Re: [xmca] neoformation

Andy and Mike,
I was distracted from being virtually here, so sorry for the delay in my
response. This is THE question. Indeed. I've been struggling with the
English word for Vygotsky's "novo-obrazovaniye" ( Literally speaking in
Russian: 'novo' - new; 'obrazovaniye - creation, with the morpheme 'obraz'
actually meaning "image). I used 'neoformation' simply because it was used
in the Collected Works, vol.5. There is a problem with purely medical
connotation. The word 'novoobrazovaniye" does not have it. For me as a
Russian speaker, there is a process in this word and it is not a specific
term related to any discipline, it can be used in a philosophical statement,
biological argument as well as poem. I hope I do not bring more confusion
than clarification. Maybe other Russian speakers will be more capable...

But I believe that meaning is still more important. Actually, from my
experience as a 'cultural mediator'/translator, in case of a very important
difficult-to-translate notion, it was better to create a term that would be
unfamiliar as an indication for the native speakers to pay attention to the
meaning making of the concept.

As far as I understand, 'neoformation' for Vygotsky is a dynamic structure
that reflects the relationship between central and peripheral lines of
development. "Neoformation' is often interpreted as a new higher
psychological function that is developing in a particular age.( See The
Essential Vygotsky, p.544) I think what is important here is that Vygotsky
refers to dialectically developing relationship rather than one single
function.
"The processes of development that are more or less directly connected with
basic neoformation we shall call central lines of development and the given
age and all other partial processes and changes occurring at the given age,
we shall call peripheral lines of development. Processes that are central
lines of development at one age become peripheral lines of development at
the following age and conversely, peripheral lines of development of one age

are brought to the forefront and become central lines since their meaning
and relative significance in the total structure of development changes..."
(Vol.5, p.197).

For example, the central line of the development of imagination as a
'neoformation' during pre-school age becomes peripheral in the elementary
age. But it seems very important to consider the changed relationship
between two for an elementary school child.

In activity theory, especially in Learning Activity Theory ( El'konin,
Davydov, Repkin), 'neoformation' was closely related to the ZPD of the
historical child at a specific age. For example,theoretical thinking will be
 in the ZPD of elementary school student and it will be developed in the
process of mastery of Learning activity (inquiry-based/quasi-research
activity). The development of "neoformation' and mastery of the leading
activity were dialectically connected: the more developed are the
reflection, analysis, modeling, and planning as abilities of theoretical
thinking, the more independent is the student as a learner/subject of
Learning Activity and vice versa.

Vygotsky constructs the meaning of the notion of 'neoformation' in relation
to the concepts of 'crisis of development' and 'cultural development.'

These are my two cents so far or maybe just two 'kopeikas'...:-)
Elina

On Jan 20, 2008 1:50 PM, Mike Cole <lchcmike@gmail.com> wrote:

> Very interesting question, Andy. I would like to hear more about this too.
> It is linked, among other things, to the issue of central and peripheral
> lines of
> development.
>
> Elina?
> mike
>
> On Jan 19, 2008 9:26 PM, Andy Blunden <ablunden@mira.net> wrote:
>
> > Elina,
> > I see you use the word "neoformation." This is not a common word in
> > English. The OED Online tells me it is a medical word which can mean new
> > tissue which has grown over a wound, or a tumour or such like.
> > It is possible to see what LSV means when he applies this concept to
> > psychology and child development, but can you explain a bit more of the
> > connotations of the word to a Russian, please?
> > Andy
> > At 11:55 PM 19/01/2008 -0500, you wrote:
> > >I had no intention to stir any either/or thinking... I agree, there
> > should
> > >be no false dichotomies. As for El'konin-Davydov curriculum and
> > development
> > >as a subject of learning activity, there are definitely a lot of
> > >publications, including even publications from Kharkov laboratory ( See
>
> > >Lampert -Shepel, E. (September-October, 2003) (Ed.) Learning Activity.
> > >*Journal
> > >of Russian and East European Psychology, *41(4)). galina tsukerman has
> a
> > >fantastic book 'Types of communication ( interaction) in teaching and
> > >learning [obuchenii]", sorry I do not remeber the exact translation of
> > this
> > >book's title into English. The title reminds Davydov's book " Types of
> > >generalizations in teaching and learning"
> > >
> > >In my previous e-mail I was questioning the existence of studies
> > addressing
> > >the claim of direct transfer of the abilities developed in the course
> of
> > >quasi-research/learning activity/inquiry to other spheres of life
> > including
> > >moral and ethical decision-making, emotional and social development,
> etc.
> > We
> > >had long conversations with Davydov, Repkin, Galina Tsukerman and
> others
> > on
> > >this issue and there were numerous observations that children educated
> in
> > >the school laboratories ( E-D curriculum) were active learners,
> > questioning
> > >the status quo, capable to work collaboratively, comfortable with
> > >uncertainty, skilled to conceptualize the unknown areas of study, quite
>
> > >comfortably ascending from abstract to concrete...:-) Daniil Elkonin
> in
> > his
> > >scientific diaries argues that each 'neoformation' developed in the
> > course
> > >of becoming a subject of leading activity transforms the system of
> > >relationships among previously internalized 'neoformations', and such
> > >transformation is qualitative. For example, mastery of theoretical
> > thinking
> > >during the learning activity thansforms the
> > >previously internalized 'imagination.' If anyone knows specific
> studies
> > >addressing this issue, I would highly appreciate the references.
> > >
> > >Anyway, from the previously expressed suggestions and contexts of
> > learning
> > >here are some possibilities to collaboratively explore
> > development/learning;
> > >
> > >1. Cross-cultural perspective/ conceptualizing tendencies and meanings
> in
> > >development/learning. What are cross-cultural tendencies in
> > >development/learning emerging from practicing various Vygotsky's
> inspired
> > >teaching/research/play/work? ( San Diego, Helsinki, Seoul, New York,
> > Moscow,
> > >...other? or virtual cultures/contexts of being?)
> > >
> > >2. Teaching and learning in CHAT tradition and life-long learning. ( i
> > was
> > >excited with the concept in Russia, but English word makes me
> > >depressed...life-long learning sounds as sentence in court...sorry,
> > >reflection on the side)
> > >
> > >3. David's idea of new data and old masters, i.e. questioning/critical
> > >analysis/ development of foundational ideas of development and learning
> (
> > >CHAT) with new data and new perspectives.
> > >
> > >4. "Virtually there..." , collaborations in time and space, new forms
> of
> > >co-being and their impact on the course of learning and development...
> > >
> > >5. other?
> > >
> > >These are just a few thoughts that I irresponsibly suggest...use or
> > discard
> > >if they are out of the context of your thinking...
> > >Elina
> > >
> > >
> > >On Jan 19, 2008 9:19 PM, Mike Cole <lchcmike@gmail.com> wrote:
> > >
> > > > How about we avoid either/or thinking?
> > > > Re Davydov/Elkonin.
> > > >
> > > > YES, we all need to know about it.
> > > > But the idea that there is no evidence out there about its claims is
> > kind
> > > > of
> > > > odd to
> > > > me. I know a LOT has to be missing,
> > > >
> > > > BUT
> > > >
> > > > Special issueS of J Russian and East European psych have been
> devoted
> > to
> > > > VVD,
> > > > and then to people like Galina Tsukerman. the American work of Jean
> > > > Shmittau?
> > > > Why is there an either/or choice here?? Restricted number of signs?
>
> > > > mike
> > > >
> > > > PS-- Lets hear if for creative spellers and willing contributors!
> > > >
> > > > On Jan 19, 2008 5:49 PM, Emily Duvall < emily@uidaho.edu> wrote:
> > > >
> > > > > No worries Elina, your question is interesting as well... :-)
> > > > > I've just been detached from the listserv for a bit.
> > > > > ~ Em
> > > > >
> > > > > -----Original Message-----
> > > > > From: xmca-bounces@weber.ucsd.edu [mailto:
> > xmca-bounces@weber.ucsd.edu ]
> > > > On
> > > > > Behalf Of Elina Lampert-Shepel
> > > > > Sent: Saturday, January 19, 2008 1:12 PM
> > > > > To: eXtended Mind, Culture, Activity
> > > > > Cc: mcole@weber.ucsd.edu; David Preiss
> > > > > Subject: Re: [xmca] Re-cycling the idea of a collaborative papers
> > > > >
> > > > > Thanks, David and Helen! Emily, I am sorry I distracted the
> > discussion
> > > > > with
> > > > > my question!
> > > > > Elina
> > > > >
> > > > > On Jan 19, 2008 3:13 PM, Emily Duvall < emily@uidaho.edu> wrote:
> > > > >
