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[xmca] psychology and disciplines



To make the point a little more precisely
(precisamos precicao, nao e?):

When psychologists take positions on the basis of work they do as psychologists (or, the work that psychology does), those positions are supported by the authority of the specific theory, method, etc. that are proper to psychology.

But that authority provides no authority for denying or ignoring the existence of anything and everything that is not explained in terms of psycho-logy.

On Wed, 27 Jan 2010, Tony Whitson wrote:

Armando,

I do not eliminate psychology as a discipline. (Actually, I don't have that kind of power, as far as I know.)

The problem is that when motivation (etc.) is reduced to being only something psychological, then everything else beyond psychology is being eliminated.

There are things (such as semio-logical and praxico-logical motivation) that are not understood on the basis of the principles or logos of the human psyche, so those things are eliminated from understanding if there is only understanding of the psychological.

Either "psychology" is the discipline for understand, specifically, those things that are psycho-logical, or else it can abandon that specificity and aspire to understand everything that comes within the Geisteswissenschaften -- but in that case it is giving up its standing as a special discipline, with its own specific object domain, and the theoretical and methodological resources specific to an understanding of that object domain.

The choice is not one for me to make. But I do not accept the elimination of understanding of non-psycho-logical phenomena.

On Wed, 27 Jan 2010, Armando Perez wrote:

Tony:
Do you eliminate also the person, the subjectivity when you eliminate
Psychology as a discipline?  I accept mediation from the point of view of
Dialectic and a multidisciplinary approach, or better, transdisiplinary
approach, but to eliminate Psychology is very strong for me.
Armando
----- Original Message -----
From: "Tony Whitson" <twhitson@udel.edu>
To: "XMCA" <xmca@weber.ucsd.edu>
Sent: Tuesday, January 26, 2010 2:21 PM
Subject: [!! SPAM] [xmca] FW: Special Price $20 per copy of Culture, Self,
and, Motivation Essays in Honor of Martin L. Maehr


I just ordered the book below for the $20 (telephone-only) promotional
price.

A search for books related to Martin L. Maehr led me to Motivation and
Action edited by Jutta and Heinz Heckhausen.

This work presents itself as a comprehensive work on motivation and action.
But from the table of contents, it looks like "motivation" is being
conceptualized as an entirely psychological matter, albeit influenced by
social, cultural, and situational factors.

I am bothered that in education things like motivation are reduced to the
psychological.

As a semiotician, I see many things being treated as psycho-logical when
they are more fundamentally semio-logical; i.e., they are determined not by
the logos of the human psyche, but by the logos of semiosis. (It surprises
me how a linguist like Jim Gee is so ready to explain things as matters of
cognitive psychology, when they are more fundamentally determined by
principles of linguistic semi-ology).



As for "Motivation and Action," it seems to me that CHAT clearly recognizes
motivation as a matter of the logos of action and activity, or
"praxio-logical," and not reducible to the psycho-logical (unless
"psychology" is stretched so wide as to include, say, Geisteswissenschaften
or les sciences humaines, in which case it seems to me that such
"psychology" would have to abandon the claims that it presumes as a special
discipline).



What do you think?



From: IAP - Information Age Publishing, Inc. [mailto:iap@infoagepub.com]
Sent: Tuesday, January 26, 2010 11:25 AM
To: twhitson@UDel.Edu
Subject: Special Price $20 per copy of Culture, Self, and, Motivation Essays
in Honor of Martin L. Maehr



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Culture, Self, and, Motivation
Essays in Honor of Martin L. Maehr

Edited by Avi Kaplan, Ben Gurion University of the Negev
Stuart A. Karabenick, University of Michigan
Elisabeth De Groot, University of Michigan

The authors of the chapters in this volume-past and present collaborators of
Marty Maehr, and a few of his former graduate students along the years-are
motivational researchers who conduct research using diverse methods and
perspectives, and in different parts of the world. All, however, see their
intellectual roots in Marty's theoretical and empirical work. The chapters
in this book are divided into two sections: Motivation and Self and Culture
and Motivation. Clearly, the distinctions between these two sections are
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TABLE OF CONTENTS:
Introduction: Culture, Self, and Motivation. The Contribution of Martin L.
Maehr to the Fields of Achievement Motivation and Educational Psychology,
Avi Kaplan, Stuart A. Karabenick, and Elisabeth DeGroot. Martin L. Maehr:
Brief Bio. PART I: MOTIVATION AND SELF. Continuing Motivation Revisited,
Eric M. Anderman and Jennifer A. Weber. Applying Personal Investment Theory
to Better Understand Student Development, Larry A. Braskamp. Motivation in
Sport and Physical Activity: An Achievement Goal Interpretation, Glyn C.
Roberts, Frank Abrahamsen, and P. Nicolas Lemyre. Meaning-Making and
Motivation: A Dynamic Model, Avi Kaplan, Hanoch Flum, and Keren Kemelman.
Achievement Goals in the Context of the Hierarchical Model of
Approach-Avoidance Achievement Motivation, Ron Friedman, Arlen C. Moller,
James W. Fryer, Ista Zahn, Wilbert ! Law, Ryan D. Acuff, Daniela Niesta, Kou
Murayama, Angelika M. Meier, Beate Jelstad, and Andrew J. Elliot. Marty
Maehr's Contributions to Research in Pasteur's Quadrant: The Mathematics and
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Bridget V. Dever, Juliane Blazevski, AnneMarie M. Conley, Jeanne M. Friedel,
Melissa C. Gilbert, and Lauren E. Musu. PART II: CULTURE AND MOTIVATION.
School Culture Matters for Teachers' and Students' Achievement Goals, Lennia
Matos, Willy Lens, and Maarten Vansteenkiste. A Model of Culture and
Achievement Behavior, Farideh Salili. Achievement Motivation in
Cross-Cultural Context: Application of Personal Investment Theory in
Educational Settings, Dennis M. McInerney and Gregory Arief D. Liem. The
Cultural Situatedness of Motivation, Julianne C. Turner and Helen Patrick.
The Contributions of Martin L. Maehr to the Study of Cultural Influences on
Achievement Motivation, Tim Urdan. Vita: Marti! n L. Maehr. Author Index.
Subject Index.

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Skype: george.f.johnson





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Universidad Central "Marta Abreu" de Las Villas. http://www.uclv.edu.cu

- Universidad 2010, La Habana, del 8 al 12 de febrero de 2010. http://www.universidad2010.cu
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Tony Whitson
UD School of Education
NEWARK  DE  19716

twhitson@udel.edu
_______________________________

"those who fail to reread
are obliged to read the same story everywhere"
                 -- Roland Barthes, S/Z (1970)
_______________________________________________
xmca mailing list
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Tony Whitson
UD School of Education
NEWARK  DE  19716

twhitson@udel.edu
_______________________________

"those who fail to reread
 are obliged to read the same story everywhere"
                  -- Roland Barthes, S/Z (1970)
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca