From billkerr@gmail.com Sun Sep 1 01:55:36 2013 From: billkerr@gmail.com (Bill Kerr) Date: Sun, 1 Sep 2013 18:25:36 +0930 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: <1F3A303FB8B8A9429CE2720B7C8D4B7338162E59@BY2PRD0610MB354.namprd06.prod.outlook.com> References: <521DA666.2030203@mira.net> <521DB834.9060301@open.ac.uk> <521E8D07.9010701@mira.net> <521EBDD2.9000601@mira.net> <1F3A303FB8B8A9429CE2720B7C8D4B7338162E59@BY2PRD0610MB354.namprd06.prod.outlook.com> Message-ID: The evidence suggests that whole language or "balanced" teaching of early reading does not work very well (for many, not all) and that "direct, intensive, systematic, early, and comprehensive (DISEC) instruction, of a prearranged hierarchy of discrete reading skills (particularly, how to apply phonics information to recognize written words), is the most effective beginning reading tuition". See http://www.nrrf.org/review_moats_5-01.htm (Groff reviewing Moats) and http://files.eric.ed.gov/fulltext/ED449465.pdf (Moats) Patrick Groff (from the first reference): Moats implies that a large number of educators were besmitten by progressive education ideals before the appearance of WL in the 1970s. Why else was it that educators since the 1970s have "rushed to embrace" WL? It is "a set of [scientifically] unfounded ideas and practices, without any evidence [on hand] that children would learn to read better, earlier, or in greater numbers" through it than before. In their "love affair with whole language," progressive educators unsurprisingly "were easily persuaded" that scientific data "had little to offer them" regarding reading instruction. As a result, reading "skill building and skill instruction" were readily cast aside by progressive-minded teachers as "boring, isolated, meaningless, and dreadful" practices. It appears Moats suggests that teachers, education professors, school officials, and state departments of education largely remain progressive in their outlook on reading instruction, i.e., are opposed ideologically to DISEC reading teaching. Similar arguments have been advanced by Australian educators who have worked many years with poor readers, eg. Kevin and Robyn Wheldall and their MULTILIT programme. On Thu, Aug 29, 2013 at 4:09 PM, David H Kirshner wrote: > In thinking about the relationship between socialization and identity, I > find it useful to distinguish between two distinct notions of > socialization: spontaneous enculturation into a unitary cultural milieu, > and deliberate acculturation into a subculture whose practices are > distinctive among a range of other subcultures'. > > The social psychology of personal space, or proxemics (Hall, 1966; Li, > 2001), provides a clear example of the former. Proxemics is the tendency > for members of a national culture to draw specific perimeters around their > physical bodies for various social purposes. For example, natives of France > tend to prefer closer physical proximity for conversation than do Americans > (Remland, Jones, & Brinkman, 1991). What is interesting about proxemic > practices (and enculturation, more generally) is that they are acquired > without volition or conscious awareness through enmeshment in a cultural > environment (Parsons, 1951). Indeed, as Omar (2010) explains, for cultural > norms to be "normative" they have to be unconscious: > > "Parsons defined 'internalization' as 'unconscious introjection' which > meant that if an actor was socialized into a norm, then the actor was > unconscious of how that norm determined her conduct. In essence, the > Parsonian socialized actor cannot take norms as an object of reflexive > consideration and strategization, for if that were the case then the norm > would lose its status as 'normative' and would become just another > instrumental resource for action." > > The counterpart to spontaneous processes of enculturation into an > enveloping culture, is an individual's deliberate adaptation to a > subculture through emulation of its distinctive practices. For obvious > reasons, acculturation is the more salient process, and historically was > identified much earlier (Powell, 1883). Indeed, we might not be aware of > proxemic practices at all, if not for crosscultural experience and > scholarship. But by the same token, we probably should assume that > enculturation is a ubiquitous aspect of cultural participation. Even in > cases when one actively seeks membership in a subculture through > acculturationist strategies, enculturation is the more basic processes; a > culture is comprised of innumerable cultural practices of which only a > limited number can be addressed through conscious strategies of > acculturation. > > For a practice like reading, it can be difficult to parse where > enculturation leaves off and acculturation begins. Literacy, obviously, is > an important subcultural marker of certain social classes. As such, > practices of reading can be undertaken as a strategy of acculturation. Even > within a household, a child may see literacy as a means of projecting > oneself into the subculture of adulthood over one's current identity as a > child (am I pushing the notion of subculture too far?). On the other hand, > at a more fine-grained level of analysis, there may be a wide variety of > culturally specific manners of reading that are not consciously recognized > as subcultural markers, and hence absorbed spontaneously through > enculturation. > > David > > Hall, E. T. (1966) The hidden dimension. New York: Doubleday. > > Li, S. (2001). How close is too close?: A comparison of proxemic reactions > of Singaporean Chinese to male intruders of four ethnicities. Perceptual > and Motor Skills, 93, 124-126. > > Omar (2010, January 16). Is your (institutional) theory "Parsonian"? A > technical criterion. Orgtheory.net. > > Parsons, T. (1951). The social system. London: Routledge & Kegan Paul. > > Powell, J. W. (1883). Human evolution: Annual address of the President, J. > W. Powell, Delivered November 6, 1883. Transactions of the Anthropological > Society of Washington, 2, 176-208. > > Remland, M.S., Jones, T. S., & Brinkman, H. (1991). Proxemic and haptic > behavior in three European countries. Journal of Nonverbal Behavior, 15(4), > 215-232. > > > > -----Original Message----- > From: xmca-l-bounces@mailman.ucsd.edu [mailto: > xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Larry Purss > Sent: Wednesday, August 28, 2013 11:41 PM > To: Andy Blunden; eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: A Question about Reading and Motivation > > Andy, > > I have wondered if in a culture where hunting with bows and arrows is > valued, the child grows ups motivated to be skilled with using a bow. Is > the motivation *learning to read* the identification of wanting to be like > the others who participate in your world. > In our culture, [especially within schools], if reading is the way people > participate in sharing narrative than this MODE of communication is valued. > Is identification with doing what others are doing a motivation? > > Beginning reading activity is a form of collaboration. As you mentioned, > collaboration may be master/slave, producer/consumer, or collaboration per > se. However, the activity *learning to read* can be displayed in all three > types of collaboration. The motivation is identification WITH ...??? in all > 3 types of collaboration. > > Larry > > > > > On Wed, Aug 28, 2013 at 8:19 PM, Andy Blunden wrote: > > > So what this leads to is that my earlier formulation of motivations > > for reading which can create the conditions for someone to "learn to > > read" has to be generalised. And I guess that different "interests" or > > "pleasures" to be had from reading can be used to make an effective > motive for reading. > > But I am trying to put my finger on the differene between offering a > > "reward" for reading and the object which turns out to be attainable > > essentially only through reading, be that the satisfaction of solving > > an integral equation, or the joy of entering Jane Austen's world or > > simply being able to read what everyone is talking about. Does this > > mean that the teacher's task is to somehow allow the learner, with > > assistance, to get a taste of that object, whichever it is that turns on > this reader? > > > > > > Andy > > ------------------------------**------------------------------** > > ------------ > > *Andy Blunden* > > http://home.mira.net/~andy/ > > > > > > mike cole wrote: > > > >> Yes, once one learns to read for meaning in Dewey's sense, and mine, > >> marvelous things may result. > >> > >> The acquisition of reading, however, is not governed by phylogenetic > >> constraints in the same way that the acquisition of oral/sign language > is. > >> It is a cultural-historically developed mode of mediated meaning making. > >> With few exceptions, it requires literate others to arrange for it to > >> happen. > >> > >> Consequently, getting there through the meat grinder of modern > >> schooling, is a continuing issue. As is the notion of the violence of > >> literacy. > >> > >> mike > >> (The Dickens freak) > >> > >> > >> On Wed, Aug 28, 2013 at 4:51 PM, Andy Blunden >> ablunden@mira.net>> wrote: > >> > >> Thank you Michael! It is always such a wonderful thing when > >> someone reveals to you what was before your eyes but you didn't > >> see! I had to put down a novel to read your message. I think I > >> take "the world" to be inclusive of imaginative world evoked by a > >> text, and suddenly, yes, I can see that youngsters generally read > >> lots of fiction and if they enjoy it, that is a royal road to > >> becoming a reader - even though, in a sense, the printed words > >> disappear under their gaze as they evoke that imaginary world. I > >> also think the social motivations are broadly covered by my > >> initial very 'utilitarian' view of the object of reading. But what > >> you describe as "the intellectual pleasure of figuring something > >> out," which I guess is one of the things that used to motivate me > >> at school with maths, and that is something else! Thank you. The > >> world is always richer than what one at first thought, isn't it? > >> Andy > >> ------------------------------**------------------------------** > >> ------------ > >> *Andy Blunden* > >> http://home.mira.net/~andy/ > >> > >> > >> > >> MICHAEL W SMITH wrote: > >> > >> > >> A colleague and I just completed a study of the nature and > >> variety of pleasure adolescents take from their out-of-school > >> reading that draws on Dewey's delineation of four kinds of > >> educative interest in /Interest and Effort in Education. /One > >> kind of pleasure we identified is what we call work pleasure > >> in which readers use a text as a tool to accomplish some other > >> end. That's the kind of pleasure that Andy seems to be talking > >> about when he writes about someone's struggling to read a > >> philosophical text to get something out of it that could then > >> be usefully employed in some other context. But there are > >> other kinds of pleasure. As Dewey explains "There are cases > >> where action is direct and immediate. It puts itself forth > >> with no thought of anything beyond. It satisfies in and of > >> itself. The end is the present activity, and so there is no > >> gap in the mind between means and end. All play is of this > >> immediate character." Readers experience the pleasure of play > >> when they read narratives to immerse themselves in a story > >> world. What matters to them is the pleasure they get from > >> living through the experiences of characters in the here and > >> now not what they can accomplish as a consequence of their > >> reading at some future time. Another kind of pleasure is > >> intellectual pleasure. Dewey explains that "instead of > >> thinking things out and discovering them for the sake of the > >> successful achievement of an activity (work pleasure)," we may > >> institute an activity for the intellectual pleasure of > >> figuring something out. An example would be reading to > >> unravel the complexities of poem as an end in itself. Finally > >> there are social pleasures in reading. People read to > >> affiliate with others. That seems to me to be a kind of > >> pleasure people on this listserv take. Or people read to mark > >> their place in the world. They do a kind of identity work by > >> using their reading to assert their difference from others. > >> One of the informants in our study avoided reading the books > >> that were most popular among her friends and instead read what > >> she called dark fiction. That reading was an important part of > >> how she understood herself. As she said "I'm weird in the way > >> that [I don't have] inhibitions like most people. I can read > >> dark fiction and not be disturbed by it." I'd argue that > >> teachers are most likely to foster motivation to read by > >> creating contexts in which students can experience all four > >> kinds of pleasure. > >> > >> > >> > >> On Wed, Aug 28, 2013 at 4:43 AM, rjsp2 > >> >> > >> > > >> > >> > >> >> >>> > >> wrote: > >> > >> The first thing I thought on reading "assistance is given > >> to kids to > >> > >> read in order to find out something they want to know > >> about the world" > >> was "This is basic Freire". Adult literacy had the same > >> problem of > >> meaningless texts till Freire came along and started > >> teaching them > >> about > >> things that mattered to them. It also made me reflect on > >> the idea of > >> motive, whihc has for a long time been a question I have > been > >> intending > >> to examine "when I have time". When I met the activity > >> triangle, > >> one of > >> the most obvious issues about it was that it contains no > >> separate > >> place > >> for motive. After a while that seemed logical because the > >> motive > >> was in > >> the object, and maybe one of our difficulties is that we > >> separate > >> motive > >> out from object in order to understand it better, and then > >> forget > >> to put > >> it back in again. > >> > >> Children are just like people, they do need a reason to do > >> things. > >> I've > >> always been puzzled by the idea of andragogy, the > >> suggestion that > >> adults > >> learn differently from children. Proponents usually list > >> several > >> reasons > >> which usually make no sense to me. One of the reasons > >> usually given is > >> that adults need to know why they are doing something, the > >> unspoken > >> contrast being presumably that children happily do what > >> they're told. > >> The kind of research you refer to here, Andy, suggests that > >> children do > >> need to know why they are doing something, but lack the > >> power to > >> say so. > >> Hence, I think, a lot of the problems evident in our UK > >> schooling > >> system > >> (lots of great schools, in my opinion, dreadful > >> educational policies > >> dictate that children are machined through exams in order > >> to maintain > >> the school's place in the league table. So there is a > >> reason why the > >> children do what they do, it is just not relevant to the > >> child.) > >> > >> Rob > >> > >> > >> On 28/08/2013 08:27, Andy Blunden wrote: > >> > >> Re: Peg Griffin - > >> http://lchc.ucsd.edu/MCA/Mail/** > >> xmcamail.2011_05.dir/msg00530.**html< > http://lchc.ucsd.edu/MCA/Mail/xmcamail.2011_05.dir/msg00530.html> > >> and Peg and Mike et al: > >> > >> http://lchc.ucsd.edu/People/**NEWTECHN.pdf >> e/NEWTECHN.pdf> > >> > >> The first article sets up a scenario in 5thD where kids > >> "sneak" a look > >> at piece of writing in order to find an answer to a > >> current > >> affairs > >> question. As opposed to telling the kids to read a > >> text and > >> then (for > >> example) testing them on it. > >> The second talks about "reading for meaning" where > >> assistance > >> is given > >> to kids to read in order to find out something they > >> want to > >> know about > >> the world. As opposed to decoding "Jack and Jill" > stories > >> containing > >> nothing of interest to them at all (and actually > >> humiliating). > >> > >> I am trying to get my head around the issue of the > >> motivation > >> which > >> the teachers are trying to engender in the child which > >> facilitates > >> learning to read. > >> > >> Following A N Leontyev, Peg talks about the "merely > >> understood" motive > >> for the child "to be a productive, informed, literate > >> citizen" > >> which > >> is what the education system is supposed to be doing. > >> Peg says > >> this > >> motive was "in the social interactions and ready to > >> replace the > >> 'really effective' motives that got the kid to come > >> to/put up > >> with our > >> reading group." ... *in the social interactions*! > >> > >> Generally speaking I think there is no doubt that the > >> distinction > >> between "really effective" and "merely understood" > >> motives is > >> valid, > >> and that in general children who have difficulty in > >> reading, > >> read only > >> for "effective" but "external" motives which do not > >> succeed in > >> them > >> learning to read effectively. Further, the task of the > >> teacher > >> may be > >> or may be supposed to be to get the child to learn to > >> read so > >> as "to > >> be a productive, informed, literate citizen." This > >> objective is > >> somewhere in the complex of motives underlying a > teacher's > >> motives, > >> certainly in 5thD, but I suspect often a "merely > >> understood" > >> motive > >> for many teachers, alongside earning a wage for their > >> own family, > >> having a quiet day and the kids getting good test > >> scores, etc. > >> > >> But I question whether it is *ever* the child's motive > >> "to be a > >> productive, informed, literate citizen." This may be > >> an "internal > >> reward" for learning to read, but not for learning to > >> read any > >> particular text or even a particular type of text. > >> > >> Would this explanation make sense: Learning to read is > >> like > >> happiness. > >> It does not generally arise through being the > >> motivation of the > >> activity which produces it. People learn to read as a > >> byproduct of > >> struggling to get something they want out of > >> particular texts. And > >> this applies to adults as much as children. I think > >> people can > >> only > >> learn to read philosophy if they are struggling to get > >> something out > >> of a book on philosophy (other than pass the exam or > >> acquire > >> an air of > >> erudition). In Peg's email message we learn that the > kids > >> jumped on > >> the newspaper article to extract information they > >> wanted in > >> (what they > >> took to be) /another/ task. In the QAR story, adults > >> mediate kids' > >> relation to a text which is in turn mediating their > >> real and > >> meaningful relation to the world. (I think if a kid is > >> strongly enough > >> motivated to pass a reading test, and assisted, they > >> will usually > >> manage to learn to read, but it is for those for whom > >> this doesn't > >> work that the issue arises, isn't it?) > >> > >> But in general I think it is neither necessary nor > >> likely that > >> a child > >> has their eye on becoming a literate citizen when they > >> struggle with a > >> text and learn to read in the process. Isn't it always > >> more > >> proximate > >> motives? The "internal" reward in reading a particular > >> text is the > >> particular content of that text, not actually anything > >> to do with > >> books, or texts, or reading or citizenship. > >> > >> I know there are dozens of experts in literacy > >> education out > >> there, so > >> please help me. > >> > >> Andy > >> > >> > >> -- The Open University is incorporated by Royal Charter (RC > >> 000391), an exempt charity in England & Wales and a charity > >> registered in Scotland (SC 038302). > >> > >> > >> > >> > >> -- Michael W. Smith > >> Professor and Chair > >> Department of Teaching and Learning > >> Temple University > >> College of Education > >> 351 Ritter Hall > >> 1301 Cecil B. Moore Avenue > >> Philadelphia, PA 19122 > >> > >> > >> > >> > > > > > > From lchcmike@gmail.com Sun Sep 1 08:37:42 2013 From: lchcmike@gmail.com (mike cole) Date: Sun, 1 Sep 2013 08:37:42 -0700 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <521DB834.9060301@open.ac.uk> <521E8D07.9010701@mira.net> <521EBDD2.9000601@mira.net> <1F3A303FB8B8A9429CE2720B7C8D4B7338162E59@BY2PRD0610MB354.namprd06.prod.outlook.com> Message-ID: Bill -- For a different critique of the Whole Language approach of earlier decades in which the authors were not smitten with bottom up phonics approaches either, see http://lchc.ucsd.edu/People/NEWTECHN.pdf mike On Sun, Sep 1, 2013 at 1:55 AM, Bill Kerr wrote: > The evidence suggests that whole language or "balanced" teaching of early > reading does not work very well (for many, not all) and that "direct, > intensive, systematic, early, and comprehensive (DISEC) instruction, of a > prearranged hierarchy of discrete reading skills (particularly, how to > apply phonics information