Re: [xmca] double-stimulation method

From: Steve Gabosch <stevegabosch who-is-at>
Date: Wed Oct 08 2008 - 11:24:27 PDT

Eric, Paula, others,

Vygotsky's idea of complexive thinking in adults greatly interests
me. What has been done so far with this in theory and research?

- Steve

On Oct 8, 2008, at 11:06 AM, wrote:

> Hello Paula:
> This is the aspect of your post that I would like to focus on:
> 4. providing a snapshot of a 'complex'
> Yes, they - the blocks - do. What is sometimes a bit difficult for
> me to
> impart to colleagues who haven't worked with the blocks is that
> reading
> about them, and then conducting an exercise with them, are very (very)
> different experiences. I suspect this to be true of most research
> instruments - the thing about the blocks, though, is that the
> solution is
> deceptively simple - especially when you have found out what it is by
> reading about it. In fact, this element - trying to keep the actual
> solution a secret - got me into trouble in one of my first
> submissions to a
> major publication - precisely because I was hoping there would be some
> readers out there who wouldn't want to be told the whodunit - but
> would
> prefer to work it out for themselves.
> But, to return to the 'snapshot', as you can see from my comments in
> point
> number three, a snapshot of complexes is gained - sometimes there are
> combinations of them and what makes lots of the analysis really
> challenging
> is working out what is developmental, what is complexive in adults,
> and
> what
> is idiosyncratic in everyone. Does this make sense, Eric?
> Once again the idea of complexive thinking provides a structure that
> is
> flexible. Problem solving at any age can bounce from syncretic to
> diffuse
> to statistical to matching to chains and finally to conceptual. The
> measure of what constitutes conceptual thinking, in my humble
> opinion, lies
> with the word being the unit of analysis. The beauty of Vygotsky's
> complexes is that he states them as methods of achieving activities
> and not
> as stages of development that build upon each other. A person at
> any age
> may illicit any of the complexes by themselves or in unison with
> another
> complex. I believe what needs to be sorted out is what cultural
> structures
> illicit what complexes and what cultural and historical methods best
> contribute to conceptual thinking. David Kellogg was correct when he
> stated that the Japanese powerhouse of elementary education should
> certainly be studied in depth to hopefully answer these questions.
> eric
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