[xmca] Re: A Failure of Communication

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On Sun, Nov 18, 2012 at 1:27 AM, Andy Blunden <ablunden@mira.net> wrote: > You seem to be an inveterate lurker, Robert. It would be good to hear your > voice somewhat more frequently in the discussions on xmca. > > Andy > > Hi Andy, I will try to honor your requests. I am presently finishing 3 book projects for which I been a co-editor and contributor and teaching a full load :-). Btw, speaking of connections between Dewey and Hegel, has anyone had a look at the book that is reviewed here in this link? http://lnx.journalofpragmatism.eu/wp-content/uploads/2012/01/shook-good-deweys-philosophy-of-spirit.pdf Robert Lake Robert > Robert Lake wrote: > >> 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*, >> §<http://www.marxists.org/**reference/archive/hegel/works/** >> pr/prstate.htm#PR343<http://www.marxists.org/reference/archive/hegel/works/pr/prstate.htm#PR343> >> > >> 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 >>>>> http://ucsd.academia.edu/******AndyBlunden<http://ucsd.academia.edu/****AndyBlunden> >>>>> <http://ucsd.**academia.edu/**AndyBlunden<http://ucsd.academia.edu/**AndyBlunden> >>>>> > >>>>> <http://ucsd.**academia.edu/**AndyBlunden<http://academia.edu/AndyBlunden> >>>>> <http://ucsd.**academia.edu/AndyBlunden<http://ucsd.academia.edu/AndyBlunden> >>>>> > >>>>> 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 >>>>>> >>>>>> >>>>>> ______________________________******____________ >>>>>> >>>>>> >>>>> _____ >>>>> xmca mailing list >>>>> xmca@weber.ucsd.edu >>>>> http://dss.ucsd.edu/mailman/******listinfo/xmca<http://dss.ucsd.edu/mailman/****listinfo/xmca> >>>>> <http://dss.**ucsd.edu/mailman/**listinfo/**xmca<http://dss.ucsd.edu/mailman/**listinfo/xmca> >>>>> > >>>>> <http://dss.ucsd.**edu/**mailman/listinfo/xmca<http://** >>>>> dss.ucsd.edu/mailman/listinfo/**xmca<http://dss.ucsd.edu/mailman/listinfo/xmca> >>>>> > >>>>> >>>>> >>>> >>>> >>> ______________________________****____________ >>> _____ >>> xmca mailing list >>> xmca@weber.ucsd.edu >>> http://dss.ucsd.edu/mailman/****listinfo/xmca<http://dss.ucsd.edu/mailman/**listinfo/xmca> >>> <http://dss.ucsd.**edu/mailman/listinfo/xmca<http://dss.ucsd.edu/mailman/listinfo/xmca> >>> > >>> >>> >>> >> >> >> >> >> > > -- > ------------------------------**------------------------------** > ------------ > *Andy Blunden* > Home Page: http://home.mira.net/~andy/ > Book: http://www.brill.nl/concepts > http://ucsd.academia.edu/**AndyBlunden<http://ucsd.academia.edu/AndyBlunden> > > -- *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. __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca