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Re: [xmca] Educational neuroscience
On 24 July 2013 16:06, Wagner Luiz Schmit <wagner.schmit@gmail.com> wrote:
> Hello Huw,
>
> I like that text pretty much (I always returned to it in our research
> group in Brazil and I will present it again this week to our research
> group in Japan). And this text, acording to Leontiev, is from 1930...
> But at the same time Leontiev, in a letter from this same year (if I
> am not mistaken again) points to divergent way of thinking between
> him, Luria and Vygotsky... I unfortunately know very little about
> Luria (just read some texts) and even less about today Russian
> neuroscience, does this proposal by Vygotsky continues in Luria?
My current reading of these circumstances is there are 3 inter-related
variants of genetic systems of thought at play.
> And
> returning to the main topic, there is still neuroscience following
> these guidelines?
>
Does neuroscience follow these guidelines? I don't think so. I think it
requires a deep appreciation for both Marxian dialectics and functional
systems, both of which offer genetic explanations and are complementary.
But Marxian Activity systems are quite practical to studying education, I
believe. How is one going to study neuroscientific phenomena in an
educational context?
Best,
Huw
>
> Wagner
>
>
>
> On Wed, Jul 24, 2013 at 11:54 PM, Huw Lloyd <huw.softdesigns@gmail.com>
> wrote:
> > On 24 July 2013 15:38, Wagner Luiz Schmit <wagner.schmit@gmail.com>
> wrote:
> >
> >> Hello Larry,
> >>
> >> Please say more... I think this is so important, and things point out
> >> that Vygotsky also, otherwise why enter the Medicine course in 1930
> >> (if my memory is not wrong)
> >>
> >> Wagner
> >>
> >
> > "On Psychological Systems", collected works of LSV, v.3, p.105
> >
> > "In actual fact, it seems to me that by introducing the concept of
> > psychological system in the form we discussed, we get a splendid
> > possibility of conceiving the real connections, the real complex
> > relationships that exist."
> >
> > "To a certain degree this also holds true for one of the most difficult
> > problems -- the localization of higher psychological systems."
> >
> > Huw
> >
> >
> >>
> >> On Wed, Jul 24, 2013 at 11:33 PM, Larry Purss <lpscholar2@gmail.com>
> >> wrote:
> >> > Ulvi,
> >> >
> >> > You mentioned you are interested in *cognitive CHANGE*.
> >> >
> >> > Within the concept *neuroplasticity* is implicit Nero change.
> >> >
> >> > There is a scholar in France [Catherine Malabou] whose central
> conceptual
> >> > thesis explores *plasticity* as from the Greek *to mold or to model.*
> >> > She moves the concepts of *dynamic* and *systems* and *theory* and
> >> *neural*
> >> > within the orbit of the central thesis of plasticity as change,
> >> > transformation and metamorphosis.
> >> >
> >> > Not sure if this is too far off topic.
> >> >
> >> > I also want to mention *neo-Piagetian* theory including Vygotsky and
> >> > Wittgenstein is being explored at SIMON Fraser University.
> >> > If interested I could say more.
> >> > Larry
> >> >
> >> >
> >> > On Wed, Jul 24, 2013 at 6:39 AM, Ulvi İçil <ulvi.icil@gmail.com>
> wrote:
> >> >
> >> >> Dear Andy and all, I found Kurt Fisher, he is at Harvard, Mind, Brain
> >> and
> >> >> Education.
> >> >>
> >> >> He is described as:
> >> >>
> >> >>
> >> >>
> >>
> http://en.wikipedia.org/wiki/Neo-Piagetian_theories_of_cognitive_development
> >> >>
> >> >> Fischer's theory differs from the other neo-Piagetian theories in a
> >> number
> >> >> of respects. One of them is in the way it explains cognitive change.
> >> >> Specifically, although Fischer does not deny the operation of
> >> information
> >> >> processing constrains on development, he emphasizes on the
> environmental
> >> >> and social rather than individual factors as causes of development.
> To
> >> >> explain developmental change he borrowed two classic notions from Lev
> >> >> Vygotsky,[12]<
> >> >>
> >>
> http://en.wikipedia.org/wiki/Neo-Piagetian_theories_of_cognitive_development#cite_note-12
> >> >> >that
> >> >> is, internalization and the zone of proximal development.
> >> >>
> >> >> I am rather interested in the application of the new findings in the
> >> field
> >> >> of educational neuroscience into the theory and practice of
> education.
> >> >>
> >> >> Ulvi
> >> >>
> >> >> 2013/7/23 Andy Blunden <ablunden@mira.net>
> >> >>
> >> >> > Ulvi, best of luck in your search, and maybe someone on this list
> can
> >> >> > help. But don't get your hopes up.
> >> >> > Lawrence Barsalou is a very sophisticated writer on neuroscience,
> but
> >> in:
> >> >> >
> >> >> > Barsalou, L. W. (1992) “Cognitive Psychology. An Overview for
> >> Cognitive
> >> >> > Scientists,” Hillsdale NJ: Lawrence Earlbaum.
> >> >> >
> >> >> > where he has a chapter on education, he characterises education as:
> >> >> > “teachers provide information that students incorporate into
> existing
> >> >> > knowledge” - in other words, not only does he use "folk
> psychology" in
> >> >> his
> >> >> > grasp of the subtlties of education, but he seems to be unaware
> that
> >> this
> >> >> > antiquated "theory" of teaching and learning has been subject to
> any
> >> >> > critique over the past 100 years. A classic illustration of the
> >> problem
> >> >> > that Greg has been raising.
> >> >> >
> >> >> > Andy
> >> >> >
> >> >> >
> >> >> > Ulvi İçil wrote:
> >> >> >
> >> >> >> Dear all,
> >> >> >>
> >> >> >> I would like to know some outstanding scholar names in the field
> of
> >> >> >> educational neuroscience, working in the line of sociocultural
> >> theory.
> >> >> >> Thanks.
> >> >> >> Ulvi
> >> >> >>
> >> >> >>
> >> >> >>
> >> >> >>
> >> >> >
> >> >> > --
> >> >> > ------------------------------**------------------------------**
> >> >> > ------------
> >> >> > *Andy Blunden*
> >> >> > Home Page: http://home.mira.net/~andy/
> >> >> > Book: http://www.brill.nl/concepts
> >> >> > http://marxists.academia.edu/**AndyBlunden<
> >> >> http://marxists.academia.edu/AndyBlunden>
> >> >> >
> >> >> >
> >> >> >
> >> >>
> >> >>
> >> >
> >>
> >>
> >
>
>