to recognize written words), is the most > effective beginning reading tuition". > > See > http://www.nrrf.org/review_moats_5-01.htm (Groff reviewing Moats) > and > http://files.eric.ed.gov/fulltext/ED449465.pdf (Moats) > > Patrick Groff (from the first reference): > > Moats implies that a large number of educators were besmitten by > progressive education ideals before the appearance of WL in the 1970s. Why > else was it that educators since the 1970s have "rushed to embrace" WL? It > is "a set of [scientifically] unfounded ideas and practices, without any > evidence [on hand] that children would learn to read better, earlier, or in > greater numbers" through it than before. In their "love affair with whole > language," progressive educators unsurprisingly "were easily persuaded" > that scientific data "had little to offer them" regarding reading > instruction. As a result, reading "skill building and skill instruction" > were readily cast aside by progressive-minded teachers as "boring, > isolated, meaningless, and dreadful" practices. > > It appears Moats suggests that teachers, education professors, school > officials, and state departments of education largely remain progressive in > their outlook on reading instruction, i.e., are opposed ideologically to > DISEC reading teaching. > > > Similar arguments have been advanced by Australian educators who have > worked many years with poor readers, eg. Kevin and Robyn Wheldall and their > MULTILIT programme. > > > > On Thu, Aug 29, 2013 at 4:09 PM, David H Kirshner wrote: > > > In thinking about the relationship between socialization and identity, I > > find it useful to distinguish between two distinct notions of > > socialization: spontaneous enculturation into a unitary cultural milieu, > > and deliberate acculturation into a subculture whose practices are > > distinctive among a range of other subcultures'. > > > > The social psychology of personal space, or proxemics (Hall, 1966; Li, > > 2001), provides a clear example of the former. Proxemics is the tendency > > for members of a national culture to draw specific perimeters around > their > > physical bodies for various social purposes. For example, natives of > France > > tend to prefer closer physical proximity for conversation than do > Americans > > (Remland, Jones, & Brinkman, 1991). What is interesting about proxemic > > practices (and enculturation, more generally) is that they are acquired > > without volition or conscious awareness through enmeshment in a cultural > > environment (Parsons, 1951). Indeed, as Omar (2010) explains, for > cultural > > norms to be "normative" they have to be unconscious: > > > > "Parsons defined 'internalization' as 'unconscious introjection' which > > meant that if an actor was socialized into a norm, then the actor was > > unconscious of how that norm determined her conduct. In essence, the > > Parsonian socialized actor cannot take norms as an object of reflexive > > consideration and strategization, for if that were the case then the norm > > would lose its status as 'normative' and would become just another > > instrumental resource for action." > > > > The counterpart to spontaneous processes of enculturation into an > > enveloping culture, is an individual's deliberate adaptation to a > > subculture through emulation of its distinctive practices. For obvious > > reasons, acculturation is the more salient process, and historically was > > identified much earlier (Powell, 1883). Indeed, we might not be aware of > > proxemic practices at all, if not for crosscultural experience and > > scholarship. But by the same token, we probably should assume that > > enculturation is a ubiquitous aspect of cultural participation. Even in > > cases when one actively seeks membership in a subculture through > > acculturationist strategies, enculturation is the more basic processes; a > > culture is comprised of innumerable cultural practices of which only a > > limited number can be addressed through conscious strategies of > > acculturation. > > > > For a practice like reading, it can be difficult to parse where > > enculturation leaves off and acculturation begins. Literacy, obviously, > is > > an important subcultural marker of certain social classes. As such, > > practices of reading can be undertaken as a strategy of acculturation. > Even > > within a household, a child may see literacy as a means of projecting > > oneself into the subculture of adulthood over one's current identity as a > > child (am I pushing the notion of subculture too far?). On the other > hand, > > at a more fine-grained level of analysis, there may be a wide variety of > > culturally specific manners of reading that are not consciously > recognized > > as subcultural markers, and hence absorbed spontaneously through > > enculturation. > > > > David > > > > Hall, E. T. (1966) The hidden dimension. New York: Doubleday. > > > > Li, S. (2001). How close is too close?: A comparison of proxemic > reactions > > of Singaporean Chinese to male intruders of four ethnicities. Perceptual > > and Motor Skills, 93, 124-126. > > > > Omar (2010, January 16). Is your (institutional) theory "Parsonian"? A > > technical criterion. Orgtheory.net. > > > > Parsons, T. (1951). The social system. London: Routledge & Kegan Paul. > > > > Powell, J. W. (1883). Human evolution: Annual address of the President, > J. > > W. Powell, Delivered November 6, 1883. Transactions of the > Anthropological > > Society of Washington, 2, 176-208. > > > > Remland, M.S., Jones, T. S., & Brinkman, H. (1991). Proxemic and haptic > > behavior in three European countries. Journal of Nonverbal Behavior, > 15(4), > > 215-232. > > > > > > > > -----Original Message----- > > From: xmca-l-bounces@mailman.ucsd.edu [mailto: > > xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Larry Purss > > Sent: Wednesday, August 28, 2013 11:41 PM > > To: Andy Blunden; eXtended Mind, Culture, Activity > > Subject: [Xmca-l] Re: A Question about Reading and Motivation > > > > Andy, > > > > I have wondered if in a culture where hunting with bows and arrows is > > valued, the child grows ups motivated to be skilled with using a bow. Is > > the motivation *learning to read* the identification of wanting to be > like > > the others who participate in your world. > > In our culture, [especially within schools], if reading is the way people > > participate in sharing narrative than this MODE of communication is > valued. > > Is identification with doing what others are doing a motivation? > > > > Beginning reading activity is a form of collaboration. As you mentioned, > > collaboration may be master/slave, producer/consumer, or collaboration > per > > se. However, the activity *learning to read* can be displayed in all > three > > types of collaboration. The motivation is identification WITH ...??? in > all > > 3 types of collaboration. > > > > Larry > > > > > > > > > > On Wed, Aug 28, 2013 at 8:19 PM, Andy Blunden wrote: > > > > > So what this leads to is that my earlier formulation of motivations > > > for reading which can create the conditions for someone to "learn to > > > read" has to be generalised. And I guess that different "interests" or > > > "pleasures" to be had from reading can be used to make an effective > > motive for reading. > > > But I am trying to put my finger on the differene between offering a > > > "reward" for reading and the object which turns out to be attainable > > > essentially only through reading, be that the satisfaction of solving > > > an integral equation, or the joy of entering Jane Austen's world or > > > simply being able to read what everyone is talking about. Does this > > > mean that the teacher's task is to somehow allow the learner, with > > > assistance, to get a taste of that object, whichever it is that turns > on > > this reader? > > > > > > > > > Andy > > > ------------------------------**------------------------------** > > > ------------ > > > *Andy Blunden* > > > http://home.mira.net/~andy/ > > > > > > > > > mike cole wrote: > > > > > >> Yes, once one learns to read for meaning in Dewey's sense, and mine, > > >> marvelous things may result. > > >> > > >> The acquisition of reading, however, is not governed by phylogenetic > > >> constraints in the same way that the acquisition of oral/sign language > > is. > > >> It is a cultural-historically developed mode of mediated meaning > making. > > >> With few exceptions, it requires literate others to arrange for it to > > >> happen. > > >> > > >> Consequently, getting there through the meat grinder of modern > > >> schooling, is a continuing issue. As is the notion of the violence of > > >> literacy. > > >> > > >> mike > > >> (The Dickens freak) > > >> > > >> > > >> On Wed, Aug 28, 2013 at 4:51 PM, Andy Blunden > >> ablunden@mira.net>> wrote: > > >> > > >> Thank you Michael! It is always such a wonderful thing when > > >> someone reveals to you what was before your eyes but you didn't > > >> see! I had to put down a novel to read your message. I think I > > >> take "the world" to be inclusive of imaginative world evoked by a > > >> text, and suddenly, yes, I can see that youngsters generally read > > >> lots of fiction and if they enjoy it, that is a royal road to > > >> becoming a reader - even though, in a sense, the printed words > > >> disappear under their gaze as they evoke that imaginary world. I > > >> also think the social motivations are broadly covered by my > > >> initial very 'utilitarian' view of the object of reading. But what > > >> you describe as "the intellectual pleasure of figuring something > > >> out," which I guess is one of the things that used to motivate me > > >> at school with maths, and that is something else! Thank you. The > > >> world is always richer than what one at first thought, isn't it? > > >> Andy > > >> ------------------------------**------------------------------** > > >> ------------ > > >> *Andy Blunden* > > >> http://home.mira.net/~andy/ > > >> > > >> > > >> > > >> MICHAEL W SMITH wrote: > > >> > > >> > > >> A colleague and I just completed a study of the nature and > > >> variety of pleasure adolescents take from their out-of-school > > >> reading that draws on Dewey's delineation of four kinds of > > >> educative interest in /Interest and Effort in Education. /One > > >> kind of pleasure we identified is what we call work pleasure > > >> in which readers use a text as a tool to accomplish some other > > >> end. That's the kind of pleasure that Andy seems to be talking > > >> about when he writes about someone's struggling to read a > > >> philosophical text to get something out of it that could then > > >> be usefully employed in some other context. But there are > > >> other kinds of pleasure. As Dewey explains "There are cases > > >> where action is direct and immediate. It puts itself forth > > >> with no thought of anything beyond. It satisfies in and of > > >> itself. The end is the present activity, and so there is no > > >> gap in the mind between means and end. All play is of this > > >> immediate character." Readers experience the pleasure of play > > >> when they read narratives to immerse themselves in a story > > >> world. What matters to them is the pleasure they get from > > >> living through the experiences of characters in the here and > > >> now not what they can accomplish as a consequence of their > > >> reading at some future time. Another kind of pleasure is > > >> intellectual pleasure. Dewey explains that "instead of > > >> thinking things out and discovering them for the sake of the > > >> successful achievement of an activity (work pleasure)," we may > > >> institute an activity for the intellectual pleasure of > > >> figuring something out. An example would be reading to > > >> unravel the complexities of poem as an end in itself. Finally > > >> there are social pleasures in reading. People read to > > >> affiliate with others. That seems to me to be a kind of > > >> pleasure people on this listserv take. Or people read to mark > > >> their place in the world. They do a kind of identity work by > > >> using their reading to assert their difference from others. > > >> One of the informants in our study avoided reading the books > > >> that were most popular among her friends and instead read what > > >> she called dark fiction. That reading was an important part of > > >> how she understood herself. As she said "I'm weird in the way > > >> that [I don't have] inhibitions like most people. I can read > > >> dark fiction and not be disturbed by it." I'd argue that > > >> teachers are most likely to foster motivation to read by > > >> creating contexts in which students can experience all four > > >> kinds of pleasure. > > >> > > >> > > >> > > >> On Wed, Aug 28, 2013 at 4:43 AM, rjsp2 > > >> > >> > > >> > > > >> > > >> > > >> > >> >>> > > >> wrote: > > >> > > >> The first thing I thought on reading "assistance is given > > >> to kids to > > >> > > >> read in order to find out something they want to know > > >> about the world" > > >> was "This is basic Freire". Adult literacy had the same > > >> problem of > > >> meaningless texts till Freire came along and started > > >> teaching them > > >> about > > >> things that mattered to them. It also made me reflect on > > >> the idea of > > >> motive, whihc has for a long time been a question I have > > been > > >> intending > > >> to examine "when I have time". When I met the activity > > >> triangle, > > >> one of > > >> the most obvious issues about it was that it contains no > > >> separate > > >> place > > >> for motive. After a while that seemed logical because the > > >> motive > > >> was in > > >> the object, and maybe one of our difficulties is that we > > >> separate > > >> motive > > >> out from object in order to understand it better, and then > > >> forget > > >> to put > > >> it back in again. > > >> > > >> Children are just like people, they do need a reason to do > > >> things. > > >> I've > > >> always been puzzled by the idea of andragogy, the > > >> suggestion that > > >> adults > > >> learn differently from children. Proponents usually list > > >> several > > >> reasons > > >> which usually make no sense to me. One of the reasons > > >> usually given is > > >> that adults need to know why they are doing something, the > > >> unspoken > > >> contrast being presumably that children happily do what > > >> they're told. > > >> The kind of research you refer to here, Andy, suggests > that > > >> children do > > >> need to know why they are doing something, but lack the > > >> power to > > >> say so. > > >> Hence, I think, a lot of the problems evident in our UK > > >> schooling > > >> system > > >> (lots of great schools, in my opinion, dreadful > > >> educational policies > > >> dictate that children are machined through exams in order > > >> to maintain > > >> the school's place in the league table. So there is a > > >> reason why the > > >> children do what they do, it is just not relevant to the > > >> child.) > > >> > > >> Rob > > >> > > >> > > >> On 28/08/2013 08:27, Andy Blunden wrote: > > >> > > >> Re: Peg Griffin - > > >> http://lchc.ucsd.edu/MCA/Mail/** > > >> xmcamail.2011_05.dir/msg00530.**html< > > http://lchc.ucsd.edu/MCA/Mail/xmcamail.2011_05.dir/msg00530.html> > > >> and Peg and Mike et al: > > >> > > >> http://lchc.ucsd.edu/People/**NEWTECHN.pdf > >> e/NEWTECHN.pdf> > > >> > > >> The first article sets up a scenario in 5thD where > kids > > >> "sneak" a look > > >> at piece of writing in order to find an answer to a > > >> current > > >> affairs > > >> question. As opposed to telling the kids to read a > > >> text and > > >> then (for > > >> example) testing them on it. > > >> The second talks about "reading for meaning" where > > >> assistance > > >> is given > > >> to kids to read in order to find out something they > > >> want to > > >> know about > > >> the world. As opposed to decoding "Jack and Jill" > > stories > > >> containing > > >> nothing of interest to them at all (and actually > > >> humiliating). > > >> > > >> I am trying to get my head around the issue of the > > >> motivation > > >> which > > >> the teachers are trying to engender in the child which > > >> facilitates > > >> learning to read. > > >> > > >> Following A N Leontyev, Peg talks about the "merely > > >> understood" motive > > >> for the child "to be a productive, informed, literate > > >> citizen" > > >> which > > >> is what the education system is supposed to be doing. > > >> Peg says > > >> this > > >> motive was "in the social interactions and ready to > > >> replace the > > >> 'really effective' motives that got the kid to come > > >> to/put up > > >> with our > > >> reading group." ... *in the social interactions*! > > >> > > >> Generally speaking I think there is no doubt that the > > >> distinction > > >> between "really effective" and "merely understood" > > >> motives is > > >> valid, > > >> and that in general children who have difficulty in > > >> reading, > > >> read only > > >> for "effective" but "external" motives which do not > > >> succeed in > > >> them > > >> learning to read effectively. Further, the task of the > > >> teacher > > >> may be > > >> or may be supposed to be to get the child to learn to > > >> read so > > >> as "to > > >> be a productive, informed, literate citizen." This > > >> objective is > > >> somewhere in the complex of motives underlying a > > teacher's > > >> motives, > > >> certainly in 5thD, but I suspect often a "merely > > >> understood" > > >> motive > > >> for many teachers, alongside earning a wage for their > > >> own family, > > >> having a quiet day and the kids getting good test > > >> scores, etc. > > >> > > >> But I question whether it is *ever* the child's motive > > >> "to be a > > >> productive, informed, literate citizen." This may be > > >> an "internal > > >> reward" for learning to read, but not for learning to > > >> read any > > >> particular text or even a particular type of text. > > >> > > >> Would this explanation make sense: Learning to read is > > >> like > > >> happiness. > > >> It does not generally arise through being the > > >> motivation of the > > >> activity which produces it. People learn to read as a > > >> byproduct of > > >> struggling to get something they want out of > > >> particular texts. And > > >> this applies to adults as much as children. I think > > >> people can > > >> only > > >> learn to read philosophy if they are struggling to get > > >> something out > > >> of a book on philosophy (other than pass the exam or > > >> acquire > > >> an air of > > >> erudition). In Peg's email message we learn that the > > kids > > >> jumped on > > >> the newspaper article to extract information they > > >> wanted in > > >> (what they > > >> took to be) /another/ task. In the QAR story, adults > > >> mediate kids' > > >> relation to a text which is in turn mediating their > > >> real and > > >> meaningful relation to the world. (I think if a kid is > > >> strongly enough > > >> motivated to pass a reading test, and assisted, they > > >> will usually > > >> manage to learn to read, but it is for those for whom > > >> this doesn't > > >> work that the issue arises, isn't it?) > > >> > > >> But in general I think it is neither necessary nor > > >> likely that > > >> a child > > >> has their eye on becoming a literate citizen when they > > >> struggle with a > > >> text and learn to read in the process. Isn't it always > > >> more > > >> proximate > > >> motives? The "internal" reward in reading a particular > > >> text is the > > >> particular content of that text, not actually anything > > >> to do with > > >> books, or texts, or reading or citizenship. > > >> > > >> I know there are dozens of experts in literacy > > >> education out > > >> there, so > > >> please help me. > > >> > > >> Andy > > >> > > >> > > >> -- The Open University is incorporated by Royal Charter > (RC > > >> 000391), an exempt charity in England & Wales and a > charity > > >> registered in Scotland (SC 038302). > > >> > > >> > > >> > > >> > > >> -- Michael W. Smith > > >> Professor and Chair > > >> Department of Teaching and Learning > > >> Temple University > > >> College of Education > > >> 351 Ritter Hall > > >> 1301 Cecil B. Moore Avenue > > >> Philadelphia, PA 19122 > > >> > > >> > > >> > > >> > > > > > > > > > > > > From cconnery@ithaca.edu Sun Sep 1 09:23:26 2013 From: cconnery@ithaca.edu (Cathrene Connery) Date: Sun, 1 Sep 2013 16:23:26 +0000 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <521DB834.9060301@open.ac.uk> <521E8D07.9010701@mira.net> <521EBDD2.9000601@mira.net> <1F3A303FB8B8A9429CE2720B7C8D4B7338162E59@BY2PRD0610MB354.namprd06.prod.outlook.com> , Message-ID: I'd also recommend a spin through the seminal text, Becoming a Nation of Readers published by a collective of researchers at the University of Illinois' Center for the Study of Reading for a historical review; Patricia Cunningham's writing on phonics only approaches; and Richard Allington's Big Brother and the