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Re: [xmca] Educational neuroscience
Huw,
Thanks for the indications. Any "recent" (10 years or so) research
dealing with the data made available by the knew scan technologies?
Best,
Wagner
On Thu, Jul 25, 2013 at 12:31 AM, Huw Lloyd <huw.softdesigns@gmail.com> wrote:
> On 24 July 2013 16:23, Wagner Luiz Schmit <wagner.schmit@gmail.com> wrote:
>
>> Thanks Ulvi,
>>
>> Any work you recommend for beginner's and or a must have/read in the
>> library?
>>
>> I am trying to get a broader sense of human development using Vygotsky
>> as core and searching for recent readings in different fields like
>> Philosophy (Ilyenkov) and History (People's history of the world by
>> Chris Harman), But still lacking a clue on "phylogeny" and
>> neuroscience.
>>
>
> Wertsch, Vygotsky and the formation of mind -- genetic domains.
> Waddington, Genetic Assimilation.
> Batson, genetic/ecological processes.
>
> The recent documents from Luria cover some "basics" which are typically
> missed in this line of research. Luria's research is predominantly
> functional (of a v. high calibre). It seems to be dialectic in an Engels
> kind of way. But the functional explanations stand up for themselves.
>
> Best,
> Huw
>
>
>>
>> Wagner
>>
>>
>>
>>
>>
>> On Thu, Jul 25, 2013 at 12:13 AM, Ulvi İçil <ulvi.icil@gmail.com> wrote:
>> > As far as I know, there is a strong neuroscience in Russia in the line of
>> > Alexander Romanovitch's work, Homskaya and his many other students
>> > continued his work a lot.
>> > Ulvi
>> >
>> > 2013/7/24 Wagner Luiz Schmit <wagner.schmit@gmail.com>
>> >
>> >> Hello Huw,
>> >>
>> >> I like that text pretty much (I always returned to it in our research
>> >> group in Brazil and I will present it again this week to our research
>> >> group in Japan). And this text, acording to Leontiev, is from 1930...
>> >> But at the same time Leontiev, in a letter from this same year (if I
>> >> am not mistaken again) points to divergent way of thinking between
>> >> him, Luria and Vygotsky... I unfortunately know very little about
>> >> Luria (just read some texts) and even less about today Russian
>> >> neuroscience, does this proposal by Vygotsky continues in Luria? And
>> >> returning to the main topic, there is still neuroscience following
>> >> these guidelines?
>> >>
>> >> Wagner
>> >>
>> >>
>> >>
>> >> On Wed, Jul 24, 2013 at 11:54 PM, Huw Lloyd <huw.softdesigns@gmail.com>
>> >> wrote:
>> >> > On 24 July 2013 15:38, Wagner Luiz Schmit <wagner.schmit@gmail.com>
>> >> wrote:
>> >> >
>> >> >> Hello Larry,
>> >> >>
>> >> >> Please say more... I think this is so important, and things point out
>> >> >> that Vygotsky also, otherwise why enter the Medicine course in 1930
>> >> >> (if my memory is not wrong)
>> >> >>
>> >> >> Wagner
>> >> >>
>> >> >
>> >> > "On Psychological Systems", collected works of LSV, v.3, p.105
>> >> >
>> >> > "In actual fact, it seems to me that by introducing the concept of
>> >> > psychological system in the form we discussed, we get a splendid
>> >> > possibility of conceiving the real connections, the real complex
>> >> > relationships that exist."
>> >> >
>> >> > "To a certain degree this also holds true for one of the most
>> difficult
>> >> > problems -- the localization of higher psychological systems."
>> >> >
>> >> > Huw
>> >> >
>> >> >
>> >> >>
>> >> >> On Wed, Jul 24, 2013 at 11:33 PM, Larry Purss <lpscholar2@gmail.com>
>> >> >> wrote:
>> >> >> > Ulvi,
>> >> >> >
>> >> >> > You mentioned you are interested in *cognitive CHANGE*.
>> >> >> >
>> >> >> > Within the concept *neuroplasticity* is implicit Nero change.
>> >> >> >
>> >> >> > There is a scholar in France [Catherine Malabou] whose central
>> >> conceptual
>> >> >> > thesis explores *plasticity* as from the Greek *to mold or to
>> model.*
>> >> >> > She moves the concepts of *dynamic* and *systems* and *theory* and
>> >> >> *neural*
>> >> >> > within the orbit of the central thesis of plasticity as change,
>> >> >> > transformation and metamorphosis.
>> >> >> >
>> >> >> > Not sure if this is too far off topic.
