Mike,
Hmm. I think I would include it all - whatever that is. It seems to me that
development is fundamentally about naturalizing cultural experience as
normal. With some of the more interactionist stuff in CHAT (Valisiner for
example)it seems like 'development' is theorized as a priori superstructure
where culture just determines its path (if that). In looking through the
archives there is an interesting relationship in which one of the diciplines
CHAT was applied to was development. In some ways this seems 'American' in
that CHAT has not necessarily taken that route elsewhere.
It seems to me that cultural activity can be theorized without giving
development a central role. Maybe it the whole notion of progress for me and
how it serves to legitimize a cultural telos. Development for me then is not
biological but rather a 'rational' way to govern children, parents, and
teachers in ways that are less opressive.
Development like all patterns could be organized in countless ways, yet we
select some rather than others. If its play making a leap of faith to
logical thinking, or play facilitating writing activity - both are cultural
in content and structure in that play prepares children for the
cultural-historical activity of schooling. The class and cultural
differences are striking in that like with preschool, play has become an
activity where children progress toward rationality.
This is what I think nevertheless at this particular stage of my
developmental journey.
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-----Original Message-----
From: Mike Cole [mailto:mcole@weber.ucsd.edu]
Sent: Tuesday, May 09, 2000 2:00 PM
To: xmca@weber.ucsd.edu
Subject: developmental theory
Nate and Diane-- When speaking of developmental theory, what are you
referring to, what are you not? Any interest in developmental work
research? :-)
mike
This archive was generated by hypermail 2b29 : Thu Jun 01 2000 - 01:01:21 PDT