National Curriculum that locates the debate within a larger sociocultural context. One final point is that if literacy acquisition was simply a cultural-free learning process of how to encode /decode sounds and symbols (and apply obtuse linguistic principles when doing so), we would all be able to read multiple languages at a very young age. But perhaps your best reference would be the kindergarten or first grade teacher at your local school. Best wishes, Dr. Cathrene Connery Associate Professor of Education Ithaca College Department of Education 194B Phillips Hall Annex 953 Danby Road Ithaca, New York 14850 Cconnery@ithaca.edu On Sep 1, 2013, at 11:40 AM, "mike cole" wrote: > Bill -- > > For a different critique of the Whole Language approach of earlier decades > in which the authors > were not smitten with bottom up phonics approaches either, see > http://lchc.ucsd.edu/People/NEWTECHN.pdf > mike > > > On Sun, Sep 1, 2013 at 1:55 AM, Bill Kerr wrote: > >> The evidence suggests that whole language or "balanced" teaching of early >> reading does not work very well (for many, not all) and that "direct, >> intensive, systematic, early, and comprehensive (DISEC) instruction, of a >> prearranged hierarchy of discrete reading skills (particularly, how to >> apply phonics information to recognize written words), is the most >> effective beginning reading tuition". >> >> See >> http://www.nrrf.org/review_moats_5-01.htm (Groff reviewing Moats) >> and >> http://files.eric.ed.gov/fulltext/ED449465.pdf (Moats) >> >> Patrick Groff (from the first reference): >> >> Moats implies that a large number of educators were besmitten by >> progressive education ideals before the appearance of WL in the 1970s. Why >> else was it that educators since the 1970s have "rushed to embrace" WL? It >> is "a set of [scientifically] unfounded ideas and practices, without any >> evidence [on hand] that children would learn to read better, earlier, or in >> greater numbers" through it than before. In their "love affair with whole >> language," progressive educators unsurprisingly "were easily persuaded" >> that scientific data "had little to offer them" regarding reading >> instruction. As a result, reading "skill building and skill instruction" >> were readily cast aside by progressive-minded teachers as "boring, >> isolated, meaningless, and dreadful" practices. >> >> It appears Moats suggests that teachers, education professors, school >> officials, and state departments of education largely remain progressive in >> their outlook on reading instruction, i.e., are opposed ideologically to >> DISEC reading teaching. >> >> >> Similar arguments have been advanced by Australian educators who have >> worked many years with poor readers, eg. Kevin and Robyn Wheldall and their >> MULTILIT programme. >> >> >> >> On Thu, Aug 29, 2013 at 4:09 PM, David H Kirshner wrote: >> >>> In thinking about the relationship between socialization and identity, I >>> find it useful to distinguish between two distinct notions of >>> socialization: spontaneous enculturation into a unitary cultural milieu, >>> and deliberate acculturation into a subculture whose practices are >>> distinctive among a range of other subcultures'. >>> >>> The social psychology of personal space, or proxemics (Hall, 1966; Li, >>> 2001), provides a clear example of the former. Proxemics is the tendency >>> for members of a national culture to draw specific perimeters around >> their >>> physical bodies for various social purposes. For example, natives of >> France >>> tend to prefer closer physical proximity for conversation than do >> Americans >>> (Remland, Jones, & Brinkman, 1991). What is interesting about proxemic >>> practices (and enculturation, more generally) is that they are acquired >>> without volition or conscious awareness through enmeshment in a cultural >>> environment (Parsons, 1951). Indeed, as Omar (2010) explains, for >> cultural >>> norms to be "normative" they have to be unconscious: >>> >>> "Parsons defined 'internalization' as 'unconscious introjection' which >>> meant that if an actor was socialized into a norm, then the actor was >>> unconscious of how that norm determined her conduct. In essence, the >>> Parsonian socialized actor cannot take norms as an object of reflexive >>> consideration and strategization, for if that were the case then the norm >>> would lose its status as 'normative' and would become just another >>> instrumental resource for action." >>> >>> The counterpart to spontaneous processes of enculturation into an >>> enveloping culture, is an individual's deliberate adaptation to a >>> subculture through emulation of its distinctive practices. For obvious >>> reasons, acculturation is the more salient process, and historically was >>> identified much earlier (Powell, 1883). Indeed, we might not be aware of >>> proxemic practices at all, if not for crosscultural experience and >>> scholarship. But by the same token, we probably should assume that >>> enculturation is a ubiquitous aspect of cultural participation. Even in >>> cases when one actively seeks membership in a subculture through >>> acculturationist strategies, enculturation is the more basic processes; a >>> culture is comprised of innumerable cultural practices of which only a >>> limited number can be addressed through conscious strategies of >>> acculturation. >>> >>> For a practice like reading, it can be difficult to parse where >>> enculturation leaves off and acculturation begins. Literacy, obviously, >> is >>> an important subcultural marker of certain social classes. As such, >>> practices of reading can be undertaken as a strategy of acculturation. >> Even >>> within a household, a child may see literacy as a means of projecting >>> oneself into the subculture of adulthood over one's current identity as a >>> child (am I pushing the notion of subculture too far?). On the other >> hand, >>> at a more fine-grained level of analysis, there may be a wide variety of >>> culturally specific manners of reading that are not consciously >> recognized >>> as subcultural markers, and hence absorbed spontaneously through >>> enculturation. >>> >>> David >>> >>> Hall, E. T. (1966) The hidden dimension. New York: Doubleday. >>> >>> Li, S. (2001). How close is too close?: A comparison of proxemic >> reactions >>> of Singaporean Chinese to male intruders of four ethnicities. Perceptual >>> and Motor Skills, 93, 124-126. >>> >>> Omar (2010, January 16). Is your (institutional) theory "Parsonian"? A >>> technical criterion. Orgtheory.net. >>> >>> Parsons, T. (1951). The social system. London: Routledge & Kegan Paul. >>> >>> Powell, J. W. (1883). Human evolution: Annual address of the President, >> J. >>> W. Powell, Delivered November 6, 1883. Transactions of the >> Anthropological >>> Society of Washington, 2, 176-208. >>> >>> Remland, M.S., Jones, T. S., & Brinkman, H. (1991). Proxemic and haptic >>> behavior in three European countries. Journal of Nonverbal Behavior, >> 15(4), >>> 215-232. >>> >>> >>> >>> -----Original Message----- >>> From: xmca-l-bounces@mailman.ucsd.edu [mailto: >>> xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Larry Purss >>> Sent: Wednesday, August 28, 2013 11:41 PM >>> To: Andy Blunden; eXtended Mind, Culture, Activity >>> Subject: [Xmca-l] Re: A Question about Reading and Motivation >>> >>> Andy, >>> >>> I have wondered if in a culture where hunting with bows and arrows is >>> valued, the child grows ups motivated to be skilled with using a bow. Is >>> the motivation *learning to read* the identification of wanting to be >> like >>> the others who participate in your world. >>> In our culture, [especially within schools], if reading is the way people >>> participate in sharing narrative than this MODE of communication is >> valued. >>> Is identification with doing what others are doing a motivation? >>> >>> Beginning reading activity is a form of collaboration. As you mentioned, >>> collaboration may be master/slave, producer/consumer, or collaboration >> per >>> se. However, the activity *learning to read* can be displayed in all >> three >>> types of collaboration. The motivation is identification WITH ...??? in >> all >>> 3 types of collaboration. >>> >>> Larry >>> >>> >>> >>> >>> On Wed, Aug 28, 2013 at 8:19 PM, Andy Blunden wrote: >>> >>>> So what this leads to is that my earlier formulation of motivations >>>> for reading which can create the conditions for someone to "learn to >>>> read" has to be generalised. And I guess that different "interests" or >>>> "pleasures" to be had from reading can be used to make an effective >>> motive for reading. >>>> But I am trying to put my finger on the differene between offering a >>>> "reward" for reading and the object which turns out to be attainable >>>> essentially only through reading, be that the satisfaction of solving >>>> an integral equation, or the joy of entering Jane Austen's world or >>>> simply being able to read what everyone is talking about. Does this >>>> mean that the teacher's task is to somehow allow the learner, with >>>> assistance, to get a taste of that object, whichever it is that turns >> on >>> this reader? >>>> >>>> >>>> Andy >>>> ------------------------------**------------------------------** >>>> ------------ >>>> *Andy Blunden* >>>> http://home.mira.net/~andy/ >>>> >>>> >>>> mike cole wrote: >>>> >>>>> Yes, once one learns to read for meaning in Dewey's sense, and mine, >>>>> marvelous things may result. >>>>> >>>>> The acquisition of reading, however, is not governed by phylogenetic >>>>> constraints in the same way that the acquisition of oral/sign language >>> is. >>>>> It is a cultural-historically developed mode of mediated meaning >> making. >>>>> With few exceptions, it requires literate others to arrange for it to >>>>> happen. >>>>> >>>>> Consequently, getting there through the meat grinder of modern >>>>> schooling, is a continuing issue. As is the notion of the violence of >>>>> literacy. >>>>> >>>>> mike >>>>> (The Dickens freak) >>>>> >>>>> >>>>> On Wed, Aug 28, 2013 at 4:51 PM, Andy Blunden > >>>> ablunden@mira.net>> wrote: >>>>> >>>>> Thank you Michael! It is always such a wonderful thing when >>>>> someone reveals to you what was before your eyes but you didn't >>>>> see! I had to put down a novel to read your message. I think I >>>>> take "the world" to be inclusive of imaginative world evoked by a >>>>> text, and suddenly, yes, I can see that youngsters generally read >>>>> lots of fiction and if they enjoy it, that is a royal road to >>>>> becoming a reader - even though, in a sense, the printed words >>>>> disappear under their gaze as they evoke that imaginary world. I >>>>> also think the social motivations are broadly covered by my >>>>> initial very 'utilitarian' view of the object of reading. But what >>>>> you describe as "the intellectual pleasure of figuring something >>>>> out," which I guess is one of the things that used to motivate me >>>>> at school with maths, and that is something else! Thank you. The >>>>> world is always richer than what one at first thought, isn't it? >>>>> Andy >>>>> ------------------------------**------------------------------** >>>>> ------------ >>>>> *Andy Blunden* >>>>> http://home.mira.net/~andy/ >>>>> >>>>> >>>>> >>>>> MICHAEL W SMITH wrote: >>>>> >>>>> >>>>> A colleague and I just completed a study of the nature and >>>>> variety of pleasure adolescents take from their out-of-school >>>>> reading that draws on Dewey's delineation of four kinds of >>>>> educative interest in /Interest and Effort in Education. /One >>>>> kind of pleasure we identified is what we call work pleasure >>>>> in which readers use a text as a tool to accomplish some other >>>>> end. That's the kind of pleasure that Andy seems to be talking >>>>> about when he writes about someone's struggling to read a >>>>> philosophical text to get something out of it that could then >>>>> be usefully employed in some other context. But there are >>>>> other kinds of pleasure. As Dewey explains "There are cases >>>>> where action is direct and immediate. It puts itself forth >>>>> with no thought of anything beyond. It satisfies in and of >>>>> itself. The end is the present activity, and so there is no >>>>> gap in the mind between means and end. All play is of this >>>>> immediate character." Readers experience the pleasure of play >>>>> when they read narratives to immerse themselves in a story >>>>> world. What matters to them is the pleasure they get from >>>>> living through the experiences of characters in the here and >>>>> now not what they can accomplish as a consequence of their >>>>> reading at some future time. Another kind of pleasure is >>>>> intellectual pleasure. Dewey explains that "instead of >>>>> thinking things out and discovering them for the sake of the >>>>> successful achievement of an activity (work pleasure)," we may >>>>> institute an activity for the intellectual pleasure of >>>>> figuring something out. An example would be reading to >>>>> unravel the complexities of poem as an end in itself. Finally >>>>> there are social pleasures in reading. People read to >>>>> affiliate with others. That seems to me to be a kind of >>>>> pleasure people on this listserv take. Or people read to mark >>>>> their place in the world. They do a kind of identity work by >>>>> using their reading to assert their difference from others. >>>>> One of the informants in our study avoided reading the books >>>>> that were most popular among her friends and instead read what >>>>> she called dark fiction. That reading was an important part of >>>>> how she understood herself. As she said "I'm weird in the way >>>>> that [I don't have] inhibitions like most people. I can read >>>>> dark fiction and not be disturbed by it." I'd argue that >>>>> teachers are most likely to foster motivation to read by >>>>> creating contexts in which students can experience all four >>>>> kinds of pleasure. >>>>> >>>>> >>>>> >>>>> On Wed, Aug 28, 2013 at 4:43 AM, rjsp2 >>>>> >>>> >>>>> >>>>> >>>>> >>>> >>> >>>>> wrote: >>>>> >>>>> The first thing I thought on reading "assistance is given >>>>> to kids to >>>>> >>>>> read in order to find out something they want to know >>>>> about the world" >>>>> was "This is basic Freire". Adult literacy had the same >>>>> problem of >>>>> meaningless texts till Freire came along and started >>>>> teaching them >>>>> about >>>>> things that mattered to them. It also made me reflect on >>>>> the idea of >>>>> motive, whihc has for a long time been a question I have >>> been >>>>> intending >>>>> to examine "when I have time". When I met the activity >>>>> triangle, >>>>> one of >>>>> the most obvious issues about it was that it contains no >>>>> separate >>>>> place >>>>> for motive. After a while that seemed logical because the >>>>> motive >>>>> was in >>>>> the object, and maybe one of our difficulties is that we >>>>> separate >>>>> motive >>>>> out from object in order to understand it better, and then >>>>> forget >>>>> to put >>>>> it back in again. >>>>> >>>>> Children are just like people, they do need a reason to do >>>>> things. >>>>> I've >>>>> always been puzzled by the idea of andragogy, the >>>>> suggestion that >>>>> adults >>>>> learn differently from children. Proponents usually list >>>>> several >>>>> reasons >>>>> which usually make no sense to me. One of the reasons >>>>> usually given is >>>>> that adults need to know why they are doing something, the >>>>> unspoken >>>>> contrast being presumably that children happily do what >>>>> they're told. >>>>> The kind of research you refer to here, Andy, suggests >> that >>>>> children do >>>>> need to know why they are doing something, but lack the >>>>> power to >>>>> say so. >>>>> Hence, I think, a lot of the problems evident in our UK >>>>> schooling >>>>> system >>>>> (lots of great schools, in my opinion, dreadful >>>>> educational policies >>>>> dictate that children are machined through exams in order >>>>> to maintain >>>>> the school's place in the league table. So there is a >>>>> reason why the >>>>> children do what they do, it is just not relevant to the >>>>> child.) >>>>> >>>>> Rob >>>>> >>>>> >>>>> On 28/08/2013 08:27, Andy Blunden wrote: >>>>> >>>>> Re: Peg Griffin - >>>>> http://lchc.ucsd.edu/MCA/Mail/** >>>>> xmcamail.2011_05.dir/msg00530.**html< >>> http://lchc.ucsd.edu/MCA/Mail/xmcamail.2011_05.dir/msg00530.html> >>>>> and Peg and Mike et al: >>>>> >>>>> http://lchc.ucsd.edu/People/**NEWTECHN.pdf>>>> e/NEWTECHN.pdf> >>>>> >>>>> The first article sets up a scenario in 5thD where >> kids >>>>> "sneak" a look >>>>> at piece of writing in order to find an answer to a >>>>> current >>>>> affairs >>>>> question. As opposed to telling the kids to read a >>>>> text and >>>>> then (for >>>>> example) testing them on it. >>>>> The second talks about "reading for meaning" where >>>>> assistance >>>>> is given >>>>> to kids to read in order to find out something they >>>>> want to >>>>> know about >>>>> the world. As opposed to decoding "Jack and Jill" >>> stories >>>>> containing >>>>> nothing of interest to them at all (and actually >>>>> humiliating). >>>>> >>>>> I am trying to get my head around the issue of the >>>>> motivation >>>>> which >>>>> the teachers are trying to engender in the child which >>>>> facilitates >>>>> learning to read. >>>>> >>>>> Following A N Leontyev, Peg talks about the "merely >>>>> understood" motive >>>>> for the child "to be a productive, informed, literate >>>>> citizen" >>>>> which >>>>> is what the education system is supposed to be doing. >>>>> Peg says >>>>> this >>>>> motive was "in the social interactions and ready to >>>>> replace the >>>>> 'really effective' motives that got the kid to come >>>>> to/put up >>>>> with our >>>>> reading group." ... *in the social interactions*! >>>>> >>>>> Generally speaking I think there is no doubt that the >>>>> distinction >>>>> between "really effective" and "merely understood" >>>>> motives is >>>>> valid, >>>>> and that in general children who have difficulty in >>>>> reading, >>>>> read only >>>>> for "effective" but "external" motives which do not >>>>> succeed in >>>>> them >>>>> learning to read effectively. Further, the task of the >>>>> teacher >>>>> may be >>>>> or may be supposed to be to get the child to learn to >>>>> read so >>>>> as "to >>>>> be a productive, informed, literate citizen." This >>>>> objective is >>>>> somewhere in the complex of motives underlying a >>> teacher's >>>>> motives, >>>>> certainly in 5thD, but I suspect often a "merely >>>>> understood" >>>>> motive >>>>> for many teachers, alongside earning a wage for their >>>>> own family, >>>>> having a quiet day and the kids getting good test >>>>> scores, etc. >>>>> >>>>> But I question whether it is *ever* the child's motive >>>>> "to be a >>>>> productive, informed, literate citizen." This may be >>>>> an "internal >>>>> reward" for learning to read, but not for learning to >>>>> read any >>>>> particular text or even a particular type of text. >>>>> >>>>> Would this explanation make sense: Learning to read is >>>>> like >>>>> happiness. >>>>> It does not generally arise through being the >>>>> motivation of the >>>>> activity which produces it. People learn to read as a >>>>> byproduct of >>>>> struggling to get something they want out of >>>>> particular texts. And >>>>> this applies to adults as much as children. I think >>>>> people can >>>>> only >>>>> learn to read philosophy if they are struggling to get >>>>> something out >>>>> of a book on philosophy (other than pass the exam or >>>>> acquire >>>>> an air of >>>>> erudition). In Peg's email message we learn that the >>> kids >>>>> jumped on >>>>> the newspaper article to extract information they >>>>> wanted in >>>>> (what they >>>>> took to be) /another/ task. In the QAR story, adults >>>>> mediate kids' >>>>> relation to a text which is in turn mediating their >>>>> real and >>>>> meaningful relation to the world. (I think if a kid is >>>>> strongly enough >>>>> motivated to pass a reading test, and assisted, they >>>>> will usually >>>>> manage to learn to read, but it is for those for whom >>>>> this doesn't >>>>> work that the issue arises, isn't it?) >>>>> >>>>> But in general I think it is neither necessary nor >>>>> likely that >>>>> a child >>>>> has their eye on becoming a literate citizen when they >>>>> struggle with a >>>>> text and learn to read in the process. Isn't it always >>>>> more >>>>> proximate >>>>> motives? The "internal" reward in reading a particular >>>>> text is the >>>>> particular content of that text, not actually anything >>>>> to do with >>>>> books, or texts, or reading or citizenship. >>>>> >>>>> I know there are dozens of experts in literacy >>>>> education out >>>>> there, so >>>>> please help me. >>>>> >>>>> Andy >>>>> >>>>> >>>>> -- The Open University is incorporated by Royal Charter >> (RC >>>>> 000391), an exempt charity in England & Wales and a >> charity >>>>> registered in Scotland (SC 038302). >>>>> >>>>> >>>>> >>>>> >>>>> -- Michael W. Smith >>>>> Professor and Chair >>>>> Department of Teaching and Learning >>>>> Temple University >>>>> College of Education >>>>> 351 Ritter Hall >>>>> 1301 Cecil B. Moore Avenue >>>>> Philadelphia, PA 19122 > From mpacker@uniandes.edu.co Mon Sep 2 15:40:20 2013 From: mpacker@uniandes.edu.co (Martin John Packer) Date: Mon, 2 Sep 2013 22:40:20 +0000 Subject: [Xmca-l] Brush up your Spanish! In-Reply-To: References: <521DA666.2030203@mira.net> <521DB834.9060301@open.ac.uk> <521E8D07.9010701@mira.net> <521EBDD2.9000601@mira.net> <1F3A303FB8B8A9429CE2720B7C8D4B7338162E59@BY2PRD0610MB354.namprd06.prod.outlook.com> , Message-ID: Two faculty positions here in the Uniandes psychology department, both for psychologists with an applied interest. There is plenty of opportunity here for someone with a background/interest in any of the branches of cultural psychology. Any questions, just ask! Martin =========== Universidad de los Andes, Bogot?, Colombia Facultad de Ciencias Sociales Departamento de Psicolog?a CONVOCATORIA DOCENTE 2013 El Departamento de Psicolog?a de la Universidad de los Andes desea vincular dos profesoras/es de planta de tiempo completo con inter?s en la psicolog?a aplicada. El Departamento est? especialmente interesado, aunque no exclusivamente, en candidatos con estudios de postgrado y experiencia en psicolog?a organizacional, psicolog?a del consumidor, psicolog?a educativa, intervenci?n social y salud p?blica. Responsabilidades Se espera que las personas seleccionadas desarrollen programas de investigaci?n e intervenci?n en sus ?reas de experticia, busquen y obtengan financiaci?n externa para sus iniciativas, realicen labores de docencia a nivel de pregrado, postgrado y educaci?n continuada, participen activamente en las actividades propuestas para la consecuci?n de los objetivos estrat?gicos del Departamento y la Universidad. Mayor informaci?n sobre el Departamento de Psicolog?a y la Universidad de los Andes puede encontrarse en http://psicologia.uniandes.edu.co Requisitos Poseer t?tulo de doctorado en psicolog?a o disciplinas afines. Experiencia verificable en proyectos de investigaci?n o intervenci?n y publicaciones en revistas cient?ficas. Experiencia docente es deseable, aunque no necesaria. Cargo Las personas seleccionadas ser?n contratadas para ocupar el cargo de profesor/a asistente o asociado/a. El salario y la categor?a profesoral se definen con base en los criterios definidos en el estatuto profesoral y las cualificaciones de las personas seleccionadas. La Universidad ofrece salarios y beneficios competitivos en el contexto nacional (Para mayor informaci?n, contactar la Direcci?n del Departamento). Fecha tentativa de iniciaci?n de labores Enero 2014. Procedimiento Enviar a la direcci?n del Departamento de Psicolog?a los siguientes documentos: 1. Hoja de vida 2. Copia de publicaciones representativas 3. Certificaciones de experiencia en proyectos de investigaci?n o intervenci?n. 4. Nombres, direcciones y correo electr?nico de dos referencias acad?micas o profesionales. 