RE: [xmca] RE: mental health (emotion x feeling)

Anton,
'признание искусства общественной техникой чувства.”
“priznanie iskusstva obschestvennoi tekhikoi tchuvstva”
 
Helped by dictionaries, I literally translate has:
“the acknowledgement of art as the social (public) technique of feeling.”
 
Nominative case:
общественный (obschestvennyi)
1. (в разн. знач.) public, social2. разг. (любящий общество) sociable
чувство с. (tchustvo)
(в разн. знач.) sense; (ощущение, эмоция тж.) feeling
 
чувство (tchustvo), not эмоция (emotsia)...
 
'Tchustvo' as 'feeling' and 'sense', but not sense as 'smisl' (as in
classical Paulhan distiction between 'sense' and 'meaning' - Vygotsky's
'smisl' and 'znatchenie'...)
 
Damasio, has a distinction between the concepts and neural fundations
of 'emotions' x 'feelings', but in Vygotsky's texts that I have in Portuguese
I don´t found such distinction. So 'emotion' and 'feeling' are well
distingished in these texts... I don't know.
 
Thank you, very much, for your contribution.
Achilles,
Umuarama, July 12, 2008.> Date: Sat, 12 Jul 2008 00:00:39 -0700> From: the_yasya who-is-at yahoo.com> Subject: RE: [xmca] RE: mental health> To: xmca who-is-at weber.ucsd.edu> > I am wondering if this Cyrillic text will pass through:> > Центральной идеей психологии искусства мы считаем> признание преодоления материала художественной фор-> мой или, что то же, признание искусства общественной> техникой чувства.> > > --- On Sat, 7/12/08, Achilles Delari Junior <achilles_delari@hotmail.com> wrote:> > > From: Achilles Delari Junior <achilles_delari@hotmail.com>> > Subject: RE: [xmca] RE: mental health> > To: 'eXtended Mind, Culture, Activity' <xmca@weber.ucsd.edu>> > Received: Saturday, July 12, 2008, 12:18 AM> > Cathrene,> > > > Yes, very important. I'm interested in Vygotsky's> > theory of art.> > I must organize me and study his dissertation carefully...> > In Portuguese I find: 'a idéia central da psicologia> > da arte é (...)> > o reconhecimento da arte como técnica social do> > sentimento'> > (Vygotsky, 2000, Psicologia da Arte, São Paulo, Martins> > Fontes)> > maybe something like = 'the central idea of the> > psycholgoy of art> > is (...) the ackonwlegement of art as social technique of> > feeling'> > > > But in English the translation is something different:> > > > 'The central idea of the psychology of art is (...)> > the > > acknowledgement in art of the social> > techniques of emotions'.> > http://www.marxists.org/archive/vygotsky/works/1925/preface.htm> > > > 'social techniques of emotions' IN art...> > or> > Art AS 'social technique of feeling'...> > > > I don´t see the Russian...> > > > I'm realy interested in these 'social> > techiniques'...> > But I don't know yet what precisely means> > 'technique',> > because Greek 'Tekhné' was 'art'> > too... perhaps like> > a 'know-how' or 'savoir-faire', not> > necessarily like > > mechanical or unmediated skills, I supose.> > > > What do you think about this > > 'central idea of the psychology of art'?> > > > Achilles,> > Umuarama, July 12, 2008> > > > > > > > > > > Date: Fri, 11 Jul 2008 22:55:02 -0400> > > From: cconnery@ithaca.edu> > > Subject: RE: [xmca] RE: mental health> > > To: xmca@weber.ucsd.edu> > > > > > Hi Achilles, Mike, and others,> > > You might be interested in playing around with> > Vygotsky's theory of art as> > > a means of individual and collective catharsis in from> > his dissertation> > > The Psychology of Art. I agree with Mike that the use> > of multiple> > > mediational means can enhance and enrich people's> > consiousness and health.> > > Best,> > > Cathrene> > > > > > > > > Achilles asks:> > > > Can we really creat semiotical means to produce> > better mental health to> > > > people? Or this kind of a goal is a mistake like> > possible Vygotsky´s or> > > > perhaps some Vygotsky's followers'> > mistakes about 'social engeneering'?> > > >> > > > I would say YES to the first question. I'll> > take a shortcut and paste> > > > something in below from a book I've> > coauthored about The Discourse of> > > > Character Education (Erlbaum, 2005, with Joel> > Taxel). It draws on the> > > > dissertation of Leslie Cook, who looked at young> > women with depressive> > > > disorders and the mediational means they use to> > make sense of their lives.> > > > My apologies for the length of the following> > excerpt.> > > >> > > >> > > > Mental Health and Character Education> > > > We have briefly expressed our concern that the> > issue of mental health is> > > > virtually absent from discussions about character> > education. Yet many> > > > students who come to school with a mental health> > problems are treated as> > > > discipline problems of the sort measured as> > indexes of low character in> > > > the proposals we have studied. We believe that> > it is important for any> > > > character education initiative to recognize and> > account for mental health> > > > in its conception of good character, both for> > those with nonnormative> > > > makeups and those with whom they interact.> > > > Mental health is the elephant in the character> > education closet. The> > > > World Health Organization (2001) reports that> > about 7.5 million children> > > > in the U. S.—12% of all children under> > 18—have mental disorders,> > > > nearly half of which lead to serious disability. > > Jamison (1997) found> > > > that 20% of high school students had seriously> > considered committing> > > > suicide during the year prior to his study, with> > most having drawn up a> > > > suicide plan; suicide is the #3 cause of death of> > teenagers between 15> > > > and 19 years of age, often following from a> > depressive disorder. Yet> > > > most parents and teachers feel that mental health> > issues are poorly> > > > addressed in schools (Dowling & Pound, 1994;> > Rappaport & Carolla, 1999),> > > > many teachers have little understanding of how to> > recognize or respond to> > > > students with mental health problems (Madison,> > 1996), and only recently> > > > has mental health been identified as a reason to> > develop an Individual> > > > Education Plan (IEP) for students.