>>> > latter that
>>> > barrel is perhaps unfortunate in so far
>>> as "two-way"
>>> > /temporality/
>>> > is backgrounded.
>>> >
>>> > thanks!
>>> > mike
>>> >
>>> >
>>> > On Tue, Feb 19, 2013 at 7:22 AM, Andy
>>> Blunden
>>> > <ablunden@mira.net
>>> <mailto:ablunden@mira.net> <mailto:ablunden@mira.net
>>> <mailto:ablunden@mira.net>>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>>
>>> > <mailto:ablunden@mira.net
>>> <mailto:ablunden@mira.net> <mailto:ablunden@mira.net
>>> <mailto:ablunden@mira.net>>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>>>
>>> > <mailto:ablunden@mira.net
>>> <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>>
>>> > <mailto:ablunden@mira.net
>>> <mailto:ablunden@mira.net> <mailto:ablunden@mira.net
>>> <mailto:ablunden@mira.net>>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>
>>> <mailto:ablunden@mira.net <mailto:ablunden@mira.net>>>>>**>
>>> wrote:
>>> >
>>> > What about this one Larry?
>>> >
>>> > ‘Experience’ is what James
>>> called a
>>> > double-barreled
>>> > word. Like
>>> > its congeners, life and
>>> history, it
>>> > includes /what/
>>> > men do and
>>> > suffer, /what/ they strive
>>> for, love,
>>> > believe and
>>> > endure, and
>>> > /how/ men act and are acted
>>> upon, the
>>> ways
>>> > in which
>>> > they do and
>>> > suffer, desire and enjoy,
>>> see, believe,
>>> > imagine –
>>> > in short,
>>> > processes of /experiencing/.
>>> ... It is
>>> > ‘double-barreled’ in
>>> > that
>>> > it recognizes in its primary
>>> integrity no
>>> > division
>>> > between act
>>> > and material, subject and
>>> object, but
>>> > contains them
>>> > both in an
>>> > unanalyzed totality. ‘Thing’ and
>>> ‘thought’, as
>>> > James says
>>> > in the
>>> > same connection, are
>>> single-barreled;
>>> they
>>> > refer to
>>> > products
>>> > discriminated by reflection
>>> out of
>>> primary
>>> > experience (1929
>>> > PJD:
>>> > 256-7).
>>> >
>>> > Andy
>>> >
>>> >
>>> > Larry Purss wrote:
>>> >
>>> > Mike,
>>> >
>>> > On page 12 of the article on
>>> Dewey's
>>> > notionotion of
>>> > experience the theme
>>> > of experience AS
>>> > "life overcomes and transforms
>>> factors of
>>> > opposition to
>>> > achieve higher
>>> > significance. Harmony and
>>> equilibrium
>>> are the
>>> > resullts
>>> > not of
>>> > mechanical
>>> > processes but of RHYTHMIC
>>> resolution of
>>> > tension. The
>>> > rhythmic
>>> > ALTERNATION
>>> > within the live creature BETWEEN
>>> unity and
>>> > disunity
>>> > becomes
>>> > CONSCIOUS in
>>> > humans. Emotion signifies BREAKS
>>> in
>>> > experience which
>>> > are then
>>> > resolved
>>> > through reflective action"
>>> >
>>> > I thought this may be a way in to
>>> *start* the
>>> > conversational
>>> > dialogue with
>>> > perezhivanie.
>>> >
>>> > Larry
>>> >
>>> > On Mon, Feb 18, 2013 at 5:55 PM,
>>> Larry Purss
>>> > <lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**>>>>
>>> >
>>> > wrote:
>>> >
>>> > Michael, Mike:
>>> > One more fragment on the
>>> definition of
>>> > sentipensante:
>>> >
>>> > Sentipensante pedagogy offers a
>>> transformative
>>> > vision of
>>> > education that
>>> > emphasizes the harmonic,
>>> complementary
>>> > relationship
>>> > between the sentir of
>>> > intuition and the pensar of
>>> intellect and
>>> > scholarship;
>>> > between teaching and
>>> > learning; between formal
>>> knowledge and
>>> > wisdom; and
>>> > between
>>> > Western and
>>> > non-Western ways of knowing.
>>> >
>>> > Seems to have some family
>>> resemblance to
>>> > this theme of
>>> > experience
>>> > Larry
>>> >
>>> >
>>> >
>>> >
>>> > On Mon, Feb 18, 2013 at 5:37
>>> PM,
>>> Larry Purss
>>> > <lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**>> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**>
>>> >
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**>>>> wrote:
>>> >
>>> >
>>> Mike,
>>> > Thanks for this.