5. Ensayo de m?ximo cinco p?ginas sobre trayectoria acad?mica, intereses investigativos y profesionales, perspectiva de su contribuci?n al desarrollo del Departamento de Psicolog?a de la Universidad de los Andes. 6. Un programa de curso en el ?rea de experticia que coincida con alguna de las asignaturas ofrecidas por el Departamento. Informaci?n sobre el programa de estudios de psicolog?a puede encontrarse en http://psicologia.uniandes.edu.co 7. La selecci?n estar? a cargo de un comit?, compuesto por dos profesores asociados del Departamento de Psicolog?a, la Directora del Departamento de Psicolog?a y un profesor asociado o titular de la Facultad de Ciencias Sociales. 8. El comit? pedir? a los candidatos preseleccionados realizar una presentaci?n p?blica, ante profesores y estudiantes del Departamento y la Universidad, sobre su trabajo investigativo y perspectivas acad?micas. 9. El Departamento podr? declarar desierta la convocatoria o mantenerla abierta hasta encontrar a la persona que re?na los requisitos exigidos para ocupar el cargo. Fecha l?mite para la entrega de documentos Noviembre 15 de 2013 Favor enviar los documentos a: Elvia Vargas Trujillo Directora Departamento de Psicolog?a Carrera 1 # 18A-12 Bogot?, Colombia elvargas@uniandes.edu.co From lchcmike@gmail.com Mon Sep 2 17:01:47 2013 From: lchcmike@gmail.com (mike cole) Date: Mon, 2 Sep 2013 17:01:47 -0700 Subject: [Xmca-l] Polls are setting to close on article for discussion Message-ID: As is our custom, here is a last reminder before we close the voting on article for discussion from Mind, Culture, and Activity this number. The polls will be open for another day and then lets move on to discussion. If you have not voted or a curious about the current state of the voting, click below. http://lchc.ucsd.edu/MCA/Journal/poll.html mike (while reflecting on what our society has and has not been remembering this past month. No mention of Hiroshima and Nagasaki in August, a LOT of remembering of the March on Washington (I was driving back to California after a year in the USSR and could only take it in on radio), and so far as I can tell, no memory of the meaning and history of labor day at all. Interesting.) From greg.a.thompson@gmail.com Mon Sep 2 20:59:14 2013 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Mon, 2 Sep 2013 21:59:14 -0600 Subject: [Xmca-l] Re: Polls are setting to close on article for discussion In-Reply-To: References: Message-ID: Mike, A propos of your Labor Day comment, here is a favorite little bit of mine from Studs Terkel on the problem of memory in the U.S. - particularly with regard to labor (full text of interview can be found at: http://globetrotter.berkeley.edu/people3/Terkel/ Who knew Studs was such a saucy bloke? Here it is (interview occurred in 2003, the entirety of what follows is from the interview): "Oh, one quick thing. Before we close, we are suffering what I call a national Alzheimer's disease. That's why Bush and Ashcroft [have] no memory of yesterday, as though there were no Depression, as though the free marketeers (I call them marketeer to rhyme with buccaneer) ... The free marketeers, during the Great Crash of 1929, fell on their knees and begged the government, "Please help us out." And so the New Deal helped them out with regulations. And [now] their grandchildren, whose granddaddies begged the government, say, "Too much big government," when it comes to health, education, and welfare, and not Pentagon. So there's this loss of memory. The young have been deprived of this. Many young kids are anti-union. So here I am -- and this is the anecdote -- I'm waiting [for a bus]. I talk a lot, as you can gather, and sometimes down the street I go, talking to myself. I find the audience very appreciative. And so they know me at the block. They know I wrote some books. But they also know me as the old gaffer talks to everybody. So I'm waiting for the bus. But this couple, I cannot reach. There's a couple, I have to call them yuppies, because they are. Most young people are not. Most young are lost in the world, and wondering what ... but these two are. He's in Brooks Brothers, and he's got the fresh-minted *Wall Street Journal *under his arm. And she's a looker. She's got Bloomingdale, Neiman-Marcus clothes, the latest issue of *Vanity Fair. *But I can't ... they won't recognize me. My ego was hurt, you know. Everybody knows me! We start talking. The bus this day is late in coming. So I said, "I'm going to make conversation with them." So I say, "Labor Day's coming up." That is the worst thing I could possibly have said. He looks at me. He gave me that look that Noel Coward would give to a speck of dirt on a cuff, and he turns away. Now I'm really hurt, you know, my ego is hurt. The bus is late in coming. So when I say something, I know it's going to get them mad. The imp of the perverse has me. And so I'm saying, "Labor Day, we used to march down State Street, UAW-CIO. 'Which side are you on?' 'Solidarity Forever.'" He turns to me and he says, "We despise unions." And I say [to myself], "Oh, I've got a pigeon here -- no bus!" Suddenly, I fix him with my glittering eye like the ancient mariner, and I say, "How many hours a day do you work?" And he says, "Eight." He's caught! "Eight." "How come you don't work eighteen hours a day? Your great grandparents [did]. You know why? Because in Chicago, back in 1886, four guys got hanged fighting for the eight-hour day -- it was the Haymarket affair -- for you." And I've got him pinned against the mailbox. He can't get away, you know. The bus [hasn't come], and he's all trembling and she's scared. She drops the *Vanity Fair. *I pick it up; I'm very gallant. I give her the *Vanity Fair. *No bus. Now I've got them pinned. "How many hours of week do you work?" He says, "Forty." "How come you don't work eighty hours, ninety hours? Because your grandparents [did], and because men and women got their heads busted fighting for you for the forty-hour week, back in the thirties." By this time the bus comes; they rush on. I never saw them again. But I'll bet you ... See, they live in the condominium that faces the bus stop. And I'll bet you up on the 25th floor, she's looking out every day, and he says, "Is that old nut still down there?" Now, I can't blame them, because how do they know? Who told them? What do they know about unions? So that's what I mean about a national Alzheimer's disease. It's that aspect. So all these books deal with memory as well. What was it like during World War II? What was it like during the Depression? What's it like being black in a white-dominant [society]? What's it like growing old? What's the job of a teacher or a welder like? So, in a sense, it's memory as well. And that's what we're dealing with." On Mon, Sep 2, 2013 at 6:01 PM, mike cole wrote: > As is our custom, here is a last reminder before we close the voting on > article for discussion from Mind, Culture, and Activity > this number. The polls will be open for another day and then lets move on > to discussion. If you have not voted or a curious about the current state > of the voting, click below. > > http://lchc.ucsd.edu/MCA/Journal/poll.html > > mike > (while reflecting on what our society has and has not been remembering this > past month. No mention of Hiroshima and > Nagasaki in August, a LOT of remembering of the March on Washington (I was > driving back to California after a year > in the USSR and could only take it in on radio), and so far as I can tell, > no memory of the meaning and history > of labor day at all. Interesting.) > -- Gregory A. Thompson, Ph.D. Visiting Assistant Professor Department of Anthropology 883 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From greg.a.thompson@gmail.com Mon Sep 2 20:59:14 2013 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Mon, 2 Sep 2013 21:59:14 -0600 Subject: [Xmca-l] Re: Polls are setting to close on article for discussion In-Reply-To: References: Message-ID: Mike, A propos of your Labor Day comment, here is a favorite little bit of mine from Studs Terkel on the problem of memory in the U.S. - particularly with regard to labor (full text of interview can be found at: http://globetrotter.berkeley.edu/people3/Terkel/ Who knew Studs was such a saucy bloke? Here it is (interview occurred in 2003, the entirety of what follows is from the interview): "Oh, one quick thing. Before we close, we are suffering what I call a national Alzheimer's disease. That's why Bush and Ashcroft [have] no memory of yesterday, as though there were no Depression, as though the free marketeers (I call them marketeer to rhyme with buccaneer) ... The free marketeers, during the Great Crash of 1929, fell on their knees and begged the government, "Please help us out." And so the New Deal helped them out with regulations. And [now] their grandchildren, whose granddaddies begged the government, say, "Too much big government," when it comes to health, education, and welfare, and not Pentagon. So there's this loss of memory. The young have been deprived of this. Many young kids are anti-union. So here I am -- and this is the anecdote -- I'm waiting [for a bus]. I talk a lot, as you can gather, and sometimes down the street I go, talking to myself. I find the audience very appreciative. And so they know me at the block. They know I wrote some books. But they also know me as the old gaffer talks to everybody. So I'm waiting for the bus. But this couple, I cannot reach. There's a couple, I have to call them yuppies, because they are. Most young people are not. Most young are lost in the world, and wondering what ... but these two are. He's in Brooks Brothers, and he's got the fresh-minted *Wall Street Journal *under his arm. And she's a looker. She's got Bloomingdale, Neiman-Marcus clothes, the latest issue of *Vanity Fair. *But I can't ... they won't recognize me. My ego was hurt, you know. Everybody knows me! We start talking. The bus this day is late in coming. So I said, "I'm going to make conversation with them." So I say, "Labor Day's coming up." That is the worst thing I could possibly have said. He looks at me. He gave me that look that Noel Coward would give to a speck of dirt on a cuff, and he turns away. Now I'm really hurt, you know, my ego is hurt. The bus is late in coming. So when I say something, I know it's going to get them mad. The imp of the perverse has me. And so I'm saying, "Labor Day, we used to march down State Street, UAW-CIO. 'Which side are you on?' 'Solidarity Forever.'" He turns to me and he says, "We despise unions." And I say [to myself], "Oh, I've got a pigeon here -- no bus!" Suddenly, I fix him with my glittering eye like the ancient mariner, and I say, "How many hours a day do you work?" And he says, "Eight." He's caught! "Eight." "How come you don't work eighteen hours a day? Your great grandparents [did]. You know why? Because in Chicago, back in 1886, four guys got hanged fighting for the eight-hour day -- it was the Haymarket affair -- for you." And I've got him pinned against the mailbox. He can't get away, you know. The bus [hasn't come], and he's all trembling and she's scared. She drops the *Vanity Fair. *I pick it up; I'm very gallant. I give her the *Vanity Fair. *No bus. Now I've got them pinned. "How many hours of week do you work?" He says, "Forty." "How come you don't work eighty hours, ninety hours? Because your grandparents [did], and because men and women got their heads busted fighting for you for the forty-hour week, back in the thirties." By this time the bus comes; they rush on. I never saw them again. But I'll bet you ... See, they live in the condominium that faces the bus stop. And I'll bet you up on the 25th floor, she's looking out every day, and he says, "Is that old nut still down there?" Now, I can't blame them, because how do they know? Who told them? What do they know about unions? So that's what I mean about a national Alzheimer's disease. It's that aspect. So all these books deal with memory as well. What was it like during World War II? What was it like during the Depression? What's it like being black in a white-dominant [society]? What's it like growing old? What's the job of a teacher or a welder like? So, in a sense, it's memory as well. And that's what we're dealing with." On Mon, Sep 2, 2013 at 6:01 PM, mike cole wrote: > As is our custom, here is a last reminder before we close the voting on > article for discussion from Mind, Culture, and Activity > this number. The polls will be open for another day and then lets move on > to discussion. If you have not voted or a curious about the current state > of the voting, click below. > > http://lchc.ucsd.edu/MCA/Journal/poll.html > > mike > (while reflecting on what our society has and has not been remembering this > past month. No mention of Hiroshima and > Nagasaki in August, a LOT of remembering of the March on Washington (I was > driving back to California after a year > in the USSR and could only take it in on radio), and so far as I can tell, > no memory of the meaning and history > of labor day at all. Interesting.) > -- Gregory A. Thompson, Ph.D. Visiting Assistant Professor Department of Anthropology 883 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From ablunden@mira.net Mon Sep 2 22:02:46 2013 From: ablunden@mira.net (Andy Blunden) Date: Tue, 03 Sep 2013 15:02:46 +1000 Subject: [Xmca-l] Re: Polls are setting to close on article for discussion In-Reply-To: References: Message-ID: <52256D76.4010901@mira.net> In Melbourne, "Labour Day" was always the first Monday in March, and commemorated the struggle for the 8 Hour Day, which was the project which led to the formation of the united union movement in Australian ("Trades Hall Council"). When I came back to Australia in 1986, after a 20 year absence, my first day of work turned out to be Labour Day, so I didn't go in. I didn't realise that the Universties do not recognise Labour Day; it was after all a strike by masons working on Melbourne University which initiated the worldwide 8-hour Movement! But the real coup was the decision of the Victorian Government to declare a holiday called "Moomba" (which is supposed to be an aboriginal word for having fun) which celebrates absolutely nothing except commericalism and the lack of culture of the Australian settler nation, and set the date for the first Tuesday in March! I remember that day seeing the last effort to celebrate Labour Day by a tiny contingent of men with banners walking down the grass reserve in Victoria Parade. The consolation is that May Day is going as strong as ever, celebrated twice in Melbourne: once on 1 May, and then again on the first Sunday in May (so workers can march without having to go on strike!). Recall that the celebration of national days, etc., is one of the techniques used in the education of deaf-blind kids described in Meshcheryakov's book. Also I recall that in Bede's History of England, it seems that the key point in converting the native English to Christianity and incorporating the British Isles into the Roman Empire, was the celebration of all the former pagan holidays according to the Roman calendar. Symbolims is powerful. Andy ------------------------------------------------------------------------ *Andy Blunden* http://home.mira.net/~andy/ From Phillip.White@ucdenver.edu Tue Sep 3 07:25:29 2013 From: Phillip.White@ucdenver.edu (White, Phillip) Date: Tue, 3 Sep 2013 08:25:29 -0600 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <521DB834.9060301@open.ac.uk> <521E8D07.9010701@mira.net> <521EBDD2.9000601@mira.net> <1F3A303FB8B8A9429CE2720B7C8D4B7338162E59@BY2PRD0610MB354.namprd06.prod.outlook.com>, Message-ID: at first i wanted to respond to this posting by citing research that disputes the claim regarding the superiority of disec over balanced reading instruction, but realizing that this disagreement predates the korean war, and that it's akin to the creationist / evolution dispute i decided that really just like arguments for white superiority, some positions are best ignored. phillip Phillip White, PhD Urban Community Teacher Education Program Site Coordinator Montview Elementary, Aurora, CO phillip.white@ucdenver.edu or pawhite@aps.k12.co.us ________________________________________ From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Bill Kerr [billkerr@gmail.com] Sent: Sunday, September 01, 2013 2:55 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: A Question about Reading and Motivation The evidence suggests that whole language or "balanced" teaching of early reading does not work very well (for many, not all) and that "direct, intensive, systematic, early, and comprehensive (DISEC) instruction, of a prearranged hierarchy of discrete reading skills (particularly, how to apply phonics information to recognize written words), is the most effective beginning reading tuition". From greg.a.thompson@gmail.com Tue Sep 3 08:34:39 2013 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Tue, 3 Sep 2013 09:34:39 -0600 Subject: [Xmca-l] =?windows-1252?q?Fwd=3A_Oscar_winner=92s_film_features_Khan_Acad?= =?windows-1252?q?emy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: <20130903100012.1899033.2156@sailthru.com> References: <20130903100012.1899033.2156@sailthru.com> Message-ID: See forward below for an interesting Khan Academy promo about a teacher using Khan Academy to teach math in her classroom. -greg ---------- Forwarded message ---------- From: Suney Park from Khan Academy Date: Tue, Sep 3, 2013 at 4:00 AM Subject: Oscar winner?s film features Khan Academy in the classroom this Friday on CBS To: greg.a.thompson@gmail.com Hello! I?m so excited to share that one of our Khan Academy teachers and her class are being featured in the upcoming film, TEACH, by Academy Award-winning filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's journey ahead of the premiere this Friday night: [image: Incredible teachers! Sneak preview of two-hour movie on CBS this Friday night] Watch the sneak preview The emotional two-hour special, hosted by Queen Latifah, explores America?s education system through the eyes of Shelby Harris, one of our star Khan Academy educators, and three other inspirational public school teachers. Join me and millions of others in watching the premiere of the full two-hour special this Friday on CBS at 8pm ET/PT. Warmly, Suney Park *Teacher-in-residence at Khan Academy* *6th grade teacher at Eastside College Prep, CA* PO Box 1630, Mountain View, CA 94042 P.S. If you?re outside the US - don?t worry! - we?re working on getting access to the film directly through our site sometime soon. In the meantime, be sure to watch the 3-minute videoof Shelby implementing Khan Academy in her classroom. You're receiving this because you are signed up as a Coach on Khan Academy. If we've made a mistake and you're a student, apologies - please click hereto unsubscribe. If you'd simply prefer not to receive any more coach news or updates from me, click here. -- Gregory A. Thompson, Ph.D. Visiting Assistant Professor Department of Anthropology 883 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From helenaworthen@gmail.com Tue Sep 3 10:35:47 2013 From: helenaworthen@gmail.com (Helena Worthen) Date: Tue, 03 Sep 2013 13:35:47 -0400 Subject: [Xmca-l] Re: =?iso-8859-1?q?Fwd=3A_Oscar_winner=B9s_film_features_Khan_Aca?= =?iso-8859-1?q?demy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: Message-ID: Does someone have some background about this Khan Academy? My students have started popping up with it. The videos start out with quickie populism that engages but after a while it seems as if the real goal is to get people to pick up a gun. There's serious anti-Semitism in there, too. Who are these guys? Helena On 9/3/13 11:34 AM, "Greg Thompson" wrote: >See forward below for an interesting Khan Academy promo about a teacher >using Khan Academy to teach math in her classroom. >-greg > >---------- Forwarded message ---------- >From: Suney Park from Khan Academy >Date: Tue, Sep 3, 2013 at 4:00 AM >Subject: Oscar winner?s film features Khan Academy in the classroom this >Friday on CBS >To: greg.a.thompson@gmail.com > > > Hello! > >I?m so excited to share that one of our Khan Academy teachers and her >class >are being featured in the upcoming film, TEACH, by Academy Award-winning >filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >journey ahead of the premiere this Friday night: > >[image: Incredible teachers! Sneak preview of two-hour movie on CBS this >Friday >night]X4uYQFS6xhKx8Bf242> > >Watch the sneak >previewEX4uYQFS6xhKx8Ca986> > >The emotional two-hour special, hosted by Queen Latifah, explores >America?s >education system through the eyes of Shelby Harris, one of our star Khan >Academy educators, and three other inspirational public school teachers. > >Join me and millions of others in watching the premiere of the full >two-hour special this Friday on CBS at 8pm ET/PT. > >Warmly, >Suney Park >*Teacher-in-residence at Khan Academy* >*6th grade teacher at Eastside College Prep, CA* > >YrTwTowA205f> > >PO Box 1630, Mountain View, CA 94042 > >P.S. If you?re outside the US - don?t worry! - we?re working on getting >access to the film directly through our site sometime soon. In the >meantime, be sure to watch the 3-minute >video4uYQFS6xhKx8Df368>of >Shelby implementing Khan Academy in her classroom. > >You're receiving this because you are signed up as a Coach on Khan >Academy. >If we've made a mistake and you're a student, apologies - please click >here6e59a9>to >unsubscribe. If you'd simply prefer not to receive any more coach news >or updates from me, click >here6e59a9>. > > > > >-- >Gregory A. Thompson, Ph.D. >Visiting Assistant Professor >Department of Anthropology >883 Spencer W. Kimball Tower >Brigham Young University >Provo, UT 84602 >http://byu.academia.edu/GregoryThompson From helenaworthen@gmail.com Tue Sep 3 10:35:47 2013 From: helenaworthen@gmail.com (Helena Worthen) Date: Tue, 03 Sep 2013 13:35:47 -0400 Subject: [Xmca-l] Re: =?iso-8859-1?q?Fwd=3A_Oscar_winner=B9s_film_features_Khan_Aca?= =?iso-8859-1?q?demy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: Message-ID: Does someone have some background about this Khan Academy? My students have started popping up with it. The videos start out with quickie populism that engages but after a while it seems as if the real goal is to get people to pick up a gun. There's serious anti-Semitism in there, too. Who are these guys? Helena On 9/3/13 11:34 AM, "Greg Thompson" wrote: >See forward below for an interesting Khan Academy promo about a teacher >using Khan Academy to teach math in her classroom. >-greg > >---------- Forwarded message ---------- >From: Suney Park from Khan Academy >Date: Tue, Sep 3, 2013 at 4:00 AM >Subject: Oscar winner?s film features Khan Academy in the classroom this >Friday on CBS >To: greg.a.thompson@gmail.com > > > Hello! > >I?m so excited to share that one of our Khan Academy teachers and her >class >are being featured in the upcoming film, TEACH, by Academy Award-winning >filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >journey ahead of the premiere this Friday night: > >[image: Incredible teachers! Sneak preview of two-hour movie on CBS this >Friday >night]X4uYQFS6xhKx8Bf242> > >Watch the sneak >previewEX4uYQFS6xhKx8Ca986> > >The emotional two-hour special, hosted by Queen Latifah, explores >America?s >education system through the eyes of Shelby Harris, one of our star Khan >Academy educators, and three other inspirational public school teachers. > >Join me and millions of others in watching the premiere of the full >two-hour special this Friday on CBS at 8pm ET/PT. > >Warmly, >Suney Park >*Teacher-in-residence at Khan Academy* >*6th grade teacher at Eastside College Prep, CA* > >YrTwTowA205f> > >PO Box 1630, Mountain View, CA 94042 > >P.S. If you?re outside the US - don?t worry! - we?re working on getting >access to the film directly through our site sometime soon. In the >meantime, be sure to watch the 3-minute >video4uYQFS6xhKx8Df368>of >Shelby implementing Khan Academy in her classroom. > >You're receiving this because you are signed up as a Coach on Khan >Academy. >If we've made a mistake and you're a student, apologies - please click >here6e59a9>to >unsubscribe. If you'd simply prefer not to receive any more coach news >or updates from me, click >here6e59a9>. > > > > >-- >Gregory A. Thompson, Ph.D. >Visiting Assistant Professor >Department of Anthropology >883 Spencer W. Kimball Tower >Brigham Young University >Provo, UT 84602 >http://byu.academia.edu/GregoryThompson From glassman.13@osu.edu Tue Sep 3 10:59:58 2013 From: glassman.13@osu.edu (Glassman, Michael) Date: Tue, 3 Sep 2013 17:59:58 +0000 Subject: [Xmca-l] Re: =?iso-8859-1?q?Fwd=3A_Oscar_winner=B9s_film_features_Khan_Aca?= =?iso-8859-1?q?demy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: References: , Message-ID: <54248F6464A3874BB28FFF75F616AED69EF28F68@CIO-KRC-D1MBX01.osuad.osu.edu> Salman Khan was I believe the first to use the phrase the "Flipped Classroom." As an aside everybody is talking about the flipped classroom but a student I know has been looking into it for months and there has been almost no research. Khan academy produces these short videos on teaching, about three to five minutes. He worked I believe for a financial acquisitions firm, created short videos for his cousins on youtube, they starting getting hits (google in how do I solve....equation and these days you will likely get a Khan video), quit his job and started the Khan academy full time with venture capital (and venture capitalists are looking to make money). The idea is students can learn on their own from these short videos and then come into the classroom and their teachers can walk around helping them with their homework - hence the idea of the flipped classroom. Khan write all of the videos at this point I think. They are all from his perspective. The videos not only reflect his personal perspective but also the perspective of his investors (Bill Gates is a big fan I believe). If you read interviews or see his videos - there is a famous TED video from 2011 Khan is extraordinarily naive and has almost no knowledge of education. I personally think Khan academy is a dark reflection of the Internet, very much resembling the MOOC phenomenon although it is not marketed as a MOOC, but it is very much marketed. I think one of the really big thing is that a single person looking to please investors is writing the youtube presentations. Michael ________________________________________ From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] on behalf of Helena Worthen [helenaworthen@gmail.com] Sent: Tuesday, September 03, 2013 1:35 PM To: eXtended Mind, Culture, Activity; Greg Thompson; eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Fwd: Oscar winner?s film features Khan Academy in the classroom this Friday on CBS Does someone have some background about this Khan Academy? My students have started popping up with it. The videos start out with quickie populism that engages but after a while it seems as if the real goal is to get people to pick up a gun. There's serious anti-Semitism in there, too. Who are these guys? Helena On 9/3/13 11:34 AM, "Greg Thompson" wrote: >See forward below for an interesting Khan Academy promo about a teacher >using Khan Academy to teach math in her classroom. >-greg > >---------- Forwarded message ---------- >From: Suney Park from Khan Academy >Date: Tue, Sep 3, 2013 at 4:00 AM >Subject: Oscar winner?s film features Khan Academy in the classroom this >Friday on CBS >To: greg.a.thompson@gmail.com > > > Hello! > >I?m so excited to share that one of our Khan Academy teachers and her >class >are being featured in the upcoming film, TEACH, by Academy Award-winning >filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >journey ahead of the premiere this Friday night: > >[image: Incredible teachers! Sneak preview of two-hour movie on CBS this >Friday >night]X4uYQFS6xhKx8Bf242> > >Watch the sneak >previewEX4uYQFS6xhKx8Ca986> > >The emotional two-hour special, hosted by Queen Latifah, explores >America?s >education system through the eyes of Shelby Harris, one of our star Khan >Academy educators, and three other inspirational public school teachers. > >Join me and millions of others in watching the premiere of the full >two-hour special this Friday on CBS at 8pm ET/PT. > >Warmly, >Suney Park >*Teacher-in-residence at Khan Academy* >*6th grade teacher at Eastside College Prep, CA* > >YrTwTowA205f> > >PO Box 1630, Mountain View, CA 94042 > >P.S. If you?re outside the US - don?t worry! - we?re working on getting >access to the film directly through our site sometime soon. In the >meantime, be sure to watch the 3-minute >video4uYQFS6xhKx8Df368>of >Shelby implementing Khan Academy in her classroom. > >You're receiving this because you are signed up as a Coach on Khan >Academy. >If we've made a mistake and you're a student, apologies - please click >here6e59a9>to >unsubscribe. If you'd simply prefer not to receive any more coach news >or updates from me, click >here6e59a9>. > > > > >-- >Gregory A. Thompson, Ph.D. >Visiting Assistant Professor >Department of Anthropology >883 Spencer W. Kimball Tower >Brigham Young University >Provo, UT 84602 >http://byu.academia.edu/GregoryThompson From lholzman@eastsideinstitute.org Tue Sep 3 11:22:56 2013 From: lholzman@eastsideinstitute.org (Lois Holzman) Date: Tue, 3 Sep 2013 14:22:56 -0400 Subject: [Xmca-l] Re: =?iso-8859-1?q?Oscar_winner=B9s_film_features_Khan_Academy_in?= =?iso-8859-1?q?_the_classroom_this_Friday_on_CBS?= In-Reply-To: <54248F6464A3874BB28FFF75F616AED69EF28F68@CIO-KRC-D1MBX01.osuad.osu.edu> References: , <54248F6464A3874BB28FFF75F616AED69EF28F68@CIO-KRC-D1MBX01.osuad.osu.edu> Message-ID: Sal Khan came out with a book, The One World Schoolhouse, which I found very worthwhile reading. I clicked on the link and saw an Iowa school classroom... What video has quickie populism and anti-seminism? Lois Don't forget to check out the latest at http://loisholzman.org and http://www.psychologytoday.com/blog/conceptual-revolution Lois Holzman, Ph.D. Director, East Side Institute for Group and Short Term Psychotherapy 104-106 South Oxford St. Brooklyn NY 11217 Chair, Global Outreach for All Stars Project UX tel. 212.941.8906 ext. 324 fax 718.797.3966 lholzman@eastsideinstitute.org eastsideinstitute.org performingtheworld.org loisholzman.org allstars.org http://esicommunitynews.wordpress.com/ On Sep 3, 2013, at 1:59 PM, "Glassman, Michael" wrote: > Salman Khan was I believe the first to use the phrase the "Flipped Classroom." As an aside everybody is talking about the flipped classroom but a student I know has been looking into it for months and there has been almost no research. > > Khan academy produces these short videos on teaching, about three to five minutes. He worked I believe for a financial acquisitions firm, created short videos for his cousins on youtube, they starting getting hits (google in how do I solve....equation and these days you will likely get a Khan video), quit his job and started the Khan academy full time with venture capital (and venture capitalists are looking to make money). > > The idea is students can learn on their own from these short videos and then come into the classroom and their teachers can walk around helping them with their homework - hence the idea of the flipped classroom. > > Khan write all of the videos at this point I think. They are all from his perspective. The videos not only reflect his personal perspective but also the perspective of his investors (Bill Gates is a big fan I believe). If you read interviews or see his videos - there is a famous TED video from 2011 Khan is extraordinarily naive and has almost no knowledge of education. > > I personally think Khan academy is a dark reflection of the Internet, very much resembling the MOOC phenomenon although it is not marketed as a MOOC, but it is very much marketed. > > I think one of the really big thing is that a single person looking to please investors is writing the youtube presentations. > > Michael > ________________________________________ > From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] on behalf of Helena Worthen [helenaworthen@gmail.com] > Sent: Tuesday, September 03, 2013 1:35 PM > To: eXtended Mind, Culture, Activity; Greg Thompson; eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Fwd: Oscar winner?s film features Khan Academy in the classroom this Friday on CBS > > Does someone have some background about this Khan Academy? My students > have started popping up with it. The videos start out with quickie > populism that engages but after a while it seems as if the real goal is to > get people to pick up a gun. There's serious anti-Semitism in there, too. > Who are these guys? > > Helena > > On 9/3/13 11:34 AM, "Greg Thompson" wrote: > >> See forward below for an interesting Khan Academy promo about a teacher >> using Khan Academy to teach math in her classroom. >> -greg >> >> ---------- Forwarded message ---------- >> From: Suney Park from Khan Academy >> Date: Tue, Sep 3, 2013 at 4:00 AM >> Subject: Oscar winner?s film features Khan Academy in the classroom this >> Friday on CBS >> To: greg.a.thompson@gmail.com >> >> >> Hello! >> >> I?m so excited to share that one of our Khan Academy teachers and her >> class >> are being featured in the upcoming film, TEACH, by Academy Award-winning >> filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >> journey ahead of the premiere this Friday night: >> >> [image: Incredible teachers! Sneak preview of two-hour movie on CBS this >> Friday >> night]> X4uYQFS6xhKx8Bf242> >> >> Watch the sneak >> preview> EX4uYQFS6xhKx8Ca986> >> >> The emotional two-hour special, hosted by Queen Latifah, explores >> America?s >> education system through the eyes of Shelby Harris, one of our star Khan >> Academy educators, and three other inspirational public school teachers. >> >> Join me and millions of others in watching the premiere of the full >> two-hour special this Friday on CBS at 8pm ET/PT. >> >> Warmly, >> Suney Park >> *Teacher-in-residence at Khan Academy* >> *6th grade teacher at Eastside College Prep, CA* >> >> > YrTwTowA205f> >> >> PO Box 1630, Mountain View, CA 94042 >> >> P.S. If you?re outside the US - don?t worry! - we?re working on getting >> access to the film directly through our site sometime soon. In the >> meantime, be sure to watch the 3-minute >> video> 4uYQFS6xhKx8Df368>of >> Shelby implementing Khan Academy in her classroom. >> >> You're receiving this because you are signed up as a Coach on Khan >> Academy. >> If we've made a mistake and you're a student, apologies - please click >> here> 6e59a9>to >> unsubscribe. If you'd simply prefer not to receive any more coach news >> or updates from me, click >> here> 6e59a9>. >> >> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Visiting Assistant Professor >> Department of Anthropology >> 883 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> http://byu.academia.edu/GregoryThompson > > > > > > From glassman.13@osu.edu Tue Sep 3 12:23:16 2013 From: glassman.13@osu.edu (Glassman, Michael) Date: Tue, 3 Sep 2013 19:23:16 +0000 Subject: [Xmca-l] Re: =?iso-8859-1?q?Oscar_winner=B9s_film_features_Khan_Academy_in?= =?iso-8859-1?q?_the_classroom_this_Friday_on_CBS?= In-Reply-To: References: , <54248F6464A3874BB28FFF75F616AED69EF28F68@CIO-KRC-D1MBX01.osuad.osu.edu>, Message-ID: <54248F6464A3874BB28FFF75F616AED69EF28FA7@CIO-KRC-D1MBX01.osuad.osu.edu> By the way Guggenheim may be an Oscar winner but he did the film the Lottery. It was about a number of families trying to win lotteries to get into charter schools. It came out around the same time as what I think was the horrific "Won't Back Down" and I don't think that was a coincidence at all. It is part of a strong push towards a neo-liberal, testing agenda. I don't think Guggenheim has bad intentions as much as he is naive and allowing himself to be used by the school privatization, anti-union movement. I think it is really important to keep this in mind when you watch these types of films. They have an agenda. Michael ________________________________________ From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] on behalf of Lois Holzman [lholzman@eastsideinstitute.org] Sent: Tuesday, September 03, 2013 2:22 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Oscar winner?s film features Khan Academy in the classroom this Friday on CBS Sal Khan came out with a book, The One World Schoolhouse, which I found very worthwhile reading. I clicked on the link and saw an Iowa school classroom... What video has quickie populism and anti-seminism? Lois Don't forget to check out the latest at http://loisholzman.org and http://www.psychologytoday.com/blog/conceptual-revolution Lois Holzman, Ph.D. Director, East Side Institute for Group and Short Term Psychotherapy 104-106 South Oxford St. Brooklyn NY 11217 Chair, Global Outreach for All Stars Project UX tel. 212.941.8906 ext. 324 fax 718.797.3966 lholzman@eastsideinstitute.org eastsideinstitute.org performingtheworld.org loisholzman.org allstars.org http://esicommunitynews.wordpress.com/ On Sep 3, 2013, at 1:59 PM, "Glassman, Michael" wrote: > Salman Khan was I believe the first to use the phrase the "Flipped Classroom." As an aside everybody is talking about the flipped classroom but a student I know has been looking into it for months and there has been almost no research. > > Khan academy produces these short videos on teaching, about three to five minutes. He worked I believe for a financial acquisitions firm, created short videos for his cousins on youtube, they starting getting hits (google in how do I solve....equation and these days you will likely get a Khan video), quit his job and started the Khan academy full time with venture capital (and venture capitalists are looking to make money). > > The idea is students can learn on their own from these short videos and then come into the classroom and their teachers can walk around helping them with their homework - hence the idea of the flipped classroom. > > Khan write all of the videos at this point I think. They are all from his perspective. The videos not only reflect his personal perspective but also the perspective of his investors (Bill Gates is a big fan I believe). If you read interviews or see his videos - there is a famous TED video from 2011 Khan is extraordinarily naive and has almost no knowledge of education. > > I personally think Khan academy is a dark reflection of the Internet, very much resembling the MOOC phenomenon although it is not marketed as a MOOC, but it is very much marketed. > > I think one of the really big thing is that a single person looking to please investors is writing the youtube presentations. > > Michael > ________________________________________ > From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] on behalf of Helena Worthen [helenaworthen@gmail.com] > Sent: Tuesday, September 03, 2013 1:35 PM > To: eXtended Mind, Culture, Activity; Greg Thompson; eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Fwd: Oscar winner?s film features Khan Academy in the classroom this Friday on CBS > > Does someone have some background about this Khan Academy? My students > have started popping up with it. The videos start out with quickie > populism that engages but after a while it seems as if the real goal is to > get people to pick up a gun. There's serious anti-Semitism in there, too. > Who are these guys? > > Helena > > On 9/3/13 11:34 AM, "Greg Thompson" wrote: > >> See forward below for an interesting Khan Academy promo about a teacher >> using Khan Academy to teach math in her classroom. >> -greg >> >> ---------- Forwarded message ---------- >> From: Suney Park from Khan Academy >> Date: Tue, Sep 3, 2013 at 4:00 AM >> Subject: Oscar winner?s film features Khan Academy in the classroom this >> Friday on CBS >> To: greg.a.thompson@gmail.com >> >> >> Hello! >> >> I?m so excited to share that one of our Khan Academy teachers and her >> class >> are being featured in the upcoming film, TEACH, by Academy Award-winning >> filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >> journey ahead of the premiere this Friday night: >> >> [image: Incredible teachers! Sneak preview of two-hour movie on CBS this >> Friday >> night]> X4uYQFS6xhKx8Bf242> >> >> Watch the sneak >> preview> EX4uYQFS6xhKx8Ca986> >> >> The emotional two-hour special, hosted by Queen Latifah, explores >> America?s >> education system through the eyes of Shelby Harris, one of our star Khan >> Academy educators, and three other inspirational public school teachers. >> >> Join me and millions of others in watching the premiere of the full >> two-hour special this Friday on CBS at 8pm ET/PT. >> >> Warmly, >> Suney Park >> *Teacher-in-residence at Khan Academy* >> *6th grade teacher at Eastside College Prep, CA* >> >> > YrTwTowA205f> >> >> PO Box 1630, Mountain View, CA 94042 >> >> P.S. If you?re outside the US - don?t worry! - we?re working on getting >> access to the film directly through our site sometime soon. In the >> meantime, be sure to watch the 3-minute >> video> 4uYQFS6xhKx8Df368>of >> Shelby implementing Khan Academy in her classroom. >> >> You're receiving this because you are signed up as a Coach on Khan >> Academy. >> If we've made a mistake and you're a student, apologies - please click >> here> 6e59a9>to >> unsubscribe. If you'd simply prefer not to receive any more coach news >> or updates from me, click >> here> 6e59a9>. >> >> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Visiting Assistant Professor >> Department of Anthropology >> 883 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> http://byu.academia.edu/GregoryThompson > > > > > > From helenaworthen@gmail.com Tue Sep 3 18:23:16 2013 From: helenaworthen@gmail.com (Helena Worthen) Date: Tue, 03 Sep 2013 21:23:16 -0400 Subject: [Xmca-l] Re: =?iso-8859-1?q?Fwd=3A_Oscar_winner=B9s_film_features_Khan_Aca?