> > > > These widespread misunderstandings have resulted> > in many such students> > > > being regarded as troublesome or lacking> > character in schools. Yet, as> > > > reporter Anne Imse (1999) wrote following the> > Columbine school shooting> > > > tragedy,> > > > Even teens as dangerously troubled as Eric Harris> > stand a good chance of> > > > slipping through the cracks in Jefferson County> > and across Colorado,> > > > failing to get badly needed mental health care.> > There are serious> > > > roadblocks to getting treatment for sick kids> > [including]> > > > • State prohibitions against law> > enforcement agencies telling schools> > > > about a problem kid unless there's a> > conviction;> > > > • Schools worrying about being saddled> > with psychiatric bills if they> > > > recommend treatment, or even being sued;> > > > • Not enough money earmarked for> > counselors and counseling for the> > > > state's youth.> > > > So, even though Jefferson County school officials> > have become more> > > > sensitive to kids' mental states . . . they> > remain hamstrung about> > > > arranging treatment. 'We have no place to> > go with them,' said Clark> > > > Bencomo, a counselor at Green Mountain High> > School. 'All we can do is> > > > suspend or expel.' 'We are oftentimes> > reduced to putting a kid in a place> > > > where they're safe, but it's not the> > right program,' added Kay Cessna,> > > > intervention services director for Jefferson> > County schools. 'There are> > > > not enough places.' [One parent of a child> > with disabilities complained],> > > > 'They don't have the time, the manpower,> > and they don't get it.'> > > >> > (http://denver.rockymountainnews.com/shooting/0516ment2.shtml)> > > > Cook (2004) finds this problem occurring in other> > states as well,> > > > reporting that students with mental health> > problems are often put in> > > > special education programs or disciplined when> > they act out, either as a> > > > consequence of their makeup (e.g., a child with> > Tourette’s syndrome’s> > > > involuntary profanity) or in response to the> > taunting they face from their> > > > peers.> > > > Yet a mental health professional would surely> > argue that the problem is> > > > not a lack of character and the solution is not> > to punish students with> > > > mental health problems. Rather, a broader> > understanding of mental health> > > > among students and faculty—the sort of> > attention to climate we found in> > > > the states from the Upper Midwest—would> > contribute to a more> > > > sympathetic and less punitive environment for> > such students in school.> > > > Indeed, Damasio (1994) argues in his> > somatic-marker theory against the> > > > classic Cartesian mind/body binary, instead> > positing that brain and body> > > > are integrally related not just to one another> > but to the environment. A> > > > change in the environment, he finds, may> > contribute to changes in how a> > > > person processes new information (cf. Luria,> > 1979; Pert, 1997); that is,> > > > in response to developments in the surroundings,> > the brain will encode> > > > perceptions in new kinds of ways.> > > > Conceivably, then, changes in school climate can> > contribute to the> > > > emotional well-being of students whose mental> > makeup falls outside the> > > > normal range. The therapy for such students is> > still widely debated.> > > > While medication and counseling have benefited> > many with nonnormative> > > > makeups in their relationships with others, the> > medical model has been> > > > criticized because it assumes that a normative> > mental state is best for> > > > all. This criticism frequently comes up in> > debates about whether> > > > medications for Attention Deficit Disorder are> > prescribed too often for> > > > any students who have difficulty focusing in> > school. Some argue that> > > > prescribing such medications is designed more to> > increase the comfort> > > > levels of those around such students than to help> > those students> > > > themselves.> > > > The jury is still out concerning the question of> > whether people with such> > > > diagnoses are sick and in need of medicine. Cook> > (2004) argues that> > > > relying simply on medication and counseling is> > inadequate; that a broader> > > > environmental change that enables an> > understanding and tolerance of> > > > difference, and gives young people tools for> > managing their difference, is> > > > essential to helping young people construct> > positive lives for themselves> > > > and in turn contribute to a more humane society. > > Taking a punitive> > > > approach to difference, she argues, is regressive> > and only makes life more> > > > fragile for those characterized as different and> > more emotionally and> > > > cognitively unhealthy for those who surround> > them.> > > >> > > > _______________________________________________> > > > xmca mailing list> > > > xmca@weber.ucsd.edu> > > > http://dss.ucsd.edu/mailman/listinfo/xmca> > > >> > > > > > > > > _______________________________________________> > > xmca mailing list> > > xmca@weber.ucsd.edu> > > http://dss.ucsd.edu/mailman/listinfo/xmca> > > > _________________________________________________________________> > Confira vídeos com notícias do NY Times, gols direto do> > Lance, videocassetadas e muito mais no MSN Video!> > http://video.msn.com/?mkt=pt-br_______________________________________________> > xmca mailing list> > xmca@weber.ucsd.edu> > http://dss.ucsd.edu/mailman/listinfo/xmca> > > __________________________________________________________________> Yahoo! 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Received on Sat Jul 12 12:36 PDT 2008