D Kellogg
Biographic Data
| ID | 13368 |
|---|---|
| NAME | D Kellogg |
| GIVEN NAMES | D |
| FAMILY NAME | Kellogg |
| SIGNATURE | KELLOGG D |
| AFFILIATIONS | Sangmyung University |
| ORCID | 0000-0001-6837-5501 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Seven Last Keywords: Vygotsky’s Polytechnism in Russia, China, and Australia / Las últimas siete palabras clave: La politecnia de Vygotski en Rusia, China y Australia
For us, “polytechnic” means something like a trade school rather than a general university; for the USSR and for China, it meant almost the opposite: learning to operate many different complex machines rather than learning tool-specific trades or farming. “Design and Technologies” has likewise begun to move from an emphasis on sewing and cooking for girls and wood and metalworking for boys to abstract and general notions of food and fibre product…
Sense and Sensation: What We Miss When We See the Movie and Miss the Book
Jane Austen and the Fall and Rise of the Epistolary Novel
The epistolary novel, popular for just a few decades of the mid-18th century and out of favor by the early nineteenth, is making a counter-intuitive comeback in young adult fiction. In a recent study by the Smithsonian National Postal Museum of 138 epistolary novels from ancient Greece until the present day, 52 (37%) were published in the 21st century. Yet the actual writing of letters is not exactly undergoing a revival—even a romantic or person…
How Individuals Matter: An Analysis, an Emulation, and a Response to Nathalie Bulle
Parables and miracles: Vygotsky and the evolution of Magic Brush Ma Liang / Parábolas y milagros: Vygotski y la evolución del pincel mágico de Ma Liang
L.S. Vygotsky lived in a time of revolutionary transition: artists were shifting from a nineteenth-century naturalism that had ‘spread life into art’ to a twentieth-century modernism that would ‘spread art into everyday life’. This paper traces a comparable shift from the twentieth century to the twenty-first with a case study of the allegorical story 神笔马良 ( Magic Brush Ma Liang ). We follow editorial changes from the story’s origins in pre-revol…
Hot Wind, Cold Sun: Kuhn, Vygotsky, Halliday and Metaphors in Science and Science Education
Seeing Is Not Understanding: Vygotsky, Halliday and Metaphor in Forming and Forgetting Middle School Science Concepts
Literature text as world reversing: Reversed worlding in a translation of verbal art
Because translators begin where authors end – with a completed text – their task may be conceptualized as a reverse worlding, or ascent from actual text to imaginary context. This article argues that the same is true, mutatis mutandis , for all verbal art, and that within verbal art, it is truer of the texts that Hasan ( 1985 , 101) refers to as ‘literature text’ and less so of those she calls ‘literary text’ that have some extra-artistic purpose…
The ideas of our bodies: Spinoza’s monism and Vygotsky’s multi-disciplinary sex education ( Las ideas del cuerpo: el monismo de Spinoza y la educación sexual multidisciplinar de Vygotsky )
Spinoza believed that minds were merely ideas, and ‘ideas of ideas’ held by bodies. Vygotsky presented it the other way around: bodies are minds that act on the environment and on themselves. In this paper, we combine these two perspectives to tackle three questions teachers, parents and adolescents themselves often have. First, what role do interests and concepts play? Second, what about emotion? Third, what does love have to do with sex? To ans…
Guided to Guider: The “∼ed” and “∼er” roles in professional development materials for guided Reading
Guided to Guider: the “∼ed” and “∼er” roles in professional development materials for guided reading
Vygotsky’s Emotions: Desire/Passion in Spinoza, Proposal/Proposition in Halliday, and Teaching Sexual Consent to Children in Korea
‘And that’: Halliday’s logogenesis, sociogenesis, and phylogenesis in Darwin’s tangled bank
The late linguist M.A.K. Halliday described the last paragraph of Darwin’s Origin of Species, with its description of a tangled bank, as one of the most remarkable paragraphs in the whole of literature. Yet it appears marred by an obvious grammatical mistake. In this article, we seek to show that the apparent mistake is actually the vestige of a now extinct form of paragraph in which the structure we now reserve for a single sentence could be ext…
Zones of proximal boredom: Vygotsky’s ZPD and modality, abstraction, and explicit themes in Korean from four to seven
