Re: [xmca] Once Again, Learning and Development!

With a further reading of "The Problem of Age," I notice that Vygotsky
clearly differentiates firstly between intellectual and physical
development and talks of a ZPD relevant to each aspect of activity, and
then generalises his point to "other aspects of the child's personality."

This makes it clear to me that the idea of central and peripheral
activities is called upon as a general principle of development and the
main thread of the article which looks at 6 "ages" is not meant to be
exhaustive. If you were interested in a person's appreciation of food or
their safety consciousness or their musical ability, ... you would see
different stages, different crises, different ZPDs, different "social
situations of development," etc.

Andy
At 10:37 AM 20/01/2008 -0800, you wrote:
>Andy, David, Mark, Elina, and Pegetal too!
>
>David wrote: (This is ANOTHER issue from Vol. 5 I forgot to include):
>Central functions and peripheral functions. Mike also talks about this in
>his LCHC-Centre for Activity Research on-line presentation. I guess I
>thought that in my data we can see a situation where UNDERSTANDING is the
>central function (comprehension) and EXPRESSION is peripheral turn into a
>situation where EXPRESSION is central (role play) and comprehension is
>subordinated to expression (in time as well as importance).
>
>How faithfully, from your perspective, does the Marx quotation below capture
>what LSV was talking about? Does David's understanding-->expression example
>exemplify for all what LSV (Marx?) was referring to? Is the example
>developmental? Is comprehension subordinated to expression a "higher level"
>in some circumstances than others? How do we we think of the example in
>terms such as
>"leading activity."
>mike
>
>On Jan 19, 2008 6:02 PM, Andy Blunden <ablunden@mira.net> wrote:
>
> >
> > There is in every social formation a particular branch of production which
> > determines the position and importance of all the others, and the
> > relations
> > obtaining in this branch accordingly determine the relations of all other
> > branches as well. It is as though light of a particular hue were cast upon
> > everything, tingeing all other colours and modifying their specific
> > features.
> >
> > Marx, <../../1859/critique-pol-economy/appx1.htm#p211>Preface to the
> > Critique of Political Economy (1859)
> >
> >
> >
> > At 08:16 AM 19/01/2008 -0800, you wrote:
> > >... Actually, I'm not sure if this way of understanding what Vygotsky
> > >meant by central functions and peripheral functions is right at all. It's
> > >okay for learning, but it does seem too microgenetic to describe
> > >development, doesn't it? Perhaps the BEST thing to do is to take this
> > back
> > >to XMCA and see what others think!
> > >
> > > David Kellogg
> > > Seoul National University of Education
> >
> > _______________________________________________
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> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
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  Andy Blunden : http://home.mira.net/~andy/ tel (H) +61 3 9380 9435,
mobile 0409 358 651

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Received on Sun Jan 20 18:19 PST 2008