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Communication and the Individual
``` Comm/HIP 200C -- Communication and the Individual
Phil Agre
class: MCC 201, Wednesday 4:00-6:50 office: MCC 106, Tuesday 2:00-4:00 phone: 534-6328 email: pagre@ucsd.edu home: http://communication.ucsd.edu/pagre/
This is an introduction to the ideas in the "HIP" part of our curriculum. Our focus will be on theories of individual psychology in the social world. This is an inherently difficult topic, given that the categories of "individual" and "social" have historically been held in opposition to one another.
Texts. Most of you have already bought the required texts:
Jack Goody, The Domestication of the Savage Mind Michael Baxandall, Painting and Experience in 15th Century Italy Jean Lave and Etienne Wenger, Situated Learning Valerie Walkerdine, The Mastery of Reason L. S. Vygotsky, Mind in Society
Writing counts, so Strunk and White's "Elements of Style" is required in case you don't already have it. I have also recommended a book on copyediting, and can recommend other books on writing if you like. We will also have a reading packet. I will let you know when it is ready.
Here are the required readings for each class. They start easy and get harder.
week 2 - literacy
Jack Goody, The Domestication of the Savage Mind, Cambridge University Press, 1977.
Sylvia Scribner and Michael Cole, The Psychology of Literacy, Harvard University Press, 1981. Chapters 1 and 14.
week 3 - vision
Michael Baxandall, Painting and Experience in 15th Century Italy, second edition, Oxford University Press, 1984.
Bruno Latour, Visualization and cognition: Thinking with eyes and hands, Knowledge and Society 6, 1986, pages 1-40.
week 4 - thinking
James Wertsch, Vygotsky and the Social Formation of Mind, Harvard University Press, 1985. Chapters 2 and 3. David Bakhurst and Carol Padden, The Meshcheryakov experiment, Learning and Instruction 1, 1991, pages 201-215.
Michael Cole, A conception of culture for a communication theory of mind, in Donna R. Vocate, ed, Interpersonal Communication, Erlbaum, 1994.
James Wertsch, Voices of the Mind: A Sociocultural Approach to Mediated Action, Harvard University Press, 1991. Chapter 3.
week 5 - situated cognition
Edwin Hutchins, Cognition in the Wild, MIT Press, 1995. Chapters 3 and 9. Valerie Walkerdine, The Mastery of Reason: Cognitive Development and the Production of Rationality, Routledge, 1988. Chapters 1-3. Jean Lave, Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life, Cambridge University Press, 1988. Chapters 1, 5, and 7.
week 6 - language
Edward Sapir, Language, in Culture, Language, and Personality, edited by David G. Mandelbaum, University of California Press, 1958.
Benjamin Lee Whorf, The relation of habitual thought and behavior to language, in Language, Thought, and Reality, MIT Press, 1956, pages 134-159.
Valerie Walkerdine, The Mastery of Reason. Chapters 4-7.
Pierre Bourdieu, The scholastic point of view, Cultural Anthropology 5(4), 1990, pages 380-391.
week 7 - narrative
Mikhail Bakhtin, The problem of speech genres, in Speech Genres and Other Late Essays, translated by Vern W. McGee and edited by Caryl Emerson and Michael Holquist, University of Texas Press, 1986.
Alasdair MacIntyre, After Virtue: A Study in Moral Theory, second edition, University of Notre Dame Press, 1984. Chapter 15.
Kenneth Burke, Literature as equipment for living, in The Philosophy of Symbolic Form: Studies in Symbolic Action, second edition, Louisiana State University Press, 1967.
Jerome Bruner, Acts of Meaning, Harvard University Press, 1990. Chapter 2.
week 8 - development
Clifford Geertz, The growth of culture and the evolution of mind, in The Interpretation of Cultures, Basic Books, 1973.
Vivian Paley, Boys and Girls: Superheroes in the Doll Corner, University of Chicago Press, 1984.
Michael Cole, Culture in development, in Marc H. Borenstein and Michael E. Lamb, eds, Developmental Psychology, Erlbaum, 1992.
week 9 - activity theory
David Bakhurst, Activity, consciousness and communication, in Michael Cole, Yrjo Engstrom, and Olga Vasquez, eds, Mind, Culture, and Activity, Erlbaum, in press.
L. S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes, edited by Michael Cole, Vera John-Steiner, Sylvia Scribner, and Ellen Souberman, Harvard University Press, 1978.
week 10 - learning
Jean Lave and Etienne Wenger, Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, 1991.
Assignments. First and foremost, everyone should read the assigned materials with great care, hopefully using mediating artifacts such as highlighter pens, outlines, and friends. The assigned readings are the heart of the course. Written work will be due every two weeks -- weeks 4, 6, 8, and 10. Specific assignments for this work will be handed out a week in advance, but the general idea is that the written assignments will closely resemble questions from the first year exam. Bring in FIVE copies of your written assignment. I will get one, and four of your fellow students will get copies as well. You are expected to read your colleagues' work closely, and return it to them with (at least) two very thoughtful comments: something specific, concrete, and nonobvious that is positive about the work; and some specific, concrete, and nonobvious aspect of the work that could use further development. Everyone is also required to present a group of readings, but we won't start the presentations until a few weeks into the class. ```
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