Re: [xmca] Educational neuroscience

[Huw Lloyd <huw.softdesigns@gmail.com>]

On 24 July 2013 16:45, Huw Lloyd <huw.softdesigns@gmail.com> wrote:

>
>
> On 24 July 2013 16:35, Wagner Luiz Schmit <wagner.schmit@gmail.com> wrote:
>
>> 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
>>
>>
> Nothing that I've come across.  I haven't expected to find anything
> though, so haven't looked with any diligence.
>
> Christine had some thoughts on biological developments a while back.
>
> *ANY* studies on genetic process are of merit here, I believe. it doesn't
> have to be the brain.  Note that this is looking at "natural phenomena"
> rather than artificial phenomena alone.
>
> Best,
> Huw
>
>
>
>

Dynamic Systems Theory may be worth exploring -- I haven't looked yet.

Travieso, Ch. 6, The Cambridge Handbook of Socialcultural Psychology, (Eds)
Valsiner & Rosa.

Best,
Huw





>  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>
>> >> >> >> >> >
>> >> >> >> >> >
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