Eric, I have to say that the quote sounds a little like the "Cool Hand
Luke" model of pedagogy/development. If the child does not learn to
behave within the strictures of her/his culture, we have a "failure to
communicate" and we need to get the child's "mind right".
My romantic notion is that education is about expanding choices, to see
those strictures, test them, realize that alternatives are possible, and
then commit to those which you choose. If that is free will, so be it!
But I am bloviating in advance of any real preparation (again), so I
will resist further comment until I am able to read Valsiner.
PS: Cool Hand Luke is a movie starring Paul Newman in the title role.
The movie is famous for the lines quoted above (as well as the hard
boiled egg scene).
From: email@example.com [mailto:firstname.lastname@example.org]
On Behalf Of ERIC.RAMBERG@spps.org
Sent: Wednesday, October 25, 2006 9:22 AM
To: eXtended Mind, Culture, Activity
Subject: [xmca] Intro to Valsiner's process structure
Just introductory thoughts that may assist in speedy reading.
Valsiner begins with the assumption that signs (defined as words, both
written and spoken as well as meanings) are mediators in the social
as well as the intrapsychological world of the individual. Valsiner
focuses on the regulation process of these signs and lays out a
"hierarchical organizational order" for this mediational process.
Valsiner provides a brief history of his approach and stongly attributes
Pierce's semiotics and Vygotsky's developmental theories as hugely
influential. One aspect of Valsiner's paper that is underdeveloped is
discussion of the three models of development. This is done for the
purpose of brevity but the conclusion is that a model to discuss
development should focus on the "future-in-the-making".
Valsiner is most interested in dicussing these "future-in-the-making"
models and how they can focus the theoretic lens on how regulatory
(Valsiner's term for what signs as mediators do) emerge or are
Hope there is an interest in this discussion!
Just an aside to provide a bit of insight into my appreciation for
This is my favorite quote from Valsiner, "The statement of the goal of
arriving at conscious discipline as a result of education matches
educational and child socialization goals in principle in any culture,
although the particulars of how the socialized person is expected to act
obviously vary. In a way, the common sense concept of independence can
viewed as the successful result of cultural socialization within Western
industrialized cultures. That concept has been socialized in conjunction
with Protestant religious belief systems. That belief itself is an
of independent dependence ? individuals are socialized within the
(case of dependence) to believe that they are independent of their
environment and "free" to act in any way (idea of independence). The
in one's independence is thus dependent on the culture within which one
socialized (Valsiner, 1997, pg. 174)." This quote is from Valsiner's
"Culture and the Development of Children's Actions."
Marjanovic-Shane To: "eXtended Mind,
<ana who-is-at zmajcenter. <email@example.com>
Sent by: Subject: Re: [xmca] split
between objective activity and
xmca-bounces who-is-at web self directed activity
I am all for it, Eric.
Is it possible to get a copy of it?
> you wrote:
> "I would like to better understand this. How are multicellular animals
> connected to the "split" between object oriented activity and self
> directed reflective activity?? Actually, how do you see this split
> phylogenetically and ontogenetically??"
> I believe if the XMCA community discusses Valsiner's "Process
> semiotic mediation in human development" we may move along the
> of understanding.
> xmca mailing list
-- ------------------------------------------------------------------------ Ana Marjanovic'-Shane,Ph.D.
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