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RE: [xmca] "higher psychic function"

Hugh
Thanks a lot for your reasoning. May I just explain that I was worried that 'higher psychic function' might sound too abstract and psychological for many science educators (including myself). Thus, whilst your suggestion makes perfect sense, I fear that it may also suffer from being too abstract / psychological for my current purpose. Can you make it more concrete perhaps?
Thanks a million
Colette 

Dr Colette Murphy
Senior Lecturer
School of Education
69 University St
Queen's University
Belfast BT7 1HL

tel: 02890975953

“Why is it, in spite of the fact that teaching by pouring in, learning by passive absorption, are universally condemned, that they are still so entrenched in practice?”
                                                                                    John Dewey Democracy in Education 1916, Page 46
________________________________________
From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] On Behalf Of Huw Lloyd [huw.softdesigns@gmail.com]
Sent: 13 February 2012 16:08
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] "higher psychic function"

On 13 February 2012 15:57, Bella Kotik-Friedgut <bella.kotik@gmail.com>wrote:

> Colette asked for  a concept  "that it be best read/understood/accepted by
> educationalists (more specifically, science education researchers)
> in such a case  it seems that  "Extension of psychological mediatory
> function" does not fit the context Bella Kotik-.
>


Because.... ?

Huw


>
>
>
> On Mon, Feb 13, 2012 at 5:00 PM, Huw Lloyd <huw.softdesigns@gmail.com
> >wrote:
>
> > On 13 February 2012 12:09, Bella Kotik-Friedgut <bella.kotik@gmail.com
> > >wrote:
> >
> > >  Dear Colette my off-list note returned rejected by your server, so:
> > >
> > >  I use "higher mental functions" or sometimes "higher psychological
> > > functions", but the first is preferable.
> > > --
> > > Sincerely yours Bella Kotik-Friedgut
> > >
> > > On Mon, Feb 13, 2012 at 1:47 PM, Colette Murphy <c.a.murphy@qub.ac.uk
> > > >wrote:
> > >
> > > > Dear All
> > > > I'd be very interested to hear your views on how to
> edit/reword/rewrite
> > > > the phrase "higher psychic function" in relation to Vygotsky's CH
> > theory
> > > so
> > > > that it be best read/understood/accepted by educationalists (more
> > > > specifically, science education researchers)?
> > >
> >
> >
> > Perhaps it would be better to use a term that pointed to the phenomena,
> > such as "Extension of psychological mediatory function".  "Higher"
> relates
> > the phenomena to other psychological theories but points away from the
> > phenomena -- one is left considering why one function is higher than
> > another whilst embedding the ideas in an (unnecessary) analogical
> framework
> > of "height = abstraction" or "higher as in high church" in which case one
> > is even further removed from a precise formulation using a metaphorical
> > frame.
> >
> >
> > > I'm happy to engage off-list
> > > > if this query is better treated that way.
> > >
> >
> > This is clearly on-topic in many ways.
> >
> > Kind regards,
> > Huw
> >
> >
> >
> > > > Thanks a million
> > > > Colette
> > > >
> > > > Dr Colette Murphy
> > > > Senior Lecturer
> > > > School of Education
> > > > 69 University St
> > > > Queen's University
> > > > Belfast BT7 1HL
> > > >
> > > > tel: 02890975953
> > > >
> > > > “Why is it, in spite of the fact that teaching by pouring in,
> learning
> > by
> > > > passive absorption, are universally condemned, that they are still so
> > > > entrenched in practice?”
> > > >
> > > >          John Dewey Democracy in Education 1916, Page 46
> > > > ________________________________________
> > > > __________________________________________
> > > > _____
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> >
>
>
>
> --
> Sincerely yours Bella Kotik-Friedgut
> __________________________________________
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