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Re: [xmca] Further reflections on "temporality" and generativity
*Hi Peter,*
*I agree with your take on LSV's interest in "constructing positive social
futures"* . Dot Robbins (2011) calls this height psychology as opposed to a
Freudian emphasis on depth psychology, which uses the past to look for the
roots or causes of mental and emotional disorders which leads to a deficit
view of development. Robbins’ take on Vygotskyian psychology on the other
hand, “views the heights of potentiality of the individual, also including
unconscious components; and, the unconscious is viewed as the seat of
creativity and problem solving. (p.19).
Robbins, D. (2011) Vygotsky’s ZPD interacting with American early childhood
education. In C.Coreil(Ed).*The X point in education: Where imagination is
lost.* Jersey City, NJ. New Jersey City University Press.
*Robert Lake*
On Fri, Jan 20, 2012 at 5:58 AM, Peter Smagorinsky <smago@uga.edu> wrote:
> Vygotsky's psychology was very future oriented as well, at least as
> articulated in his volume on defectology. He was highly critical of Freud
> for anchoring his attention on past experiences rather than constructing
> positive social futures. LSV's interest in a cultural-historical approach,
> and his emphasis on human development, also made the past and present
> important as well, of course. p
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of mike cole
> Sent: Thursday, January 19, 2012 7:24 PM
> To: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] Further reflections on "temporality" and generativity
>
> Larry-- I believe that what you are referring to potential experiencing is
> perhaps another way of tapping into the Zinchenko insistence on the "future
> oriented" nature of perception.
>
> mike
>
> On Wed, Jan 18, 2012 at 6:50 PM, Larry Purss <lpscholar2@gmail.com> wrote:
>
> > Monica, thanks for this appreciation. Yes, at times I also feel like
> > I'm just chasing my tail. However with the insight that "trying to
> > figure it all out" is actually just good conversation and fellowship
> > with both the biologically living and our ancestors who are still
> > "alive", there is a shift in the quest for "knowing" that is
> > experienced more like a form of playing.
> >
> > I'm also grounded by having a grand daughter Elena, [now 17 months]
> > who I experience as dancing through life, moving between security
> > needs and exploratory needs, and I intuitively sense that the "dance"
> > WE are participating in is moving between security and exploration.
> > When Elena PAUSES in her explorations, and checks in with mom, dad,
> > grandma, or grandpa, and then is off again to engage with objects this
> > PAUSE is foundational for re-orienting to further POTENTIAL exploring
> > with fascination and delight. THE POTENTIAL EXPERIENCE expressed in
> > this relational dancing through life is palpable.
> >
> > I often wonder, when sharing this lived experience of vitality with
> > Elena, if there is a deeper truth about our human nature being
> > expressed in this dance of POTENTIAL existence? As the person and
> > world become more complex with further development can life remain
> > playfull as it changes its form and structure? As I'm "chasing my
> > tail" can I delight in the chase instead of always seeing it as a
> > struggle? Monica, maybe it requires a great deal of struggle and hard
> > difficult work to return to this place of playing. I don't know.
> >
> > Part of the experience of "chasing my tail" is the recognition that
> > participating in the dance with my grand daughter may not be
> > participating in "transforming" the world. My hesitant response is
> > the practice of dancing with my grand daughter is also developing
> > knowlege which is phronesis and THIS knowlege can be USED in the
> > schools I work in and also inform my conversations with others. These
> > practices, which also USE "techne" and "theory" [other forms of
> > knowing] are informed by my knowledge gained dancing with my grand
> daughter.
> >
> > Just musings on "chasing my tail"
> >
> > Larry
> >
> > On Wed, Jan 18, 2012 at 1:05 PM, monica.hansen <
> > monica.hansen@vandals.uidaho.edu> wrote:
> >
> > > Larry,
> > > I like this view or interpretation of writing because it allows for
> > signs,
> > > or representations of meaning, to be "real"--that quality being
> > > shared in the process of communicating--but not fixed. Knowledge or
> > > ideas have the same quality and should not be confused with actual
> > > structures in brain, memory, or mind. Structures exist, but they are
> > > responsible for the experience of making meaning or "knowing". I
> > > appreciate, as always,
> > Larry,
> > > how much you read and carry your references into this discourse.
> > >
> > > For some of us it is really interesting trying to figure it all out
> > > and using different approaches to do so, but you can see how for
> > > others it is just like a dog chasing its tail.
> > >
> > >
> > > Monica
> > >
> > >
> > > ________________________________________
> > > From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] on
> > behalf
> > > of Larry Purss [lpscholar2@gmail.com]
> > > Sent: Tuesday, January 17, 2012 6:50 AM
> > > To: eXtended Mind, Culture, Activity
> > > Subject: [xmca] Further reflections on "temporality" and
> > > generativity
> > >
> > > Mike, and Haydi
> > >
> > > The question on activity and reflectivity and its relation to
> > > temporality is the question Mike posed.
> > >
> > > I didn't want to take the focus off Haydi's further elaboration of
> > > Vasilyk so I'm posting this thought on POTENTIAL EXISTENCE and signs.
> > from
> > > Eugene Halton [article is Pragmatic E-Pistols on Greg's post]
> > > Halton writes,
> > >
> > > Signs involve existence but are NOT reducible to existence, for
> > > their
> > being
> > > lies in their being interpreted. in a FUTURE interpretation: in
> > continuing
> > > semiosis. So that a SELF or a sign has a REALITY at any GIVEN MOMENT
> > > as a POTENTIAL EXISTENCE, in Peirce's terms" page 46.
> > >
> > > Potential existence, dialogically, as interpreted. This dialogical
> > > "interpretation" can be DISTINGUISHED and COME INTO EXISTENCE
> > > through "thinking" [reflecting] or through conversation [reflecting]
> > > with others [both forms can be encounters with alterity] Writing is
> > > another form of encountering dialogical alterity to express POTENTIAL
> existence.
> > >
> > >
> > > In other words systems and traditions and concepts [cultural
> > > historical reality] can be USED within the GIVEN MOMENT as signs
> > > within shared understanding LEADING TO POTENTIAL self-understanding
> > > ARISING
> > within
> > > shared understanding.
> > >
> > > Mike & Haydi , this is one possibility of the temporal sequence of
> > > the lived world expressed within humanness.
> > >
> > > Larry
> > > __________________________________________
> > > _____
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> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > >
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--
*Robert Lake Ed.D.
*Assistant Professor
Social Foundations of Education
Dept. of Curriculum, Foundations, and Reading
Georgia Southern University
P. O. Box 8144
Phone: (912) 478-5125
Fax: (912) 478-5382
Statesboro, GA 30460
*Democracy must be born anew in every generation, and education is its
midwife.*
*-*John Dewey.
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