That article connects to several ongoing threads, Andy. But lets
see if
others are interested before I directly comment.
Instead, I think that the cover of the current issue of the New
Yorker
magazine provides interesting food for thought one concepts and their
representations. It is accessible from www.newyorker.com. Try to
click on
the cover and than use control+ (on a pc) to get a larger and larger
imaged.
The different layers of meaning appear to move between the
syntagmatic and
paradigmatic dimensions of meaning making. Besides,
its clever.
mike
On Sat, Jun 26, 2010 at 6:38 AM, Andy Blunden <ablunden@mira.net>
wrote:
I just had a read of Mike's 1982 paper with Roy D'Andrade on the
influence
of schooling on concept formation:
http://lchc.ucsd.edu/Histarch/ap82v4n2.PDF
Great paper!
It occurred to me that Luria is in agreement with many others that a
hierarchical system of categories, a taxonomy, is the archetype
of the
"abstract" concept. Luria's conception of how this relates to
prior forms
of
concept (affective and concrete) is the main point of interest in
the
article, but I would like to question whether this taxonomical
idea is
valid
as the archetype of the "true" concept. The article claims that
taxonomical
practices ("true" or not) are archetypal school practices, and
this is an
interesting and different question.
An interesting counterpoint to this is Hegel's classification of 3
different components which he thinks must *all* be present in the
formation
of a true concept:
The subject is (a) ascribed certain qualities; (b) seen as having
having
a
certain place in a system of social practice; and (c) taken under
its
genus,
as belonging to a certain living whole.
Further, I think (c) does not actually amount to the kind of
Linnaean
hierarchical family tree, but could also be interpreted like
genre and
archetype without the implied underlying totality. Also, there is
all too
much room for subsuming (c) under (a) as almost all of present-day
philosophy and natural science are wont to do.
Mike, you have done a lot of work on the role of this "taxonomical
activity" in and out of school. Davydov on the other hand,
emphasises (b)
as
opposed to (a). It would be interesting to investigate concept-
formation
on
this wider frame.
Andy
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*Andy Blunden*
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