= =?iso-8859-1?q?demy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: Message-ID: Hi -- Greg and others; this is curious. The video that my students were passing around was actually a cartoon, produced by Kahnacademy. It was about the Federal Reserve. While it began with a fairly reasonable explanation of what the Federal Reserve does, it shifted after a while into a kind of Elders of Zion-type conspiracy. I am trying to find it. It doesn't come up on google. What I am getting out of a search for "Kahn Academn" and "federal reserve' is a lot of lectures with graphs drawn in colored lines against black. Helena On 9/3/13 11:34 AM, "Greg Thompson" wrote: >See forward below for an interesting Khan Academy promo about a teacher >using Khan Academy to teach math in her classroom. >-greg > >---------- Forwarded message ---------- >From: Suney Park from Khan Academy >Date: Tue, Sep 3, 2013 at 4:00 AM >Subject: Oscar winner?s film features Khan Academy in the classroom this >Friday on CBS >To: greg.a.thompson@gmail.com > > > Hello! > >I?m so excited to share that one of our Khan Academy teachers and her >class >are being featured in the upcoming film, TEACH, by Academy Award-winning >filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >journey ahead of the premiere this Friday night: > >[image: Incredible teachers! Sneak preview of two-hour movie on CBS this >Friday >night]X4uYQFS6xhKx8Bf242> > >Watch the sneak >previewEX4uYQFS6xhKx8Ca986> > >The emotional two-hour special, hosted by Queen Latifah, explores >America?s >education system through the eyes of Shelby Harris, one of our star Khan >Academy educators, and three other inspirational public school teachers. > >Join me and millions of others in watching the premiere of the full >two-hour special this Friday on CBS at 8pm ET/PT. > >Warmly, >Suney Park >*Teacher-in-residence at Khan Academy* >*6th grade teacher at Eastside College Prep, CA* > >YrTwTowA205f> > >PO Box 1630, Mountain View, CA 94042 > >P.S. If you?re outside the US - don?t worry! - we?re working on getting >access to the film directly through our site sometime soon. In the >meantime, be sure to watch the 3-minute >video4uYQFS6xhKx8Df368>of >Shelby implementing Khan Academy in her classroom. > >You're receiving this because you are signed up as a Coach on Khan >Academy. >If we've made a mistake and you're a student, apologies - please click >here6e59a9>to >unsubscribe. If you'd simply prefer not to receive any more coach news >or updates from me, click >here6e59a9>. > > > > >-- >Gregory A. Thompson, Ph.D. >Visiting Assistant Professor >Department of Anthropology >883 Spencer W. Kimball Tower >Brigham Young University >Provo, UT 84602 >http://byu.academia.edu/GregoryThompson From helenaworthen@gmail.com Tue Sep 3 18:23:16 2013 From: helenaworthen@gmail.com (Helena Worthen) Date: Tue, 03 Sep 2013 21:23:16 -0400 Subject: [Xmca-l] Re: =?iso-8859-1?q?Fwd=3A_Oscar_winner=B9s_film_features_Khan_Aca?= =?iso-8859-1?q?demy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: Message-ID: Hi -- Greg and others; this is curious. The video that my students were passing around was actually a cartoon, produced by Kahnacademy. It was about the Federal Reserve. While it began with a fairly reasonable explanation of what the Federal Reserve does, it shifted after a while into a kind of Elders of Zion-type conspiracy. I am trying to find it. It doesn't come up on google. What I am getting out of a search for "Kahn Academn" and "federal reserve' is a lot of lectures with graphs drawn in colored lines against black. Helena On 9/3/13 11:34 AM, "Greg Thompson" wrote: >See forward below for an interesting Khan Academy promo about a teacher >using Khan Academy to teach math in her classroom. >-greg > >---------- Forwarded message ---------- >From: Suney Park from Khan Academy >Date: Tue, Sep 3, 2013 at 4:00 AM >Subject: Oscar winner?s film features Khan Academy in the classroom this >Friday on CBS >To: greg.a.thompson@gmail.com > > > Hello! > >I?m so excited to share that one of our Khan Academy teachers and her >class >are being featured in the upcoming film, TEACH, by Academy Award-winning >filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >journey ahead of the premiere this Friday night: > >[image: Incredible teachers! Sneak preview of two-hour movie on CBS this >Friday >night]X4uYQFS6xhKx8Bf242> > >Watch the sneak >previewEX4uYQFS6xhKx8Ca986> > >The emotional two-hour special, hosted by Queen Latifah, explores >America?s >education system through the eyes of Shelby Harris, one of our star Khan >Academy educators, and three other inspirational public school teachers. > >Join me and millions of others in watching the premiere of the full >two-hour special this Friday on CBS at 8pm ET/PT. > >Warmly, >Suney Park >*Teacher-in-residence at Khan Academy* >*6th grade teacher at Eastside College Prep, CA* > >YrTwTowA205f> > >PO Box 1630, Mountain View, CA 94042 > >P.S. If you?re outside the US - don?t worry! - we?re working on getting >access to the film directly through our site sometime soon. In the >meantime, be sure to watch the 3-minute >video4uYQFS6xhKx8Df368>of >Shelby implementing Khan Academy in her classroom. > >You're receiving this because you are signed up as a Coach on Khan >Academy. >If we've made a mistake and you're a student, apologies - please click >here6e59a9>to >unsubscribe. If you'd simply prefer not to receive any more coach news >or updates from me, click >here6e59a9>. > > > > >-- >Gregory A. Thompson, Ph.D. >Visiting Assistant Professor >Department of Anthropology >883 Spencer W. Kimball Tower >Brigham Young University >Provo, UT 84602 >http://byu.academia.edu/GregoryThompson From lpscholar2@gmail.com Wed Sep 4 06:04:36 2013 From: lpscholar2@gmail.com (Larry Purss) Date: Wed, 4 Sep 2013 06:04:36 -0700 Subject: [Xmca-l] Re: =?iso-8859-1?q?Fwd=3A_Oscar_winner=B9s_film_features_Khan_Aca?= =?iso-8859-1?q?demy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: References: Message-ID: Helena, This project has morphed into a large enterprise. The Gates foundation *seeded $30,000,000 dollars to *scale up* Khan Academy. They get millions [yes millions] of downloads every day. They track how successfully each lesson is and constantly update the sites. They are using the same kinds of information feedback loops to *improve* their product like Facebook, Google, or Microsoft. This model is very scalable, very quickly. All lessons are free open source. There are now schools that are modeling this *flipped classroom model* where the student watches the video at home, and comes to school to do *homework* and get assistance. This is a phenomena that is also being watched closely by governments. Definitely growing [scaling] and spreading. I'm sure we will be exploring what this *means* on this site? Larry On Tue, Sep 3, 2013 at 6:23 PM, Helena Worthen wrote: > Hi -- Greg and others; this is curious. The video that my students were > passing around was actually a cartoon, produced by Kahnacademy. It was > about the Federal Reserve. While it began with a fairly reasonable > explanation of what the Federal Reserve does, it shifted after a while > into a kind of Elders of Zion-type conspiracy. I am trying to find it. It > doesn't come up on google. What I am getting out of a search for "Kahn > Academn" and "federal reserve' is a lot of lectures with graphs drawn in > colored lines against black. > > Helena > > On 9/3/13 11:34 AM, "Greg Thompson" wrote: > > >See forward below for an interesting Khan Academy promo about a teacher > >using Khan Academy to teach math in her classroom. > >-greg > > > >---------- Forwarded message ---------- > >From: Suney Park from Khan Academy > >Date: Tue, Sep 3, 2013 at 4:00 AM > >Subject: Oscar winner?s film features Khan Academy in the classroom this > >Friday on CBS > >To: greg.a.thompson@gmail.com > > > > > > Hello! > > > >I?m so excited to share that one of our Khan Academy teachers and her > >class > >are being featured in the upcoming film, TEACH, by Academy Award-winning > >filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's > >journey ahead of the premiere this Friday night: > > > >[image: Incredible teachers! Sneak preview of two-hour movie on CBS this > >Friday > >night]< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/UiE > >X4uYQFS6xhKx8Bf242> > > > >Watch the sneak > >preview< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/Ui > >EX4uYQFS6xhKx8Ca986> > > > >The emotional two-hour special, hosted by Queen Latifah, explores > >America?s > >education system through the eyes of Shelby Harris, one of our star Khan > >Academy educators, and three other inspirational public school teachers. > > > >Join me and millions of others in watching the premiere of the full > >two-hour special this Friday on CBS at 8pm ET/PT. > > > >Warmly, > >Suney Park > >*Teacher-in-residence at Khan Academy* > >*6th grade teacher at Eastside College Prep, CA* > > > >< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/T2-TAcw-_ > >YrTwTowA205f> > > > >PO Box 1630, Mountain View, CA 94042 > > > >P.S. If you?re outside the US - don?t worry! - we?re working on getting > >access to the film directly through our site sometime soon. In the > >meantime, be sure to watch the 3-minute > >video< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/UiEX > >4uYQFS6xhKx8Df368>of > >Shelby implementing Khan Academy in her classroom. > > > >You're receiving this because you are signed up as a Coach on Khan > >Academy. > >If we've made a mistake and you're a student, apologies - please click > >here< > http://emails.khanacademy.org/oc/5201b7a8191b2a646d1cc68c14pax.1nw/1c > >6e59a9>to > >unsubscribe. If you'd simply prefer not to receive any more coach news > >or updates from me, click > >here< > http://emails.khanacademy.org/oc/5201b7a8191b2a646d1cc68c14pax.1nw/1c > >6e59a9>. > > > > > > > > > >-- > >Gregory A. Thompson, Ph.D. > >Visiting Assistant Professor > >Department of Anthropology > >883 Spencer W. Kimball Tower > >Brigham Young University > >Provo, UT 84602 > >http://byu.academia.edu/GregoryThompson > > > > From lpscholar2@gmail.com Wed Sep 4 06:16:27 2013 From: lpscholar2@gmail.com (Larry Purss) Date: Wed, 4 Sep 2013 06:16:27 -0700 Subject: [Xmca-l] Re: =?iso-8859-1?q?Fwd=3A_Oscar_winner=B9s_film_features_Khan_Aca?= =?iso-8859-1?q?demy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: References: Message-ID: A quick question on this month's article for discussion. I would like to get a copy of Jennifer's article ASAP because school has just reopened and the two topics of *social emotional learning* & *self-regulation* are flooding classrooms. I want to engage the 33 counselors working in Vancouver's elementary schools to critically examine this emerging new initiative which is dominating the airwaves. This week we all gather together to start the year. Vancouver School District has a department called *The SocialEmotional Learning Team. For others interested in this topic Jack Martin at SFU has a book out ON educating *selves* looking at the discourse of *educational psychology* since 1950. Chapters on self-concept, self-esteem, and self-regulation. Developing what he calls the triple *e* student. [self expressive, self enterprising, and self entitled]. *self-regulation* the new wave washing the shores of educational psychology. Larry On Wed, Sep 4, 2013 at 6:04 AM, Larry Purss wrote: > Helena, > This project has morphed into a large enterprise. The Gates foundation > *seeded $30,000,000 dollars to *scale up* Khan Academy. > They get millions [yes millions] of downloads every day. They track how > successfully each lesson is and constantly update the sites. They are using > the same kinds of information feedback loops to *improve* their product > like Facebook, Google, or Microsoft. This model is very scalable, very > quickly. > All lessons are free open source. There are now schools that are modeling > this *flipped classroom model* where the student watches the video at home, > and comes to school to do *homework* and get assistance. > This is a phenomena that is also being watched closely by governments. > > Definitely growing [scaling] and spreading. I'm sure we will be exploring > what this *means* on this site? > > Larry > > > On Tue, Sep 3, 2013 at 6:23 PM, Helena Worthen wrote: > >> Hi -- Greg and others; this is curious. The video that my students were >> passing around was actually a cartoon, produced by Kahnacademy. It was >> about the Federal Reserve. While it began with a fairly reasonable >> explanation of what the Federal Reserve does, it shifted after a while >> into a kind of Elders of Zion-type conspiracy. I am trying to find it. It >> doesn't come up on google. What I am getting out of a search for "Kahn >> Academn" and "federal reserve' is a lot of lectures with graphs drawn in >> colored lines against black. >> >> Helena >> >> On 9/3/13 11:34 AM, "Greg Thompson" wrote: >> >> >See forward below for an interesting Khan Academy promo about a teacher >> >using Khan Academy to teach math in her classroom. >> >-greg >> > >> >---------- Forwarded message ---------- >> >From: Suney Park from Khan Academy >> >Date: Tue, Sep 3, 2013 at 4:00 AM >> >Subject: Oscar winner?s film features Khan Academy in the classroom this >> >Friday on CBS >> >To: greg.a.thompson@gmail.com >> > >> > >> > Hello! >> > >> >I?m so excited to share that one of our Khan Academy teachers and her >> >class >> >are being featured in the upcoming film, TEACH, by Academy Award-winning >> >filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >> >journey ahead of the premiere this Friday night: >> > >> >[image: Incredible teachers! Sneak preview of two-hour movie on CBS this >> >Friday >> >night]< >> http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/UiE >> >X4uYQFS6xhKx8Bf242> >> > >> >Watch the sneak >> >preview< >> http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/Ui >> >EX4uYQFS6xhKx8Ca986> >> > >> >The emotional two-hour special, hosted by Queen Latifah, explores >> >America?s >> >education system through the eyes of Shelby Harris, one of our star Khan >> >Academy educators, and three other inspirational public school teachers. >> > >> >Join me and millions of others in watching the premiere of the full >> >two-hour special this Friday on CBS at 8pm ET/PT. >> > >> >Warmly, >> >Suney Park >> >*Teacher-in-residence at Khan Academy* >> >*6th grade teacher at Eastside College Prep, CA* >> > >> >< >> http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/T2-TAcw-_ >> >YrTwTowA205f> >> > >> >PO Box 1630, Mountain View, CA 94042 >> > >> >P.S. If you?re outside the US - don?t worry! - we?re working on getting >> >access to the film directly through our site sometime soon. In the >> >meantime, be sure to watch the 3-minute >> >video< >> http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/UiEX >> >4uYQFS6xhKx8Df368>of >> >Shelby implementing Khan Academy in her classroom. >> > >> >You're receiving this because you are signed up as a Coach on Khan >> >Academy. >> >If we've made a mistake and you're a student, apologies - please click >> >here< >> http://emails.khanacademy.org/oc/5201b7a8191b2a646d1cc68c14pax.1nw/1c >> >6e59a9>to >> >unsubscribe. If you'd simply prefer not to receive any more coach news >> >or updates from me, click >> >here< >> http://emails.khanacademy.org/oc/5201b7a8191b2a646d1cc68c14pax.1nw/1c >> >6e59a9>. >> > >> > >> > >> > >> >-- >> >Gregory A. Thompson, Ph.D. >> >Visiting Assistant Professor >> >Department of Anthropology >> >883 Spencer W. Kimball Tower >> >Brigham Young University >> >Provo, UT 84602 >> >http://byu.academia.edu/GregoryThompson >> >> >> >> > From greg.a.thompson@gmail.com Wed Sep 4 07:44:31 2013 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Wed, 4 Sep 2013 08:44:31 -0600 Subject: [Xmca-l] Re: =?iso-8859-1?q?Fwd=3A_Oscar_winner=B9s_film_features_Khan_Aca?= =?iso-8859-1?q?demy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: References: Message-ID: Helena, I would be very surprised if it were somehow connected to Sal Khan and the Khan Academy. But it sounds worth investigating. Please do let me know if you are able to find the original video. -greg On Tue, Sep 3, 2013 at 7:23 PM, Helena Worthen wrote: > Hi -- Greg and others; this is curious. The video that my students were > passing around was actually a cartoon, produced by Kahnacademy. It was > about the Federal Reserve. While it began with a fairly reasonable > explanation of what the Federal Reserve does, it shifted after a while > into a kind of Elders of Zion-type conspiracy. I am trying to find it. It > doesn't come up on google. What I am getting out of a search for "Kahn > Academn" and "federal reserve' is a lot of lectures with graphs drawn in > colored lines against black. > > Helena > > On 9/3/13 11:34 AM, "Greg Thompson" wrote: > > >See forward below for an interesting Khan Academy promo about a teacher > >using Khan Academy to teach math in her classroom. > >-greg > > > >---------- Forwarded message ---------- > >From: Suney Park from Khan Academy > >Date: Tue, Sep 3, 2013 at 4:00 AM > >Subject: Oscar winner?s film features Khan Academy in the classroom this > >Friday on CBS > >To: greg.a.thompson@gmail.com > > > > > > Hello! > > > >I?m so excited to share that one of our Khan Academy teachers and her > >class > >are being featured in the upcoming film, TEACH, by Academy Award-winning > >filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's > >journey ahead of the premiere this Friday night: > > > >[image: Incredible teachers! Sneak preview of two-hour movie on CBS this > >Friday > >night]< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/UiE > >X4uYQFS6xhKx8Bf242> > > > >Watch the sneak > >preview< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/Ui > >EX4uYQFS6xhKx8Ca986> > > > >The emotional two-hour special, hosted by Queen Latifah, explores > >America?s > >education system through the eyes of Shelby Harris, one of our star Khan > >Academy educators, and three other inspirational public school teachers. > > > >Join me and millions of others in watching the premiere of the full > >two-hour special this Friday on CBS at 8pm ET/PT. > > > >Warmly, > >Suney Park > >*Teacher-in-residence at Khan Academy* > >*6th grade teacher at Eastside College Prep, CA* > > > >< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/T2-TAcw-_ > >YrTwTowA205f> > > > >PO Box 1630, Mountain View, CA 94042 > > > >P.S. If you?re outside the US - don?t worry! - we?re working on getting > >access to the film directly through our site sometime soon. In the > >meantime, be sure to watch the 3-minute > >video< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/UiEX > >4uYQFS6xhKx8Df368>of > >Shelby implementing Khan Academy in her classroom. > > > >You're receiving this because you are signed up as a Coach on Khan > >Academy. > >If we've made a mistake and you're a student, apologies - please click > >here< > http://emails.khanacademy.org/oc/5201b7a8191b2a646d1cc68c14pax.1nw/1c > >6e59a9>to > >unsubscribe. If you'd simply prefer not to receive any more coach news > >or updates from me, click > >here< > http://emails.khanacademy.org/oc/5201b7a8191b2a646d1cc68c14pax.1nw/1c > >6e59a9>. > > > > > > > > > >-- > >Gregory A. Thompson, Ph.D. > >Visiting Assistant Professor > >Department of Anthropology > >883 Spencer W. Kimball Tower > >Brigham Young University > >Provo, UT 84602 > >http://byu.academia.edu/GregoryThompson > > > -- Gregory A. Thompson, Ph.D. Visiting Assistant Professor Department of Anthropology 883 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From greg.a.thompson@gmail.com Wed Sep 4 07:44:31 2013 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Wed, 4 Sep 2013 08:44:31 -0600 Subject: [Xmca-l] Re: =?iso-8859-1?q?Fwd=3A_Oscar_winner=B9s_film_features_Khan_Aca?= =?iso-8859-1?q?demy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: References: Message-ID: Helena, I would be very surprised if it were somehow connected to Sal Khan and the Khan Academy. But it sounds worth investigating. Please do let me know if you are able to find the original video. -greg On Tue, Sep 3, 2013 at 7:23 PM, Helena Worthen wrote: > Hi -- Greg and others; this is curious. The video that my students were > passing around was actually a cartoon, produced by Kahnacademy. It was > about the Federal Reserve. While it began with a fairly reasonable > explanation of what the Federal Reserve does, it shifted after a while > into a kind of Elders of Zion-type conspiracy. I am trying to find it. It > doesn't come up on google. What I am getting out of a search for "Kahn > Academn" and "federal reserve' is a lot of lectures with graphs drawn in > colored lines against black. > > Helena > > On 9/3/13 11:34 AM, "Greg Thompson" wrote: > > >See forward below for an interesting Khan Academy promo about a teacher > >using Khan Academy to teach math in her classroom. > >-greg > > > >---------- Forwarded message ---------- > >From: Suney Park from Khan Academy > >Date: Tue, Sep 3, 2013 at 4:00 AM > >Subject: Oscar winner?s film features Khan Academy in the classroom this > >Friday on CBS > >To: greg.a.thompson@gmail.com > > > > > > Hello! > > > >I?m so excited to share that one of our Khan Academy teachers and her > >class > >are being featured in the upcoming film, TEACH, by Academy Award-winning > >filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's > >journey ahead of the premiere this Friday night: > > > >[image: Incredible teachers! Sneak preview of two-hour movie on CBS this > >Friday > >night]< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/UiE > >X4uYQFS6xhKx8Bf242> > > > >Watch the sneak > >preview< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/Ui > >EX4uYQFS6xhKx8Ca986> > > > >The emotional two-hour special, hosted by Queen Latifah, explores > >America?s > >education system through the eyes of Shelby Harris, one of our star Khan > >Academy educators, and three other inspirational public school teachers. > > > >Join me and millions of others in watching the premiere of the full > >two-hour special this Friday on CBS at 8pm ET/PT. > > > >Warmly, > >Suney Park > >*Teacher-in-residence at Khan Academy* > >*6th grade teacher at Eastside College Prep, CA* > > > >< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/T2-TAcw-_ > >YrTwTowA205f> > > > >PO Box 1630, Mountain View, CA 94042 > > > >P.S. If you?re outside the US - don?t worry! - we?re working on getting > >access to the film directly through our site sometime soon. In the > >meantime, be sure to watch the 3-minute > >video< > http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/UiEX > >4uYQFS6xhKx8Df368>of > >Shelby implementing Khan Academy in her classroom. > > > >You're receiving this because you are signed up as a Coach on Khan > >Academy. > >If we've made a mistake and you're a student, apologies - please click > >here< > http://emails.khanacademy.org/oc/5201b7a8191b2a646d1cc68c14pax.1nw/1c > >6e59a9>to > >unsubscribe. If you'd simply prefer not to receive any more coach news > >or updates from me, click > >here< > http://emails.khanacademy.org/oc/5201b7a8191b2a646d1cc68c14pax.1nw/1c > >6e59a9>. > > > > > > > > > >-- > >Gregory A. Thompson, Ph.D. > >Visiting Assistant Professor > >Department of Anthropology > >883 Spencer W. Kimball Tower > >Brigham Young University > >Provo, UT 84602 > >http://byu.academia.edu/GregoryThompson > > > -- Gregory A. Thompson, Ph.D. Visiting Assistant Professor Department of Anthropology 883 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From s.franklin@dsl.pipex.com Wed Sep 4 08:25:56 2013 From: s.franklin@dsl.pipex.com (Shirley Franklin) Date: Wed, 4 Sep 2013 16:25:56 +0100 Subject: [Xmca-l] Fwd: Text Dependent Questions, Close Reading, Thematic Units and the CCSS References: <1114767116588.1100820676897.30565.4.32111073@scheduler.constantcontact.com> Message-ID: <0B03F159-28CC-4285-9C88-3B04B3BF3097@dsl.pipex.com> Some of this may be useful to those interested in reading processes. Shirley Begin forwarded message: > From: The Center for Development and Learning > Date: 4 September 2013 16:17:48 BDT > To: s.franklin@dsl.pipex.com > Subject: Text Dependent Questions, Close Reading, Thematic Units > and the CCSS > Reply-To: learn@cdl.org > > > > > > September 3, 2013 > Featured Products > > Visible Learning for Teachers > > Explicit Instruction > > Cultures Built to Last > > In the three brief articles below, Tim Shanahan responds to > questions from teachers about the CCSS and text dependent > questions, close reading and thematic Units. The first article, > posits that text dependency is too low a standard. The second > addresses using multi-texts in close reading. The third debates the > use of thematic units. > > Text Dependency is > Too Low a Standard > by Tim Shanahan > > To Multi-Text Or Not to > Multi-Text in Close Reading > by Tim Shanahan > > To Theme or Not to Theme, > That is the Question > by Tim Shanahan > Path to the Common Core: > Direct, Explicit Instruction and Engagement > > > Anita Archer > September 23 - 24, 2013 > Sheraton Hotel > New Orleans, LA > Get ready: scientifically research-based practices for designing > lessons, delivering instruction, and providing appropriate practice > will be explicitly taught, demonstrated and practiced throughout > the two-day session. > > In this two-day session, Anita Archer, co-author of Explicit > Instruction: Effective and Efficient Teaching, will review the past > 30 years of research on explicit instruction and show how the major > findings can be translated into daily practice in implementing the > Common Core State Standards. Click here for more information. > > www.cdl.org > The Center for Development and Learning > One Galleria Blvd., Suite 903 > Metairie, Louisiana 70001 > 504-840-9786 > > Forward this email > > This email was sent to s.franklin@dsl.pipex.com by learn@cdl.org | > Update Profile/Email Address | Instant removal with > SafeUnsubscribe? | Privacy Policy. > The Center for Development and Learning | One Galleria Blvd. | > Suite 903 | Metairie | LA | 70001 From anaguenthner@gmail.com Wed Sep 4 10:53:34 2013 From: anaguenthner@gmail.com (Ana) Date: Wed, 4 Sep 2013 10:53:34 -0700 Subject: [Xmca-l] Re: =?utf-8?q?Fwd=3A_Oscar_winner=C2=B9s_film_features_Khan_Acade?= =?utf-8?q?my_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: References: Message-ID: <2BD47560-3D5B-4847-BA14-927EE0A0049D@gmail.com> Hi Helena, It's Salman Khan, TED Talk 2011 http://youtu.be/gM95HHI4gLk Cheers. On Sep 4, 2013, at 6:04 AM, Larry Purss wrote: > Helena, > This project has morphed into a large enterprise. The Gates foundation > *seeded $30,000,000 dollars to *scale up* Khan Academy. > They get millions [yes millions] of downloads every day. They track how > successfully each lesson is and constantly update the sites. They are using > the same kinds of information feedback loops to *improve* their product > like Facebook, Google, or Microsoft. This model is very scalable, very > quickly. > All lessons are free open source. There are now schools that are modeling > this *flipped classroom model* where the student watches the video at home, > and comes to school to do *homework* and get assistance. > This is a phenomena that is also being watched closely by governments. > > Definitely growing [scaling] and spreading. I'm sure we will be exploring > what this *means* on this site? > > Larry > > > On Tue, Sep 3, 2013 at 6:23 PM, Helena Worthen wrote: > >> Hi -- Greg and others; this is curious. The video that my students were >> passing around was actually a cartoon, produced by Kahnacademy. It was >> about the Federal Reserve. While it began with a fairly reasonable >> explanation of what the Federal Reserve does, it shifted after a while >> into a kind of Elders of Zion-type conspiracy. I am trying to find it. It >> doesn't come up on google. What I am getting out of a search for "Kahn >> Academn" and "federal reserve' is a lot of lectures with graphs drawn in >> colored lines against black. >> >> Helena >> >> On 9/3/13 11:34 AM, "Greg Thompson" wrote: >> >>> See forward below for an interesting Khan Academy promo about a teacher >>> using Khan Academy to teach math in her classroom. >>> -greg >>> >>> ---------- Forwarded message ---------- >>> From: Suney Park from Khan Academy >>> Date: Tue, Sep 3, 2013 at 4:00 AM >>> Subject: Oscar winner?s film features Khan Academy in the classroom this >>> Friday on CBS >>> To: greg.a.thompson@gmail.com >>> >>> >>> Hello! >>> >>> I?m so excited to share that one of our Khan Academy teachers and her >>> class >>> are being featured in the upcoming film, TEACH, by Academy Award-winning >>> filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >>> journey ahead of the premiere this Friday night: >>> >>> [image: Incredible teachers! Sneak preview of two-hour movie on CBS this >>> Friday >>> night]< >> http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/UiE >>> X4uYQFS6xhKx8Bf242> >>> >>> Watch the sneak >>> preview< >> http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/Ui >>> EX4uYQFS6xhKx8Ca986> >>> >>> The emotional two-hour special, hosted by Queen Latifah, explores >>> America?s >>> education system through the eyes of Shelby Harris, one of our star Khan >>> Academy educators, and three other inspirational public school teachers. >>> >>> Join me and millions of others in watching the premiere of the full >>> two-hour special this Friday on CBS at 8pm ET/PT. >>> >>> Warmly, >>> Suney Park >>> *Teacher-in-residence at Khan Academy* >>> *6th grade teacher at Eastside College Prep, CA* >>> >>> < >> http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/T2-TAcw-_ >>> YrTwTowA205f> >>> >>> PO Box 1630, Mountain View, CA 94042 >>> >>> P.S. If you?re outside the US - don?t worry! - we?re working on getting >>> access to the film directly through our site sometime soon. In the >>> meantime, be sure to watch the 3-minute >>> video< >> http://emails.khanacademy.org/5201b7a8191b2a646d1cc68c14pax.1nw/UiEX >>> 4uYQFS6xhKx8Df368>of >>> Shelby implementing Khan Academy in her classroom. >>> >>> You're receiving this because you are signed up as a Coach on Khan >>> Academy. >>> If we've made a mistake and you're a student, apologies - please click >>> here< >> http://emails.khanacademy.org/oc/5201b7a8191b2a646d1cc68c14pax.1nw/1c >>> 6e59a9>to >>> unsubscribe. If you'd simply prefer not to receive any more coach news >>> or updates from me, click >>> here< >> http://emails.khanacademy.org/oc/5201b7a8191b2a646d1cc68c14pax.1nw/1c >>> 6e59a9>. >>> >>> >>> >>> >>> -- >>> Gregory A. Thompson, Ph.D. >>> Visiting Assistant Professor >>> Department of Anthropology >>> 883 Spencer W. Kimball Tower >>> Brigham Young University >>> Provo, UT 84602 >>> http://byu.academia.edu/GregoryThompson >> >> >> >> From anaguenthner@gmail.com Wed Sep 4 12:20:22 2013 From: anaguenthner@gmail.com (Ana) Date: Wed, 4 Sep 2013 12:20:22 -0700 Subject: [Xmca-l] Re: =?utf-8?q?Fwd=3A_Oscar_winner=C2=B9s_film_features_Khan_Acade?= =?utf-8?q?my_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: References: Message-ID: <7DE48B8B-64BA-499C-A6E0-79975B6C1B9E@gmail.com> > Hi Helena, > > It's Salman Khan, TED Talk 2011 > http://youtu.be/gM95HHI4gLk > Cheers. On Sep 3, 2013, at 6:23 PM, Helena Worthen wrote: > Hi -- Greg and others; this is curious. The video that my students were > passing around was actually a cartoon, produced by Kahnacademy. It was > about the Federal Reserve. While it began with a fairly reasonable > explanation of what the Federal Reserve does, it shifted after a while > into a kind of Elders of Zion-type conspiracy. I am trying to find it. It > doesn't come up on google. What I am getting out of a search for "Kahn > Academn" and "federal reserve' is a lot of lectures with graphs drawn in > colored lines against black. > > Helena > > On 9/3/13 11:34 AM, "Greg Thompson" wrote: > >> See forward below for an interesting Khan Academy promo about a teacher >> using Khan Academy to teach math in her classroom. >> -greg >> >> ---------- Forwarded message ---------- >> From: Suney Park from Khan Academy >> Date: Tue, Sep 3, 2013 at 4:00 AM >> Subject: Oscar winner?s film features Khan Academy in the classroom this >> Friday on CBS >> To: greg.a.thompson@gmail.com >> >> >> Hello! >> >> I?m so excited to share that one of our Khan Academy teachers and her >> class >> are being featured in the upcoming film, TEACH, by Academy Award-winning >> filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >> journey ahead of the premiere this Friday night: >> >> [image: Incredible teachers! Sneak preview of two-hour movie on CBS this >> Friday >> night]> X4uYQFS6xhKx8Bf242> >> >> Watch the sneak >> preview> EX4uYQFS6xhKx8Ca986> >> >> The emotional two-hour special, hosted by Queen Latifah, explores >> America?s >> education system through the eyes of Shelby Harris, one of our star Khan >> Academy educators, and three other inspirational public school teachers. >> >> Join me and millions of others in watching the premiere of the full >> two-hour special this Friday on CBS at 8pm ET/PT. >> >> Warmly, >> Suney Park >> *Teacher-in-residence at Khan Academy* >> *6th grade teacher at Eastside College Prep, CA* >> >> > YrTwTowA205f> >> >> PO Box 1630, Mountain View, CA 94042 >> >> P.S. If you?re outside the US - don?t worry! - we?re working on getting >> access to the film directly through our site sometime soon. In the >> meantime, be sure to watch the 3-minute >> video> 4uYQFS6xhKx8Df368>of >> Shelby implementing Khan Academy in her classroom. >> >> You're receiving this because you are signed up as a Coach on Khan >> Academy. >> If we've made a mistake and you're a student, apologies - please click >> here> 6e59a9>to >> unsubscribe. If you'd simply prefer not to receive any more coach news >> or updates from me, click >> here> 6e59a9>. >> >> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Visiting Assistant Professor >> Department of Anthropology >> 883 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> http://byu.academia.edu/GregoryThompson > > > From anaguenthner@gmail.com Wed Sep 4 12:20:22 2013 From: anaguenthner@gmail.com (Ana) Date: Wed, 4 Sep 2013 12:20:22 -0700 Subject: [Xmca-l] Re: =?utf-8?q?Fwd=3A_Oscar_winner=C2=B9s_film_features_Khan_Acade?= =?utf-8?q?my_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: References: Message-ID: <7DE48B8B-64BA-499C-A6E0-79975B6C1B9E@gmail.com> > Hi Helena, > > It's Salman Khan, TED Talk 2011 > http://youtu.be/gM95HHI4gLk > Cheers. On Sep 3, 2013, at 6:23 PM, Helena Worthen wrote: > Hi -- Greg and others; this is curious. The video that my students were > passing around was actually a cartoon, produced by Kahnacademy. It was > about the Federal Reserve. While it began with a fairly reasonable > explanation of what the Federal Reserve does, it shifted after a while > into a kind of Elders of Zion-type conspiracy. I am trying to find it. It > doesn't come up on google. What I am getting out of a search for "Kahn > Academn" and "federal reserve' is a lot of lectures with graphs drawn in > colored lines against black. > > Helena > > On 9/3/13 11:34 AM, "Greg Thompson" wrote: > >> See forward below for an interesting Khan Academy promo about a teacher >> using Khan Academy to teach math in her classroom. >> -greg >> >> ---------- Forwarded message ---------- >> From: Suney Park from Khan Academy >> Date: Tue, Sep 3, 2013 at 4:00 AM >> Subject: Oscar winner?s film features Khan Academy in the classroom this >> Friday on CBS >> To: greg.a.thompson@gmail.com >> >> >> Hello! >> >> I?m so excited to share that one of our Khan Academy teachers and her >> class >> are being featured in the upcoming film, TEACH, by Academy Award-winning >> filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of Shelby's >> journey ahead of the premiere this Friday night: >> >> [image: Incredible teachers! Sneak preview of two-hour movie on CBS this >> Friday >> night]> X4uYQFS6xhKx8Bf242> >> >> Watch the sneak >> preview> EX4uYQFS6xhKx8Ca986> >> >> The emotional two-hour special, hosted by Queen Latifah, explores >> America?s >> education system through the eyes of Shelby Harris, one of our star Khan >> Academy educators, and three other inspirational public school teachers. >> >> Join me and millions of others in watching the premiere of the full >> two-hour special this Friday on CBS at 8pm ET/PT. >> >> Warmly, >> Suney Park >> *Teacher-in-residence at Khan Academy* >> *6th grade teacher at Eastside College Prep, CA* >> >> > YrTwTowA205f> >> >> PO Box 1630, Mountain View, CA 94042 >> >> P.S. If you?re outside the US - don?t worry! - we?re working on getting >> access to the film directly through our site sometime soon. In the >> meantime, be sure to watch the 3-minute >> video> 4uYQFS6xhKx8Df368>of >> Shelby implementing Khan Academy in her classroom. >> >> You're receiving this because you are signed up as a Coach on Khan >> Academy. >> If we've made a mistake and you're a student, apologies - please click >> here> 6e59a9>to >> unsubscribe. If you'd simply prefer not to receive any more coach news >> or updates from me, click >> here> 6e59a9>. >> >> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Visiting Assistant Professor >> Department of Anthropology >> 883 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> http://byu.academia.edu/GregoryThompson > > > From helenaworthen@gmail.com Wed Sep 4 12:55:10 2013 From: helenaworthen@gmail.com (Helena Worthen) Date: Wed, 04 Sep 2013 15:55:10 -0400 Subject: [Xmca-l] Re: =?euc-kr?q?Fwd=3A_Oscar_winner=A9=F6s_film_features_Khan_Acad?= =?euc-kr?q?emy_in_the_classroom_this_Friday_on_CBS?