>>> > Stanford Pub is a wonderful
>>> resource.
>>> > I seem to
>>> > download an author
>>> > approximately once a
>>> month. For
>>> $10 you
>>> > support them
>>> > and get the articles
>>> > sent in a PDF format.
>>> >
>>> > Michael , here is a link
>>> [in
>>> Spanish]
>>> > to a youtube
>>> > video of Orlando
>>> > Fals-Borda discussing his
>>> understanding of
>>> > experience
>>> > from the heart.
>>> > If you have any articles
>>> in English
>>> > which you can
>>> > share, this seems to be
>>> > exploring experience
>>> within "felt
>>> > awareness".
>>> > Seems to be a fascinating
>>> expansion of the
>>> > understanding of
>>> experience.
>>> >
>>> > Thanks, Michael and Mike
>>> >
>>> > Larry
>>> >
>>> http://www.youtube.com/watch?**v=LbJWqetRuMo<http://www.youtube.com/watch?v=LbJWqetRuMo>
>>> >
>>> > On Mon, Feb 18, 2013 at
>>> 3:46 PM,
>>> mike cole
>>> > <lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>
>>> > <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com> <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>>>
>>> > <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>
>>> > <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com> <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>>>>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>
>>> > <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com> <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>>>
>>> >
>>> > <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>
>>> > <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>>>>**>> wrote:
>>> >
>>> >
>>> > Thanks Larry. Viva la differencia. Here is
>>> > a quick
>>> > summary of Dewey on
>>> > experience. Note
>>> that his ideas
>>> > are considered
>>> > unusual by the author.
>>> > That
>>> > Stanford pub seems
>>> very useful.
>>> > mike
>>> >
>>> >
>>> > http://plato.stanford.edu/**
>>> entries/dewey-aesthetics/#**HavExp<http://plato.stanford.edu/entries/dewey-aesthetics/#HavExp>
>>> >
>>> > On Mon, Feb 18, 2013
>>> at 3:08 PM,
>>> > Larry Purss
>>> > <
>>> lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**>> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**>
>>> >
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com <mailto:lpscholar2@gmail.com>>
>>> > <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>
>>> <mailto:lpscholar2@gmail.com
>>> <mailto:lpscholar2@gmail.com>>**>>>>
>>> >
>>> > wrote:
>>> >
>>> >
>>> > Michael,
>>> > I also found
>>> this site
>>> for Orlando
>>> > Fals Borda.
>>> >
>>> > http://comm-org.wisc.edu/si/**falsborda.htm<http://comm-org.wisc.edu/si/falsborda.htm>
>>> > If it is off topic
>>> please ignore.
>>> > However, it
>>> > is where my
>>> curiosity was
>>> > called or invited.
>>> >
>>> > Larry
>>> >
>>> > On Mon, Feb 18,
>>> 2013 at
>>> 11:40 AM,
>>> > Glassman,
>>> > Michael <
>>> >
>>> > glassman.13@osu.edu
>>> <mailto:glassman.13@osu.edu> <mailto:glassman.13@osu.edu
>>> <mailto:glassman.13@osu.edu>>
>>> <mailto:glassman.13@osu.edu <mailto:glassman.13@osu.edu>
>>> <mailto:glassman.13@osu.edu <mailto:glassman.13@osu.edu>>>
>>> > <mailto:glassman.13@osu.edu
>>> <mailto:glassman.13@osu.edu>
>>> <mailto:glassman.13@osu.edu <mailto:glassman.13@osu.edu>>
>>> > <mailto:glassman.13@osu.edu
>>> <mailto:glassman.13@osu.edu>
>>> <mailto:glassman.13@osu.edu
>>> <mailto:glassman.13@osu.edu>>>**> <mailto:glassman.13@osu.edu
>>> <mailto:glassman.13@osu.edu>
>>>
>>> <mailto:glassman.13@osu.edu <mailto:glassman.13@osu.edu>>
>>> > <mailto:glassman.13@osu.edu
>>> <mailto:glassman.13@osu.edu> <mailto:glassman.13@osu.edu
>>> <mailto:glassman.13@osu.edu>>>
>>> >
>>> > <mailto:glassman.13@osu.edu
>>> <mailto:glassman.13@osu.edu>
>>> <mailto:glassman.13@osu.edu <mailto:glassman.13@osu.edu>>
>>> <mailto:glassman.13@osu.edu <mailto:glassman.13@osu.edu>
>>> <mailto:glassman.13@osu.edu <mailto:glassman.13@osu.edu>>>**
>>> >>
>>> >
>>> >
>>> > wrote:
>>> >
>>> Perhaps
>>> > another avenue to
>>> > explore might
>>> be
>>> Ortega y
>>> > Gasset's
>>> > ideas on
>>> > experience
>>> (which is
>>> > probably in
>>> > some ways
>>> > reflective
>>> of Dewey)
>>> >
>>> > which was
>>> >
>>> > appropriated by Orlando Fals Borda
>>> > in the
>>> > concept of
>>> vivencia -
>>> >
>>> > which is
>>> >
>>> > very compelling - and became an
>>> > important
>>> > part of
>>> Fals-Borda's
>>> >
>>> > conception
>>> >
>>> > of Participatory Action Research.
