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Re: Fwd: Fwd: [xmca] A Failure of Communication

Even then, she garbles the definitions of the supposedly only theories of concepts known to humankind. 
Andy

mike cole wrote:

Good lecture for a cog sci over view, Larry. I wonder what Roth and others
had to say as responses. Could not find.
mike

On Fri, Nov 16, 2012 at 6:46 AM, Larry Purss <lpscholar2@gmail.com> wrote:


Andy Charles, and others
Here is an interesting lecture on the concept of concepts which may be
helpful for this chat.

http://www.youtube.com/watch?v=1VvMEnnReK4

It is an elaboration of an article on this topic.

Larry




On Wed, Nov 14, 2012 at 7:25 AM, Charles Bazerman <
bazerman@eduhttp://www.youtube.com/watch?v=1VvMEnnReK4cation.ucsb.edu

wrote:
Dewey's "The Reflex Arc Concept in Psychology" (1896) is not far from 
Vygotsky's 1925 talk on the crisis in Psychology--giving them both

similar

starting points.
Chuck

----- Original Message -----
From: Robert Lake <boblake@georgiasouthern.edu>
Date: Wednesday, November 14, 2012 7:20 am
Subject: Re: Fwd: Fwd: [xmca] A Failure of Communication
To: vwilk@inf.shizuoka.ac.jp, "eXtended Mind, Culture, Activity" <
xmca@weber.ucsd.edu>


Hi and thanks for asking
RL

For Dewey, *Mind is primarily a verb *(Dewey, 1934, p. 274).

Dewey, J. (1934). *Art as experience*. New York: Capricorn.


Of course this notion comes straight out of Hegel who wrote that
"mind is
only what it does, and its act is to make itself the object of its
own consciousness" .*Philosophy of Right*,
§<
 343, 216.


On Tue, Nov 13, 2012 at 10:36 PM, vwilk <vwilk@inf.shizuoka.ac.jp>

wrote:

If the Ur-Act, the basic, elementary act of human (intellectual) life
relevant to concepts.

For all the stars of present-day continental philosophy is:

pidgeon-holing.

and the concrete answer given by Hegel, Vygotsky, Activity Theory,

Thomas

Kuhn
and Andy is: problem-solving.

What is the concrete path of development that goes through Dewey?


(2012/11/14 10:05), Robert Lake wrote:


And don't forget Dewey :-)

On Tue, Nov 13, 2012 at 6:57 PM, Andy Blunden <ablunden@mira.net>

wrote:

 Larry, picking up on a theme introduced by Mike earlier - we have

to ask:

what is the Ur-Act, the basic, elementary act of human

(intellectual)

life?
I know of only two answers to this question, relevant to concepts.

The abstract answer given by mediavel logic, Linnaeus, the

"psychology of

concepts," all the stars of present-day continental philosophy is:

    pidgeon-holing.

The concrete answer given by Hegel, Vygotsky, Activity Theory,

Thomas

Kuhn
and me is:

    problem-solving.

This is what creates a line of development, Larry.

Andy
--


------------------------------****----------------------------**--**

------------
*Andy Blunden*
Home Page: http://home.mira.net/~andy/
Book: http://www.brill.nl/concepts

<
Larry Purss wrote: 

 Andy

your comment:
"Ideal typical path of development" *points to* distinct settings

(e.g.

natural science, everyday life at home, school, etc.) which is

indeed

close
to the idea of "genre," but "ideal typical path of development"

is after

all about *paths of development*, ideal ones at that, not

settings,

projects, theories, domains, social groups, frames, or anything

else. :)

  Andy, if the focus remains on *typical paths of development* OF
genres,
OF distinct settings OF the existential life world, is it

possible to

have
a conversation within the multi-verse of *romantic science*
As I understand the focus on *typical* is *scientific*  the paths

of

development may be romantic and implicate effective history.
  I am circling around your invitation to have conversations that

are

interdiciplinary. Simon Critchley, exploring the development of
Continental
Philosophy wrote about Heidegger's idea of
   *an existential CONCEPTION of science*  Critchley commented,
  "This would show how the practices of the natural sciences

arise out

of
life-world practices, and that the life-world practices are not

simply

reducible to natural scientific explanation"
  Andy, your specific project to develop awareness of the *typical
paths*
of develop of concept use and transformation through time is

 emerging

within a particular  tradition or genre of discourse [within

effective

history].  I am playfully inquiring if it may be  possible to

*play* [a

word you would not use but points to a hermeneutical genre] on a

larger

*field of play*  that *hears* and acknowledges your voice.
  I will bring the discussion back to the paper under discussion

and the

fuzzy boundaries between spontaneous and scientific

[systematically

'true'
organized] concepts.  Andy the path of development FROM

spontaneous TO

scientific concepts seems to have deen articulated within a genre.
However,
this is not a dis-interested scientific development. Mike pointed

to

developmental praxis as centrally concerning *social goods,

including

moral
goods*.
  Within our developing understanding of  ideal paths of concept
formation
how is this emerging understanding circling back to exploring how

our

*hearing* gives *voice* to the other*?
{Which I suggest is one way to view the development of psychology

as a

project within a shared moral compass}
  Larry


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--
*Robert Lake  Ed.D.
*Associate Professor
Social Foundations of Education
Dept. of Curriculum, Foundations, and Reading
Georgia Southern University
P. O. Box 8144
Phone: (912) 478-0355
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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--
------------------------------------------------------------------------
*Andy Blunden*
Home Page: http://home.mira.net/~andy/
Book: http://www.brill.nl/concepts
http://ucsd.academia.edu/AndyBlunden

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