> > > > > > Mike, could you include direction re finding that discussion?
> I've
> > > > been
> > > > > > out of the loop at bit lately.
> > > > > > ~ Em
> > > > > >
> > > > > >
> > > > > > Emily Duvall
> > > > > > Assistant Professor Curriculum & Instruction
> > > > > > University of Idaho, Coeur d'Alene
> > > > > > 1000 W. Hubbard Suite 242 | Coeur d'Alene, ID 83814
> > > > > > T 208 667 2588 | F 208 667 5275 emily@uidaho.edu |
> > www.cda.uidaho.edu
> > > > > >
> > > > > > He only earns his freedom and his life, who takes them every day
> > by
> > > > > storm.
> > > > > > -- Johann Wolfgang Goethe
> > > > > >
> > > > > >
> > > > > >
> > > > > >
> > > > > > -----Original Message-----
> > > > > > From: xmca-bounces@weber.ucsd.edu [mailto:
> > xmca-bounces@weber.ucsd.edu]
> > > > > On
> > > > > > Behalf Of Mike Cole
> > > > > > Sent: Friday, January 18, 2008 7:59 PM
> > > > > > To: David Preiss
> > > > > > Cc: eXtended Mind, Culture, Activity
> > > > > > Subject: Re: [xmca] Re-cycling the idea of a collaborative
> papers
> > > > > >
> > > > > > Nice that others are interested in the proposed collective
> > article
> > > > > idea.
> > > > > > I would think that checking out the discussion on development
> > between
> > > >
> > > > > > San
> > > > > > Diego and Helsinki, Kellog and studens and Blunden,
> > > > > > both his article and ppt presention would be good place to start
>
> > to
> > > > > > connect.
> > > > > >
> > > > > > mike
> > > > > >
> > > > > > On Jan 18, 2008 4:17 PM, David Preiss < davidpreiss@uc.cl>
> wrote:
> > > > > >
> > > > > > > Mike,I would be delighted to contribute to as well! What might
> > be
> > > > the
> > > > > > > skeleton of the article? It is such a broad topic!David Preiss
>
> > > > > > >
> > > > > > > On Jan 18, 2008, at 8:49 PM, MARK DE BOER wrote:
> > > > > > >
> > > > > > > Dear Dr. Cole,
> > > > > > >
> > > > > > > I'd be interested in this collective article... I am not as
> well
> > > > read
> > > > > as
> > > > > > > others, but my experience in the classroom might be of some
> > > > > assistance.
> > > > > > >
> > > > > > > Best,
> > > > > > >
> > > > > > > Mark_______________________________________________
> > > > > > > xmca mailing list
> > > > > > > xmca@weber.ucsd.edu
> > > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > > >
> > > > > > >
> > > > > > > David Preiss, Ph.D.
> > > > > > > Subdirector de Extensión y Comunicaciones
> > > > > > > Escuela de Psicología
> > > > > > > Pontificia Universidad Catolica de Chile
> > > > > > > Av Vicuña Mackenna 4860
> > > > > > > Macul, Santiago
> > > > > > > Chile
> > > > > > >
> > > > > > > Fono: 3544605
> > > > > > > Fax: 3544844
> > > > > > > e-mail: davidpreiss@uc.cl
> > > > > > > web personal: http://web.mac.com/ddpreiss/
> > > > > > > web institucional: http://www.epuc.cl/profesores/dpreiss
> > > > > > >
> > > > > > >
> > > > > > >
> > > > > > _______________________________________________
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> > > > > > _______________________________________________
> > > > > > xmca mailing list
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> > > > > >
> > > > >
> > > > >
> > > > >
> > > > > --
> > > > > Elina Lampert-Shepel
> > > > > Assistant Professor
> > > > > Graduate School of Education
> > > > > Mercy College New Teacher Residency Program
> > > > > Mercy College
> > > > > 66 West 35th Street
> > > > > New York, NY 10001
> > > > > (212) 615 3367
> > > > >
> > > > > I have on my table a violin string. It is free. I twist one end of
>
> > > > > it and it responds. It is free. But it is not free to do what a
> > > > > violin string is supposed to do - to produce music. So I take it,
> > > > > fix it in my violin and tighten it until it is taut. Only then it
> > > > > is free to be a violin string.
> > > > > Sir Rabindranath Tagore.
> > > > > _______________________________________________
> > > > > xmca mailing list
> > > > > xmca@weber.ucsd.edu
> > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > _______________________________________________
> > > > > xmca mailing list
> > > > > xmca@weber.ucsd.edu
> > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > >
> > > > _______________________________________________
> > > > xmca mailing list
> > > > xmca@weber.ucsd.edu
> > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > >
> > >
> > >
> > >
> > >--
> > >Elina Lampert-Shepel
> > >Assistant Professor
> > >Graduate School of Education
> > >Mercy College New Teacher Residency Program
> > >Mercy College
> > >66 West 35th Street
> > >New York, NY 10001
> > >(212) 615 3367
> > >
> > >I have on my table a violin string. It is free. I twist one end of
> > >it and it responds. It is free. But it is not free to do what a
> > >violin string is supposed to do - to produce music. So I take it,
> > >fix it in my violin and tighten it until it is taut. Only then it
> > >is free to be a violin string.
> > > Sir Rabindranath Tagore.
> > >_______________________________________________
> > >xmca mailing list
> > >xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> > Andy Blunden : http://home.mira.net/~andy/<http://home.mira.net/%7Eandy/<http://home.mira.net/~andy/>>tel
> (H) +61 3 9380 9435,
> > mobile 0409 358 651
> >
> > _______________________________________________
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>

-- 
Elina Lampert-Shepel
Assistant Professor
Graduate School of Education
Mercy College New Teacher Residency Program
Mercy College
66 West 35th Street
New York, NY 10001
(212) 615 3367
I have on my table a violin string. It is free. I twist one end of
it and it responds. It is free. But it is not free to do what a
violin string is supposed to do - to produce music. So I take it,
fix it in my violin and tighten it until it is taut. Only then it
is free to be a violin string.
              Sir  Rabindranath  Tagore.
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca