Re: [xmca] Dynamics of Learning and Development-vulgar marxists?

From: Paul Dillon <phd_crit_think who-is-at>
Date: Sun Nov 25 2007 - 18:35:43 PST

  from the online etymological dictionary for "vulgar":
  "1391, "common, ordinary," from L. vulgaris "of or pertaining to the common people, common, vulgar," from vulgus "the common people, multitude, crowd, throng," from PIE base *wel- "to crowd, throng" (cf. Skt. vargah "division, group," Gk. eilein "to press, throng," M.Bret. gwal'ch "abundance," Welsh gwala "sufficiency, enough"). Meaning "coarse, low, ill-bred" is first recorded 1643, probably from earlier use (with reference to people) with meaning "belonging to the ordinary class" (1530). Vulgarian "rich person of vulgar manners" is recorded from 1804."
  one might say that marxists who aren't vulgar aren't worth their salt.

Mike Cole <> wrote:
  I'll let others more familiar with the personages involved comment on who is
a vulgar marxist (and who the non-vulgar one's are!)... and to explain the
deeper meaning of the dominant/reflexological polemics.
I'll email you when the tapes arrive and will set about getting them
digitized and posted.
On Nov 25, 2007 4:26 PM, David Kellogg wrote:

> Dear Mike:
> Sorry--I meant Zalkind, not Blonsky!
> Apparently, both were pedologists of a distinct vulgar materialist bent,
> but it's Zalkind who LSV takes to task in the passage a few pages before the
> one on the internal origins of the crisis and the defense of the bourgeois
> point of view in child psychology. (Funny, though, the notes to the Russian
> edition take LSV to task for being insufficiently critical of Zalkind, at
> least in associating "interest" with a reflexological "dominant"!)
> I also think differently about learning/development depending on which
> trouser leg I put on first or which side of the bed I get up on. Today I'm
> not so sure that forgotten knowledge is developmentally inert. After all,
> LSV says ALL neoformations (e.g. negativism, autonomous speech) disappear
> entirely and their role is completely catalytic. Forgotten knowledge might
> play a similar role? (Hope so...I have a terrible memory!)
> I MAILED you the tapes today. I couldn't figure out how to digitalize
> them!
> David Kellogg
> Seoul National University of Education
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Received on Sun Nov 25 18:37 PST 2007

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