Teachers and parents intuitively judge the ‘level’ of the child and the ‘level’ of the text and try to match them; they know that overestimation or underestimation of either will be met with restlessness or boredom. In this way, they have an empirical understanding of Vygotsky’s ZPD—the zone of proximal development he envisioned as measuring the maturity of still-dependent functions in children. But this conception of the ZPD conflates two very d…
Developing Concepts of Development: Vygotsky’s pédologie. Introduction to the Special Issue
The seventh international seminar on Vygotsky held in Geneva discussed a new French language translation of texts of from ‘pedology,’ the now largely lost Soviet science of the developing child. In this introduction, the guest editors touch on three concepts of development which coincide with the three elements of Vygotsky’s best known idea, the Zoped, or zone of proximal development. In each case, we find that Vygotsky’s pedological texts has th…
Vygotsky’s pedology of the adolescent: The Discovery of Sex and the Invention of Love
Last place has many advantages, not least of which is profitting from all of the previous development of the concept of development in this special issue. To conclude with the conclusion of child development, I shall take one chapter of Vygotsky’s Pedology of the Adolescent and do the homework assignment Vygotsky gave his students: to outline the chapter, discuss the two major theories of his time, use this discussion to critically appraise sex e…
Ruqaiya Hasan, in Memoriam: A Manual and a Manifesto
A spectre is haunting linguistics and education: the prematurely buried legacy of Basil Bernstein, Michael Halliday, Ruqaiya Hasan and Karl Marx. On the one hand, this spectre seems to demand that we treat both language and learning as natural wholes, instead of reducing them to natural sciences like phonetics or neuroscience and social sciences like discourse analysis and curriculum studies and then trying to hook them up again through interdisc…
Realizations: Non-causal but real relationships in and between Halliday, Hasan, and Vygotsky
This paper looks at a concept central to Michael Halliday’s linguistics: realization. Ruqaiya Hasan always defined this concept in a Vygotskyan way, as semiotic mediation. In so doing, she made three important addenda to it and questioned the fit between systemic-functional concepts of language and Vygotsky’s. I will suggest that recently translated pedological texts offer a reply – a kind of pre-ply, if you will – to some of the queries she had.…
Commentary: On the originality of Vygotsky’s “Thought and Word”
Back in 2012, a review of Bakhtine Demasque by Jean-Paul Bronckart and Cristian Bota in these pages (Kellogg, 2012a) found that the charges of plagiarism, intellectual theft, and unoriginality whic
Fees, beets, and music: A critical perusal of critical pedagogy and Marx, Vygotsky, and freire: phenomenal forms and educational action research
When any author quotes someone else quoting a quote, I am always tempted to go back and put that quote in its original context. I found this practice especially tempting in reading Critical Pedagog
The problem of articulate animals in Korean child conversation: A Hallidayan analysis, a Vygotskyan interpretation, and a Hasanian critique
Some children believe that animals can talk. To discover whether and in what sense the two Korean-speaking children in our study believe this is not the least of our reasons for analysing their use of projection (direct and indirect speech reporting). But this belief in talking animals, where it exists, needs to be explained. Halliday has speculated that it may come about because children begin with the same understanding of human speech that ani…
How do novels hang together? Characterization as registerial meta-stability
How does a novel like Middlemarch cohere, since it is made up of at least two very different kinds of text, narrative on the one hand and dialogue on the other? In this paper, we look to two authorities: to literature, where authors seem to agree that it is consistency in voice that holds both narrators and characters together, and to linguistics, where a computerized corpus allows us to measure variation between and within characters. Where prev…
The Storyteller’s Tale: Vygotsky’s ‘Vrashchivaniya’, the Zone of Proximal Development and ‘Ingrowing’ in the Weekend Stories of Korean Children