>>> > This
>>> > might then
>>> tie back
>>> to the
>>> >
>>> > earlier
>>> >
>>> > issue on PAR.
>>> >
>>> > Michael
>>> >
>>> > ______________________________**__________
>>> > From:
>>> > xmca-bounces@weber.ucsd.edu
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>>
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>>>
>>> >
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>>
>>> >
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>>>>
>>> >
>>> > [xmca-bounces@weber.ucsd.edu
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>>
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>>>
>>> >
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>>
>>> >
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >>
>>> > <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> >
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>
>>> <mailto:xmca-bounces@weber.**ucsd.edu<xmca-bounces@weber.ucsd.edu>>>>>>]
>>> on
>>> >
>>> >
>>> > behalf
>>> >
>>> > of mike cole [lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>
>>> > <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com> <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>>>
>>> > <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>>>
>>> >
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>
>>> > <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com> <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>>>
>>> >
>>> > <mailto:lchcmike@gmail.com
>>> <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>
>>> <mailto:lchcmike@gmail.com <mailto:lchcmike@gmail.com>>>>**
>>> >]
>>> >
>>> > Sent: Monday,
>>> February 18,
>>> > 2013
>>> > 2:28 PM
>>> > To: Beth
>>> Ferholt
>>> > Cc: Galina
>>> Zuckerman; John
>>> > Shotter; Boris
>>> >
>>> Meshcheryakov; eXtended
>>> >
>>> > Mind,
>>> >
>>> > Culture, Activity; James Wertsch;
>>> > Alexander
>>> Asmolov
>>> > Subject: Re:
>>> [xmca]
>>> > Perezhivanie and
>>> > Dewey's
>>> concept of
>>> experience
>>> >
>>> > Thanks Beth--
>>> >
>>> > I ask, firstly,
>>> because there
>>> > appear quite
>>> > clear
>>> overlaps as
>>> you and
>>> >
>>> > Monica
>>> >
>>> > have been exploring.
>>> >
>>> > Secondly, we
>>> have two
>>> > submissions
>>> > to MCA
>>> > on
>>> perezhivanie that are
>>> >
>>> > very
>>> >
>>> > focused on Russian authors. Over
>>> > and above
>>> > competing
>>> > exegeses of
>>> the ideas of
>>> > Vygotsky,
>>> > Puyzerei,
>>> etc., it seems
>>> > important
>>> >
>>> > that
>>> >
>>> > we figure out ways to explore
>>> > different
>>> > ways of
>>> thinking
>>> about the
>>> >
>>> > general
>>> >
>>> > category of "experience" that will
>>> be
>>> > productive
>>> of new
>>> > empirical and
>>> > theoretical
>>> investigation.
>>> >
>>> > mike
>>> >
>>> > On Mon, Feb
>>> 18, 2013 at
>>> > 9:42 AM, Beth
>>> > Ferholt
>>> > <bferholt@gmail.com <mailto:bferholt@gmail.com>
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>>
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>>>
>>> > <mailto:bferholt@gmail.com
>>> <mailto:bferholt@gmail.com>
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>>
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>>>>
>>> >
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>>
>>> > <mailto:bferholt@gmail.com
>>> <mailto:bferholt@gmail.com> <mailto:bferholt@gmail.com
>>> <mailto:bferholt@gmail.com>>>
>>> >
>>> > <mailto:bferholt@gmail.com
>>> <mailto:bferholt@gmail.com>
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>>
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>
>>> <mailto:bferholt@gmail.com <mailto:bferholt@gmail.com>>>>**
>>> >>
>>> >
>>> >
>>> > wrote:
>>
>>
>
__________________________________________
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