Phillip,
I think your right about the trickiness. This was a particular (individual)
fifth grade child. And your developmental readiness reference was exactly
where I was aiming at with the appropriation / internalization distiction. I
personally think its much more complex than simple mimicing even from the
developmental standpoint.
I guess my argument was not contingent on if the child read or not - the
minicing (appropriating)of the activity of reading was important to the
identity of this particular child even if he would / not or could / not ever
interalise the actions necessary to read.
I think we internalise particular "actions" but then those actions can be
handled via other means. An example of this recently was mentioning the use
of a calculator for a girl going into middle school (IEP) who has
consistantly struggled internalizing basis facts. This idea faced
resistance - "she just needs to memorize them etc". The individual can be
very competant in a particular math project with the use of a calculator,
yet functions not so without it.
In either case, I don't see one encompassing the other.
nate
>From: "Phillip White" <Phillip_White@ceo.cudenver.edu>
>Reply-To: xmca@weber.ucsd.edu
>To: xmca@weber.ucsd.edu
>Subject: Re: stability & change / hot and cold
>Date: Wed, 15 May 2002 17:46:39 -0600
>
>xmca@weber.ucsd.edu writes:
>So, does appropriation encompass internalization? For me, appropriations
>usefulness is in describing aspects of the social that are not
>internalyzed
>perse. But it seems possible to have one and not the other. For example, a
>child with downs syndrom appropriating the activity of reading (looking
>through dictionary) yet not internalyzing skills / practices necessary to
>"read".
>
> this example is really tricky, Nate -
>
> yes, picking up a book and looking through it is one part of the activity
>of reading - and when any child (regardless of developmental readiness)
>picks up a book and looks through it, that initial action is mimicing the
>activity of those around her. but, what's the history of the child and
>books and the activity of reading? i've known some children with downs
>syndrom who over time were able to learn to read - others never seemed to
>catch on.
>
> it seems to me that it is certainly possible for a child to have
>internalized the activity of pickiing up a book and looking through it for
>her own goals/object - and such behavior is certainly an indicator of
>reading readiness.
>
> so, the observer of the child with down's syndrom would need to have a
>fairly rich understanding of that child's history in order to determine is
>that child were mimicing, appropriating or practicing an internalized
>activity.
>
>phillip
>
>* * * * * * * *
>* *
>
>The English noun "identity" comes, ultimately, from the
>Latin adverb "identidem", which means "repeatedly."
>The Latin has exactly the same rhythm as the English,
>buh-BUM-buh-BUM - a simple iamb, repeated; and
>"identidem" is, in fact, nothing more than a
>reduplication of the word "idem", "the same":
>"idem(et)idem". "Same(and) same". The same,
>repeated. It is a word that does exactly what
>it means.
>
> from "The Elusive Embrace" by Daniel
>Mendelsohn.
>
>phillip white
>university of colorado at denver
>denver, colorado
>phillip_white@ceo.cudenver.edu
>
nAtE
vygotsky@charter.net
http://webpages.charter.net/schmolze1/
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