>> >> >> >
>> >> >> > I also want to mention *neo-Piagetian* theory including Vygotsky
>> and
>> >> >> > Wittgenstein is being explored at SIMON Fraser University.
>> >> >> > If interested I could say more.
>> >> >> > Larry
>> >> >> >
>> >> >> >
>> >> >> > On Wed, Jul 24, 2013 at 6:39 AM, Ulvi İçil <ulvi.icil@gmail.com>
>> >> wrote:
>> >> >> >
>> >> >> >> Dear Andy and all, I found Kurt Fisher, he is at Harvard, Mind,
>> Brain
>> >> >> and
>> >> >> >> Education.
>> >> >> >>
>> >> >> >> He is described as:
>> >> >> >>
>> >> >> >>
>> >> >> >>
>> >> >>
>> >>
>> http://en.wikipedia.org/wiki/Neo-Piagetian_theories_of_cognitive_development
>> >> >> >>
>> >> >> >> Fischer's theory differs from the other neo-Piagetian theories in
>> a
>> >> >> number
>> >> >> >> of respects. One of them is in the way it explains cognitive
>> change.
>> >> >> >> Specifically, although Fischer does not deny the operation of
>> >> >> information
>> >> >> >> processing constrains on development, he emphasizes on the
>> >> environmental
>> >> >> >> and social rather than individual factors as causes of
>> development.
>> >> To
>> >> >> >> explain developmental change he borrowed two classic notions from
>> Lev
>> >> >> >> Vygotsky,[12]<
>> >> >> >>
>> >> >>
>> >>
>> http://en.wikipedia.org/wiki/Neo-Piagetian_theories_of_cognitive_development#cite_note-12
>> >> >> >> >that
>> >> >> >> is, internalization and the zone of proximal development.
>> >> >> >>
>> >> >> >> I am rather interested in the application of the new findings in
>> the
>> >> >> field
>> >> >> >> of educational neuroscience into the theory and practice of
>> >> education.
>> >> >> >>
>> >> >> >> Ulvi
>> >> >> >>
>> >> >> >> 2013/7/23 Andy Blunden <ablunden@mira.net>
>> >> >> >>
>> >> >> >> > Ulvi, best of luck in your search, and maybe someone on this
>> list
>> >> can
>> >> >> >> > help. But don't get your hopes up.
>> >> >> >> > Lawrence Barsalou is a very sophisticated writer on
>> neuroscience,
>> >> but
>> >> >> in:
>> >> >> >> >
>> >> >> >> > Barsalou, L. W. (1992) “Cognitive Psychology. An Overview for
>> >> >> Cognitive
>> >> >> >> > Scientists,” Hillsdale NJ: Lawrence Earlbaum.
>> >> >> >> >
>> >> >> >> > where he has a chapter on education, he characterises education
>> as:
>> >> >> >> > “teachers provide information that students incorporate into
>> >> existing
>> >> >> >> > knowledge” - in other words, not only does he use "folk
>> >> psychology" in
>> >> >> >> his
>> >> >> >> > grasp of the subtlties of education, but he seems to be unaware
>> >> that
>> >> >> this
>> >> >> >> > antiquated "theory" of teaching and learning has been subject to
>> >> any
>> >> >> >> > critique over the past 100 years. A classic illustration of the
>> >> >> problem
>> >> >> >> > that Greg has been raising.
>> >> >> >> >
>> >> >> >> > Andy
>> >> >> >> >
>> >> >> >> >
>> >> >> >> > Ulvi İçil wrote:
>> >> >> >> >
>> >> >> >> >> Dear all,
>> >> >> >> >>
>> >> >> >> >> I would like to know some outstanding scholar names in the
>> field
>> >> of
>> >> >> >> >> educational neuroscience, working in the line of sociocultural
>> >> >> theory.
>> >> >> >> >> Thanks.
>> >> >> >> >> Ulvi
>> >> >> >> >>
>> >> >> >> >>
>> >> >> >> >>
>> >> >> >> >>
>> >> >> >> >
>> >> >> >> > --
>> >> >> >> > ------------------------------**------------------------------**
>> >> >> >> > ------------
>> >> >> >> > *Andy Blunden*
>> >> >> >> > Home Page: http://home.mira.net/~andy/
>> >> >> >> > Book: http://www.brill.nl/concepts
>> >> >> >> > http://marxists.academia.edu/**AndyBlunden<
>> >> >> >> http://marxists.academia.edu/AndyBlunden>
>> >> >> >> >
>> >> >> >> >
>> >> >> >> >
>> >> >> >>
>> >> >> >>
>> >> >> >
>> >> >>
>> >> >>
>> >> >
>> >>
>> >>
>> >
>>
>>
>