Vygotsky considered vraschivaniya, or ‘ingrowing’, an indispensable stage in the ‘internalization’ of meaning and described three different ways this could happen. But were these different ways options or substages? By logico-semantic analysis of Vygotsky’s notebooks and published texts, and by recontextualizing them historically, I show that what started as three options became substages. By exemplifying some vraschivaniya with data from Korean …
Vygotsky, Hasan and Halliday: Towards Conceptual Complementarity
Vygotsky measured his ‘zone of proximal development’ in years. To do this, he needed a scheme of age periods, and a set of tasks that could diagnose the next age period without defining it. In this paper, we compare the age periods in his late lectures with Halliday’s categories of logico-semantic expansion as used by three adolescent writer/speakers. We find that the tendency to elaborate and embed clauses grows with expertise, while the tendenc…
Metaphoric, Metonymic, Eclectic, or Dialectic? A Commentary on “Neoformation: A Dialectical Approach to Developmental Change”
Vygotsky’s notion of “neoformation” was itself a neoformation. This is not because it was the new formation of a word or even a new formulation of a concept. As the author says, the word was alread
Taking Uptaking Up, or, A Deconstructionist “Ontology of Difference” and a Developmental One
Not too long ago, Wolff-Michael Roth suggested that this space might be made into a kind of open house. Instead of the editor offering (redundant) synopses of the articles in a current issue, we re
Vygotsky’s Emotions: Desire/Passion in Spinoza, Proposal/Proposition in Halliday, and Teaching Sexual Consent to Children in Korea
The Storyteller’s Tale: Vygotsky’s ‘Vrashchivaniya’, the Zone of Proximal Development and ‘Ingrowing’ in the Weekend Stories of Korean Children
Vygotsky considered vraschivaniya, or ‘ingrowing’, an indispensable stage in the ‘internalization’ of meaning and described three different ways this could happen. But were these different ways options or substages? By logico-semantic analysis of Vygotsky’s notebooks and published texts, and by recontextualizing them historically, I show that what started as three options became substages. By exemplifying some vraschivaniya with data from Korean …
Metaphoric, Metonymic, Eclectic, or Dialectic? A Commentary on “Neoformation: A Dialectical Approach to Developmental Change”
Vygotsky’s notion of “neoformation” was itself a neoformation. This is not because it was the new formation of a word or even a new formulation of a concept. As the author says, the word was alread
Hot Wind, Cold Sun: Kuhn, Vygotsky, Halliday and Metaphors in Science and Science Education
Fees, beets, and music: A critical perusal of critical pedagogy and Marx, Vygotsky, and freire: phenomenal forms and educational action research
When any author quotes someone else quoting a quote, I am always tempted to go back and put that quote in its original context. I found this practice especially tempting in reading Critical Pedagog
Vygotsky, Hasan and Halliday: Towards Conceptual Complementarity
Vygotsky measured his ‘zone of proximal development’ in years. To do this, he needed a scheme of age periods, and a set of tasks that could diagnose the next age period without defining it. In this paper, we compare the age periods in his late lectures with Halliday’s categories of logico-semantic expansion as used by three adolescent writer/speakers. We find that the tendency to elaborate and embed clauses grows with expertise, while the tendenc…
Literary History and the Problem of Oppositional Practice in Contemporary Poetry
Rules Out of Roles: Differences in Play Language and Their Developmental Significance
Using a discourse analytic approach from the work of Hoey (1991) and a dual processing model from Wray (2000), this paper compares the language produced by the same classes of children when they are engaged in role-play and when they are playing rule-based games. We find that role-play tends to be richer in ‘frozen’ pair parts, where the responses are predictable, and that rule-based games are more conducive to dispreferred responses and bound ex…
The novice, the native, and the nature of language teacher expertise
Previous studies of linguistic imperialism and native‐speakerism in EFL have focused on political or social issues rather than actual classroom discourse. In contrast, in this study a broadly socio‐cultural approach and transcript data are used to examine the teaching talk of one novice expatriate English teacher working in Korean primary‐level EFL. Compared with a native Korean teacher, her language is simpler, in both exchange and utterance len…
Taking Uptaking Up, or, A Deconstructionist “Ontology of Difference” and a Developmental One
Not too long ago, Wolff-Michael Roth suggested that this space might be made into a kind of open house. Instead of the editor offering (redundant) synopses of the articles in a current issue, we re
Metaphoric, Metonymic, Eclectic, or Dialectic? A Commentary on “Neoformation: A Dialectical Approach to Developmental Change”
Vygotsky’s notion of “neoformation” was itself a neoformation. This is not because it was the new formation of a word or even a new formulation of a concept. As the author says, the word was alread
Vygotsky, Hasan and Halliday: Towards Conceptual Complementarity
Vygotsky measured his ‘zone of proximal development’ in years. To do this, he needed a scheme of age periods, and a set of tasks that could diagnose the next age period without defining it. In this paper, we compare the age periods in his late lectures with Halliday’s categories of logico-semantic expansion as used by three adolescent writer/speakers. We find that the tendency to elaborate and embed clauses grows with expertise, while the tendenc…
How do novels hang together? Characterization as registerial meta-stability
How does a novel like Middlemarch cohere, since it is made up of at least two very different kinds of text, narrative on the one hand and dialogue on the other? In this paper, we look to two authorities: to literature, where authors seem to agree that it is consistency in voice that holds both narrators and characters together, and to linguistics, where a computerized corpus allows us to measure variation between and within characters. Where prev…
The Storyteller’s Tale: Vygotsky’s ‘Vrashchivaniya’, the Zone of Proximal Development and ‘Ingrowing’ in the Weekend Stories of Korean Children
Vygotsky considered vraschivaniya, or ‘ingrowing’, an indispensable stage in the ‘internalization’ of meaning and described three different ways this could happen. But were these different ways options or substages? By logico-semantic analysis of Vygotsky’s notebooks and published texts, and by recontextualizing them historically, I show that what started as three options became substages. By exemplifying some vraschivaniya with data from Korean …
Ruqaiya Hasan, in Memoriam: A Manual and a Manifesto
A spectre is haunting linguistics and education: the prematurely buried legacy of Basil Bernstein, Michael Halliday, Ruqaiya Hasan and Karl Marx. On the one hand, this spectre seems to demand that we treat both language and learning as natural wholes, instead of reducing them to natural sciences like phonetics or neuroscience and social sciences like discourse analysis and curriculum studies and then trying to hook them up again through interdisc…
Realizations: Non-causal but real relationships in and between Halliday, Hasan, and Vygotsky
This paper looks at a concept central to Michael Halliday’s linguistics: realization. Ruqaiya Hasan always defined this concept in a Vygotskyan way, as semiotic mediation. In so doing, she made three important addenda to it and questioned the fit between systemic-functional concepts of language and Vygotsky’s. I will suggest that recently translated pedological texts offer a reply – a kind of pre-ply, if you will – to some of the queries she had.…
Commentary: On the originality of Vygotsky’s “Thought and Word”
Back in 2012, a review of Bakhtine Demasque by Jean-Paul Bronckart and Cristian Bota in these pages (Kellogg, 2012a) found that the charges of plagiarism, intellectual theft, and unoriginality whic
Fees, beets, and music: A critical perusal of critical pedagogy and Marx, Vygotsky, and freire: phenomenal forms and educational action research
When any author quotes someone else quoting a quote, I am always tempted to go back and put that quote in its original context. I found this practice especially tempting in reading Critical Pedagog
The problem of articulate animals in Korean child conversation: A Hallidayan analysis, a Vygotskyan interpretation, and a Hasanian critique
Some children believe that animals can talk. To discover whether and in what sense the two Korean-speaking children in our study believe this is not the least of our reasons for analysing their use of projection (direct and indirect speech reporting). But this belief in talking animals, where it exists, needs to be explained. Halliday has speculated that it may come about because children begin with the same understanding of human speech that ani…
‘And that’: Halliday’s logogenesis, sociogenesis, and phylogenesis in Darwin’s tangled bank
