Introduction to Maximum Advantage Collection by Travis B. Part 3

We may have the genetic and heritable potential to acquire verbal and written language as a form of communication, but similar to all forms of knowledge it has to be learned. Consider algebra for example. In order to understand exponential functions or polynomials, it is usually considered necessary to acquire at least a fundamental understanding of the mathematical precursors to this subject. As a cognitive task, algebra requires the intellectual and conceptual foresight capable of understanding as well as interpreting this symbolic, mathematical language. The development of cognition, especially in its most fundamental forms, is intrinsically dependent on what Igor Vygotsky[2] describes in Language and Thought as “The Stage of Proximal Growth”. In this developmental theory, Vygotsky explains that the development of cognition is a fairly linear process. Vygotsky believed that each fundamental cognitive stage was merely the predecessor to its next, and that it is necessary to develop these in succession in order to properly comprehend the ‘object’ of study. Language is a symbolic system that contains a complex system of rules and laws governing its use. Words contribute meaning to our experience as well as help us develop meaning for the objects we use, and this skill requires the sequential[3] development of our cognitive and conceptual thinking skills. Although Vygotsky’s study of children revolved more around their cognitive, thus biological development, I believe that the concept of “the stage of proximal growth” can effectively be utilized to explain SRL’s conception of the developing cultural and moral identity.

The development of a moral identity is dependent on one’s surrounding culture. Without role modeling from an externalized source, the concept of morality merely exists within a vacuum. For sake of argument I add that the knowledge of religion is (usually) acquired through an external source; whether it is a peer or a proselytizer, it still requires an external “object” to impart this knowledge. It can be further be argued that this morality needs to be upheld and sustained in order to be reinforced. An individual moral system requires this continuity[4]. With the external “object” or individual introduced to impart this knowledge, the information is not only now made available but it has been transformed into a social construct. It is now a characteristic of the social environment, and in most instances can be considered to be a representative characteristic of its adhering constituents. The point is that now a cultural frame of reference is being defined, and this frame will now contain the small fragment of information imparted to you.

[2] Vygotsky, L.S. Thought and Language. Ed. Alex Kozulin. Cambridge Mass: MIT Press, 1986.

[3] (See Below) Sequential does not necessarily imply a rigid system.

[4] A conflicting moral set would negate the probability of its effective and complete integration. This continuity may be supplied by a multi-participant system. As a result it may appear chaotic to the outsider, but consistently maintain the exact rate of information discharge as the source.