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These files are maintained strictly for historical reference, research, and recordkeeping purposes, and the content has not been altered or updated since archiving. Content on this site may not meet current digital accessibility standards. If you require an alternative, accessible format of any information found on this site, please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Short answer to your last question, Larry. Yes. mike On Wed, May 25, 2011 at 3:49 PM, Larry Purss <lpscholar2@gmail.com> wrote: > Andy, Mike and others > > Mike, the phrase "institutionalized age levels" as historically particular > developmental paths to participation in meaningful activities seems to be a > very promising way to consider the regular patterns of age specific > transitions. > > Taking a similar developmental framework, I have wondered about the shifts > from "play" to "work" as particular stages of development. > Could institutionalized transitions from one form of activity to another > explain this transformation? From this perspective, Vygotsky, in the > 1920's, was developing theory when 17 year olds were making the transition > from school to work [and the corresponding institutional pressures to > develop in particular kinds of formations.] If today we are "discovering" > a > new stage of transitional adulthood, with empirical studies which verify > this stage, could it be the result of new institutional arrangements > emerging in the 21st century? > > Larry > __________________________________________ > _____ > 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