The late linguist M.A.K. Halliday described the last paragraph of Darwin’s Origin of Species, with its description of a tangled bank, as one of the most remarkable paragraphs in the whole of literature. Yet it appears marred by an obvious grammatical mistake. In this article, we seek to show that the apparent mistake is actually the vestige of a now extinct form of paragraph in which the structure we now reserve for a single sentence could be ext…
Zones of proximal boredom: Vygotsky’s ZPD and modality, abstraction, and explicit themes in Korean from four to seven
Teachers and parents intuitively judge the ‘level’ of the child and the ‘level’ of the text and try to match them; they know that overestimation or underestimation of either will be met with restlessness or boredom. In this way, they have an empirical understanding of Vygotsky’s ZPD—the zone of proximal development he envisioned as measuring the maturity of still-dependent functions in children. But this conception of the ZPD conflates two very d…
Developing Concepts of Development: Vygotsky’s pédologie. Introduction to the Special Issue
The seventh international seminar on Vygotsky held in Geneva discussed a new French language translation of texts of from ‘pedology,’ the now largely lost Soviet science of the developing child. In this introduction, the guest editors touch on three concepts of development which coincide with the three elements of Vygotsky’s best known idea, the Zoped, or zone of proximal development. In each case, we find that Vygotsky’s pedological texts has th…
Vygotsky’s pedology of the adolescent: The Discovery of Sex and the Invention of Love
Last place has many advantages, not least of which is profitting from all of the previous development of the concept of development in this special issue. To conclude with the conclusion of child development, I shall take one chapter of Vygotsky’s Pedology of the Adolescent and do the homework assignment Vygotsky gave his students: to outline the chapter, discuss the two major theories of his time, use this discussion to critically appraise sex e…
Vygotsky’s Emotions: Desire/Passion in Spinoza, Proposal/Proposition in Halliday, and Teaching Sexual Consent to Children in Korea
Literature text as world reversing: Reversed worlding in a translation of verbal art
Because translators begin where authors end – with a completed text – their task may be conceptualized as a reverse worlding, or ascent from actual text to imaginary context. This article argues that the same is true, mutatis mutandis , for all verbal art, and that within verbal art, it is truer of the texts that Hasan ( 1985 , 101) refers to as ‘literature text’ and less so of those she calls ‘literary text’ that have some extra-artistic purpose…
The ideas of our bodies: Spinoza’s monism and Vygotsky’s multi-disciplinary sex education ( Las ideas del cuerpo: el monismo de Spinoza y la educación sexual multidisciplinar de Vygotsky )
Spinoza believed that minds were merely ideas, and ‘ideas of ideas’ held by bodies. Vygotsky presented it the other way around: bodies are minds that act on the environment and on themselves. In this paper, we combine these two perspectives to tackle three questions teachers, parents and adolescents themselves often have. First, what role do interests and concepts play? Second, what about emotion? Third, what does love have to do with sex? To ans…
Guided to Guider: The “∼ed” and “∼er” roles in professional development materials for guided Reading
Guided to Guider: the “∼ed” and “∼er” roles in professional development materials for guided reading
Hot Wind, Cold Sun: Kuhn, Vygotsky, Halliday and Metaphors in Science and Science Education
Seeing Is Not Understanding: Vygotsky, Halliday and Metaphor in Forming and Forgetting Middle School Science Concepts
Jane Austen and the Fall and Rise of the Epistolary Novel
The epistolary novel, popular for just a few decades of the mid-18th century and out of favor by the early nineteenth, is making a counter-intuitive comeback in young adult fiction. In a recent study by the Smithsonian National Postal Museum of 138 epistolary novels from ancient Greece until the present day, 52 (37%) were published in the 21st century. Yet the actual writing of letters is not exactly undergoing a revival—even a romantic or person…
How Individuals Matter: An Analysis, an Emulation, and a Response to Nathalie Bulle
Philosophy (22 works) · Epistemology (17 works) · Linguistics (16 works) · Psychology (16 works) · Sociology (14 works) · Philosophy (12 works) · Innovative Education and Learning Practices (11 works) · Computer Science (10 works) · Educational and Psychological Assessments (8 works) · History (6 works)