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ERIC Number: EJ833834
Record Type: Journal
Publication Date: 2009-Apr
Pages: 11
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1074-9039
Taking Uptaking up, or, a Deconstructionist "Ontology of Difference" and a Developmental One
Kellogg, David
Mind, Culture, and Activity, v16 n2 p172-182 Apr 2009
Not too long ago, Wolff-Michael Roth suggested that this space might be made into a kind of open house. The author of this article wants to use Roth's suggestion to take up his own intriguing editorial on the ontology of difference. The author wants to show that the ontology of difference is nonidentical with the ontology of difference: It can be interpreted in a deconstructive way, in which all differences are fundamentally the same and do not lead to development but only to the endless play of signifiers. But the same ontology of difference, with a little help from masters such as Marx, Vygotsky, and Roth himself, can also be interpreted in a developmental way, where processes are reflexive and consequently cumulative. In this article, the author first explains what he means by each interpretation, using the rather exotic example of the Sichuanese avant-garde poets for deconstruction and the example of the transformation of pidgins into creoles and from creoles into standardized languages for development. Then he re-examines Roth's immersion data with development in mind, in particular by thinking about how one language is used to operate on another until the speaker gains control of one through the other and spontaneity in the other though the one. Finally, the author suggests that what individuals are really seeing is yet another instance of Vygotsky's genetic law, by which functions (and in this case metafunctions) that were interindividual gradually become intraindividual as the self learns to operate on the self itself as others have operated upon it (in this case, children learn to use a foreign language to talk about their own and learn to use their own language to talk in a foreign one).
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea