Re: [xmca] activity and reification

[Martin Packer <packer@duq.edu>]

Larry,

The text of your message seems to have got a bit jumbled. Can you clarify your question?

Matin

On Apr 22, 2011, at 9:41 AM, Larry Purss wrote:

> Anna and Martin
> 
> Anna wrote
> 
> For kids, words do not partition the world in objects mainly, the way they
> do for grownups. Not even nouns. For the little (and cute) ones, words
> translate into routines - ways of doing things. One can see it with
> particular clarity in math. To give just one basic example out of the
> infinity of possibilities: Numbers begin their existence as procedures of
> counting - something you can see when your repeated question "How many
> cookies do I have here?" makes the child to repeat the counting rather than
> prompting her to simply state the last word she has prfeviously uttered in
> this process. It will take time till the reification/ objectification of
> number words occurs. Just like "bottle" serves a baby as a trigger for the
> routine of getting fed, so are the words such as "many", "more", etc. mere
> prompts fos r counting. In this latter case, however, unlike in the former,
> this procedure (counting) is a social game rather than anything that would
> have any direct practical significance.
> e difference is
> Martin you described how thw terms "apple" and "pomme" [fruit of fruits] are
> reifications of particular historical enactments which have lost their
> historical grounding and must be re-discovered.
> 
> Anna or Martin
> 
> Do you see both what the child is developing as it turns an enactment into a
> number and the adult developing the word pomme as equivalent processes of
> enactments becoming reified?
> 
> Larry
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