Re: [xmca] Soft Power and Collective Sense Making

[Jack Whitehead <jack@actionresearch.net>]

Dear Larry (and all),  I work and research with the assumption that values are central for a good life. I also closely relate to the extract from the article:

> "A diversity of traditions and values for a good life is central for outlining a cultural-historical approach to  development and important for the conceptualization of children's development THROUGH their participation IN a variety of institutional
> practices".

I share Mariane's understanding that locating contrasting values of the good life is a central key question for cultural historical theory of children development (as a general question).

I also like the focus on contrasting values influencing, rather that constituting, a preschool child's activity and social situation of development as well as creating crises in the child's social situation.

My questions tend to focus on the particular as well as the general in exploring my interest in developing valid explanations for the educational influences of individuals in their own learning, in the learning of others and in the learning of the social formations in which we live, work and research. I'm curious about relationships between a cultural-historical approach to development and such valid explanations of the educational influences of individuals. Can anyone point me to such an explanation(s)?



On 12 May 2013, at 07:30, Larry Purss wrote:

> Mike, you have paused to hear others questions.
> 
> I would like to ask how central to development are "values for a good life?"
> 
> I extracted this phrase from Mariane Hedegaard's article which you
> reference. On page 66 she writes, "A diversity of traditions and values for
> a good life is central for outlining a cultural-historical approach to
> development and important for the conceptualization of children's
> development THROUGH their participation IN a variety of institutional
> practices".
> 
> Do others share Mariane's understanding that  locating contrasting values
> of the good life is a central key question for cultural historical theory
> of child development? [as a general question].
> 
> Different practice TRADITIONS with different demands and expectations seen
> AS different understandings of "values of the good life". These contrasting
> values INFLUENCE [not constitute] a preschool child's activity and social
> situation of development as well as create crisis in the child's social
> situation.
> 
> I will now pause and wait to hear others questions.
> 
> Larry


Love Jack.
-----------------------------------------------------------------
When Martin Dobson, a colleague, died in 2002 the last thing he said to me
was 'Give my Love to the Department'. In the 20 years I'd worked with
Martin it was his loving warmth of humanity that I recall with great life
affirming pleasure and I'm hoping that in Love Jack we can share this
value of common humanity.

Jack Whitehead , Adjunct Professor, Liverpool Hope University, UK.    
        
Visiting Professor at the University of Cumbria

Life-time member of OMNIBUS (All Bath University Staff).

Secretary of Bath and West Co-operative Party.

web-site http://www.actionresearch.net with email address. 



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