= In-Reply-To: <7DE48B8B-64BA-499C-A6E0-79975B6C1B9E@gmail.com> Message-ID: This is not the one I remember. I'll keep looking. Thanks --Helena On 9/4/13 3:20 PM, "Ana" wrote: >> Hi Helena, >> >> It's Salman Khan, TED Talk 2011 >> http://youtu.be/gM95HHI4gLk > >> Cheers. > > >On Sep 3, 2013, at 6:23 PM, Helena Worthen >wrote: > >> Hi -- Greg and others; this is curious. The video that my students were >> passing around was actually a cartoon, produced by Kahnacademy. It was >> about the Federal Reserve. While it began with a fairly reasonable >> explanation of what the Federal Reserve does, it shifted after a while >> into a kind of Elders of Zion-type conspiracy. I am trying to find it. >>It >> doesn't come up on google. What I am getting out of a search for "Kahn >> Academn" and "federal reserve' is a lot of lectures with graphs drawn in >> colored lines against black. >> >> Helena >> >> On 9/3/13 11:34 AM, "Greg Thompson" wrote: >> >>> See forward below for an interesting Khan Academy promo about a teacher >>> using Khan Academy to teach math in her classroom. >>> -greg >>> >>> ---------- Forwarded message ---------- >>> From: Suney Park from Khan Academy >>> Date: Tue, Sep 3, 2013 at 4:00 AM >>> Subject: Oscar winner?s film features Khan Academy in the classroom >>>this >>> Friday on CBS >>> To: greg.a.thompson@gmail.com >>> >>> >>> Hello! >>> >>> I?m so excited to share that one of our Khan Academy teachers and her >>> class >>> are being featured in the upcoming film, TEACH, by Academy >>>Award-winning >>> filmmaker Davis Guggenheim. Watch this 3-minute sneak preview of >>>Shelby's >>> journey ahead of the premiere this Friday night: >>> >>> [image: Incredible teachers! Sneak preview of two-hour movie on CBS >>>this >>> Friday >>> >>>night]>>iE >>> X4uYQFS6xhKx8Bf242> >>> >>> Watch the sneak >>> >>>preview>>Ui >>> EX4uYQFS6xhKx8Ca986> >>> >>> The emotional two-hour special, hosted by Queen Latifah, explores >>> America?s >>> education system through the eyes of Shelby Harris, one of our star >>>Khan >>> Academy educators, and three other inspirational public school >>>teachers. >>> >>> Join me and millions of others in watching the premiere of the full >>> two-hour special this Friday on CBS at 8pm ET/PT. >>> >>> Warmly, >>> Suney Park >>> *Teacher-in-residence at Khan Academy* >>> *6th grade teacher at Eastside College Prep, CA* >>> >>> >>>>>-_ >>> YrTwTowA205f> >>> >>> PO Box 1630, Mountain View, CA 94042 >>> >>> P.S. If you?re outside the US - don?t worry! - we?re working on getting >>> access to the film directly through our site sometime soon. In the >>> meantime, be sure to watch the 3-minute >>> >>>video>>EX >>> 4uYQFS6xhKx8Df368>of >>> Shelby implementing Khan Academy in her classroom. >>> >>> You're receiving this because you are signed up as a Coach on Khan >>> Academy. >>> If we've made a mistake and you're a student, apologies - please click >>> >>>here>>1c >>> 6e59a9>to >>> unsubscribe. If you'd simply prefer not to receive any more coach news >>> or updates from me, click >>> >>>here>>1c >>> 6e59a9>. >>> >>> >>> >>> >>> -- >>> Gregory A. Thompson, Ph.D. >>> Visiting Assistant Professor >>> Department of Anthropology >>> 883 Spencer W. Kimball Tower >>> Brigham Young University >>> Provo, UT 84602 >>> http://byu.academia.edu/GregoryThompson >> >> >> > From lchcmike@gmail.com Wed Sep 4 13:55:51 2013 From: lchcmike@gmail.com (mike cole) Date: Wed, 4 Sep 2013 13:55:51 -0700 Subject: [Xmca-l] PDF of article for posting Message-ID: Sorry to say that UCSD has stopped taking T&F journals! Can't blame them, but it means we will have to wait for them to post the article. I will let you know when I know. mike From smago@uga.edu Thu Sep 5 05:34:17 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Thu, 5 Sep 2013 12:34:17 +0000 Subject: [Xmca-l] FW: position announcement In-Reply-To: References: Message-ID: On behalf of the Qualitative Research Program at UGA, please distribute widely! You can also find it at this link: http://www.coe.uga.edu/faculty-and-finance/files/2010/08/LEAP_Position_announcement_QUAL_Methods_8_22_13-kd.pdf POSITION ANNOUNCEMENT Tenure-Track Position in Qualitative Research Methods Department of Lifelong Education, Administration, and Policy College of Education The University of Georgia The Qualitative Research program at the University of Georgia is pleased to announce an open rank tenure-track position to be filled at the rank of Assistant, Associate or Full Professor, commensurate with qualifications and scholarly record. Typically, within the open-rank classification, candidates with no prior work experience following the earning of a doctorate would be hired at the assistant professor rank; candidates with a minimum of 6 years of work experience after earning a doctorate would be considered for the associate professor rank; and candidates with a minimum of 10 years of work experience after earning a doctorate would be considered for the full professor rank. The area of qualitative methods specialization for the candidate's research and teaching assignment is open. The ideal candidate will be well prepared in the broad range of theoretical frameworks for qualitative inquiry, have sound knowledge of the history and variety of qualitative research methodologies, as well as expertise in a methodological area that would complement the range of existing faculty areas of expertise. Qualifications include an earned doctorate at the time of employment with a specialization in Qualitative Methods or a closely related field, and a strong record of scholarly research in an area relevant to the Qualitative Research program. Depending on rank, the successful applicant will be expected to provide senior leadership in the Qualitative Research program, and contribute to the development and delivery of blended coursework for on-campus courses, as well as a fully online version of the existing Graduate Certificate in Interdisciplinary Qualitative Studies. The successful applicant will maintain an active research program, demonstrate effectiveness in teaching, and advise and mentor students in the newly approved Ph.D. degree in Research and Evaluation Methodologies (jointly administered with the Quantitative Research program), as well serve as methodologist on committees throughout the university. The candidate will also actively seek external funding and participate in faculty governance. This position requires teaching the equivalent of two graduate-level courses per semester in the program. Compensation is competitive with excellent benefits. The University of Georgia, a land-grant/sea-grant university is the largest and most comprehensive educational institution in Georgia. The University enrolls 35,000 students and is located in the rolling hills of northeast Georgia. Athens is approximately one hour from metropolitan Atlanta and also within easy access to coast areas and the scenic Georgia, North Carolina, and Tennessee mountains. The Athens community has a rich culture that coexists with the university creating a vibrant art and music scene and stimulating intellectual environment (www.visitathensga.com). For more information about the program, the department, and the University of Georgia, please see our website at http://www.coe.uga.edu/leap and related links. Review of applications will begin October 15, 2013. Complete applications received by that date will be assured consideration. Applicants should submit: (1) a letter of interest that addresses qualifications in the areas detailed above; (2) a current curriculum vita; (3) copies of three published research articles; and (4) the names and contact information of three professional references. We prefer electronic applications submitted to Ms. LaFarrah Smith at fdsmith@uga.edu Applications may also be sent to Ms. LaFarrah Smith, 416A River's Crossing, 850 College Station Road, The University of Georgia, Athens, GA 30602. Address all inquiries to the Dr. Kathryn Roulston, search committee chair, at roulston@uga.edu. Anticipated start date is August 2014. The University of Georgia is an Affirmative Action, Equal Opportunity institution. Georgia is an Open Records state. Persons who need reasonable accommodations under the Americans with Disabilities Act in order to participate in the search process should notify the search chair. From lchcmike@gmail.com Thu Sep 5 07:29:08 2013 From: lchcmike@gmail.com (mike cole) Date: Thu, 5 Sep 2013 07:29:08 -0700 Subject: [Xmca-l] Re: position announcement In-Reply-To: References: Message-ID: On Wed, Sep 4, 2013 at 7:47 PM, Melissa Freeman wrote: > On behalf of the Qualitative Research Program at the University of > Georgia:**** > > * * > > *POSITION ANNOUNCEMENT* > > *Tenure-Track Position in Qualitative Research Methods* > > *Department of Lifelong Education, Administration, and Policy* > > *College of Education* > > *The University of Georgia* > > ** ** > > The Qualitative Research program at the University of Georgia is pleased > to announce an open rank tenure-track position to be filled at the rank of > Assistant, Associate or Full Professor, commensurate with qualifications > and scholarly record. Typically, within the open?rank classification, > candidates with no prior work experience following the earning of a > doctorate would be hired at the assistant professor rank; candidates with a > minimum of 6 years of work experience after earning a doctorate would be > considered for the associate professor rank; and candidates with a minimum > of 10 years of work experience after earning a doctorate would be > considered for the full professor rank. The area of qualitative methods > specialization for the candidate?s research and teaching assignment is > open. The ideal candidate will be well prepared in the broad range of > theoretical frameworks for qualitative inquiry, have sound knowledge of the > history and variety of qualitative research methodologies, as well as > expertise in a methodological area that would complement the range of > existing faculty areas of expertise.**** > > ** ** > > Qualifications include an earned doctorate at the time of employment with > a specialization in Qualitative Methods or a closely related field, and a > strong record of scholarly research in an area relevant to the Qualitative > Research program. Depending on rank, the successful applicant will be > expected to provide senior leadership in the Qualitative Research program, > and contribute to the development and delivery of blended coursework for > on-campus courses, as well as a fully online version of the existing > Graduate Certificate in Interdisciplinary Qualitative Studies. The > successful applicant will maintain an active research program, demonstrate > effectiveness in teaching, and advise and mentor students in the newly > approved Ph.D. degree in Research and Evaluation Methodologies (jointly > administered with the Quantitative Research program), as well serve as > methodologist on committees throughout the university. The candidate will > also actively seek external funding and participate in faculty governance. > This position requires teaching the equivalent of two graduate-level > courses per semester in the program. Compensation is competitive with > excellent benefits.**** > > ** ** > > The University of Georgia, a land-grant/sea-grant university is the > largest and most comprehensive educational institution in Georgia. The > University enrolls 35,000 students and is located in the rolling hills of > northeast Georgia. Athens is approximately one hour from metropolitan > Atlanta and also within easy access to coast areas and the scenic Georgia, > North Carolina, and Tennessee mountains. The Athens community has a rich > culture that coexists with the university creating a vibrant art and music > scene and stimulating intellectual environment (www.visitathensga.com). > For more information about the program, the department, and the University > of Georgia, please see our website at http://www.coe.uga.edu/leap and > related links.**** > > ** ** > > Review of applications will begin October 15, 2013. Complete applications > received by that date will be assured consideration. Applicants should > submit: (1) a letter of interest that addresses qualifications in the areas > detailed above; (2) a current curriculum vita; (3) copies of three > published research articles; and (4) the names and contact information of > three professional references.**** > > ** ** > > We prefer electronic applications submitted to Ms. LaFarrah Smith at > fdsmith@uga.edu Applications may also be sent to Ms. LaFarrah Smith, 416A > River?s Crossing, 850 College Station Road, The University of Georgia, > Athens, GA 30602. Address all inquiries to the Dr. Kathryn Roulston, search > committee chair, at roulston@uga.edu. Anticipated start date is August > 2014.**** > > ** ** > > The University of Georgia is an Affirmative Action, Equal Opportunity > institution. Georgia is an Open Records state. Persons who need reasonable > accommodations under the Americans with Disabilities Act in order to > participate in the search process should notify the search chair.**** > > ** ** > > ** ** > From lchcmike@gmail.com Thu Sep 5 08:07:53 2013 From: lchcmike@gmail.com (mike cole) Date: Thu, 5 Sep 2013 08:07:53 -0700 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <521DB834.9060301@open.ac.uk> <521E8D07.9010701@mira.net> <521EBDD2.9000601@mira.net> <1F3A303FB8B8A9429CE2720B7C8D4B7338162E59@BY2PRD0610MB354.namprd06.prod.outlook.com> Message-ID: Interesting comment, Phillip. Kind of like nature/nurture. People declare the debate over and it chugs right along unheeding. In that long ago article that I cited no the lchc website, we were trying to supercede the debate by creating a way of organizing the interactions around text in a way we thought was related to ideas we(probably mis) appropriated from Vygotsky and Leontiev. To little avail, judging by the evidence! But, then, our "solution" created problems for standard classroom organization that were very real for teachers/schools involved. So its one thing to come up with a solution "in vitro" and quite another to implement that solution on a broad enough scale "in vivo" (across a wide range of real, long entrenched set of cultural practices and their social norms) so that it becomes the norm. Yet another reason to be humble in our claims for the utility of what we do. mike On Tue, Sep 3, 2013 at 7:25 AM, White, Phillip wrote: > at first i wanted to respond to this posting by citing research that > disputes the claim regarding the superiority of disec over balanced reading > instruction, but realizing that this disagreement predates the korean war, > and that it's akin to the creationist / evolution dispute i decided that > really just like arguments for white superiority, some positions are best > ignored. > > phillip > > > Phillip White, PhD > Urban Community Teacher Education Program > Site Coordinator > Montview Elementary, Aurora, CO > phillip.white@ucdenver.edu > or > pawhite@aps.k12.co.us > ________________________________________ > From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] > On Behalf Of Bill Kerr [billkerr@gmail.com] > Sent: Sunday, September 01, 2013 2:55 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: A Question about Reading and Motivation > > The evidence suggests that whole language or "balanced" teaching of early > reading does not work very well (for many, not all) and that "direct, > intensive, systematic, early, and comprehensive (DISEC) instruction, of a > prearranged hierarchy of discrete reading skills (particularly, how to > apply phonics information to recognize written words), is the most > effective beginning reading tuition". > > From Kevin.Oconnor@colorado.edu Thu Sep 5 08:18:33 2013 From: Kevin.Oconnor@colorado.edu (Kevin O'Connor) Date: Thu, 5 Sep 2013 09:18:33 -0600 Subject: [Xmca-l] CU Boulder position announcements Message-ID: <98F11709-1FAD-4BF7-8E89-7181883EBC57@colorado.edu> -------------- next part -------------- A non-text attachment was scrubbed... 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Name: ATT00001.htm Url: https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130905/e6abd470/attachment.pl From Kevin.Oconnor@colorado.edu Thu Sep 5 08:24:25 2013 From: Kevin.Oconnor@colorado.edu (Kevin O'Connor) Date: Thu, 5 Sep 2013 09:24:25 -0600 Subject: [Xmca-l] Re: CU Boulder position announcements In-Reply-To: <98F11709-1FAD-4BF7-8E89-7181883EBC57@colorado.edu> References: <98F11709-1FAD-4BF7-8E89-7181883EBC57@colorado.edu> Message-ID: From carolmacdon@gmail.com Thu Sep 5 08:35:08 2013 From: carolmacdon@gmail.com (Carol Macdonald) Date: Thu, 5 Sep 2013 17:35:08 +0200 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: <521DA666.2030203@mira.net> References: <521DA666.2030203@mira.net> Message-ID: Sorry to put my oar in so late in the day. (Eight days later.) The reading books these days (at least I can source many such) are beautiful and interesting to children. I teach children with minor dyslexia. We move in an out of abstract/analytical, fun, meaning, abstract, laugh, meaning, snack, computer book etc. Just keep the tempo up and the mood light, but we do need to move in and out of phonic skills. Motivation pervades, The children are astonished that I make the reading exercises specially for them - I think children reckon we can just get everything off the computer! Carol On 28 August 2013 09:27, Andy Blunden wrote: > Re: Peg Griffin - http://lchc.ucsd.edu/MCA/Mail/** > xmcamail.2011_05.dir/msg00530.**html > and Peg and Mike et al: http://lchc.ucsd.edu/People/**NEWTECHN.pdf > > The first article sets up a scenario in 5thD where kids "sneak" a look at > piece of writing in order to find an answer to a current affairs question. > As opposed to telling the kids to read a text and then (for example) > testing them on it. > The second talks about "reading for meaning" where assistance is given to > kids to read in order to find out something they want to know about the > world. As opposed to decoding "Jack and Jill" stories containing nothing of > interest to them at all (and actually humiliating). > > I am trying to get my head around the issue of the motivation which the > teachers are trying to engender in the child which facilitates learning to > read. > > Following A N Leontyev, Peg talks about the "merely understood" motive for > the child "to be a productive, informed, literate citizen" which is what > the education system is supposed to be doing. Peg says this motive was "in > the social interactions and ready to replace the 'really effective' motives > that got the kid to come to/put up with our reading group." ... *in the > social interactions*! > > Generally speaking I think there is no doubt that the distinction between > "really effective" and "merely understood" motives is valid, and that in > general children who have difficulty in reading, read only for "effective" > but "external" motives which do not succeed in them learning to read > effectively. Further, the task of the teacher may be or may be supposed to > be to get the child to learn to read so as "to be a productive, informed, > literate citizen." This objective is somewhere in the complex of motives > underlying a teacher's motives, certainly in 5thD, but I suspect often a > "merely understood" motive for many teachers, alongside earning a wage for > their own family, having a quiet day and the kids getting good test scores, > etc. > > But I question whether it is *ever* the child's motive "to be a > productive, informed, literate citizen." This may be an "internal reward" > for learning to read, but not for learning to read any particular text or > even a particular type of text. > > Would this explanation make sense: Learning to read is like happiness. It > does not generally arise through being the motivation of the activity which > produces it. People learn to read as a byproduct of struggling to get > something they want out of particular texts. And this applies to adults as > much as children. I think people can only learn to read philosophy if they > are struggling to get something out of a book on philosophy (other than > pass the exam or acquire an air of erudition). In Peg's email message we > learn that the kids jumped on the newspaper article to extract information > they wanted in (what they took to be) /another/ task. In the QAR story, > adults mediate kids' relation to a text which is in turn mediating their > real and meaningful relation to the world. (I think if a kid is strongly > enough motivated to pass a reading test, and assisted, they will usually > manage to learn to read, but it is for those for whom this doesn't work > that the issue arises, isn't it?) > > But in general I think it is neither necessary nor likely that a child has > their eye on becoming a literate citizen when they struggle with a text and > learn to read in the process. Isn't it always more proximate motives? The > "internal" reward in reading a particular text is the particular content of > that text, not actually anything to do with books, or texts, or reading or > citizenship. > > I know there are dozens of experts in literacy education out there, so > please help me. > > Andy > > -- > ------------------------------**------------------------------** > ------------ > *Andy Blunden* > http://home.mira.net/~andy/ > > -- Carol A Macdonald Ph D (Edin) Developmental psycholinguist Academic, Researcher, and Editor *EditLab.net* Honorary Research Fellow: Department of Linguistics, Unisa From lchcmike@gmail.com Thu Sep 5 08:35:54 2013 From: lchcmike@gmail.com (mike cole) Date: Thu, 5 Sep 2013 08:35:54 -0700 Subject: [Xmca-l] Fwd: [COGDEVSOC] Fwd: [DIVISION] Position, OISE, Univ of Toronto: child clinical, developmental, or school psychology In-Reply-To: References: <0AC40C68-D8BF-43C0-922A-A5858D56C8C8@gmu.edu> Message-ID: When it rains it poors? :-) mike ---------- Forwarded message ---------- From: Amanda Woodward Date: Thu, Sep 5, 2013 at 8:18 AM Subject: [COGDEVSOC] Fwd: [DIVISION] Position, OISE, Univ of Toronto: child clinical, developmental, or school psychology To: cogdevsoc ==================================================== The Department of Applied Psychology and Human Development at the University of Toronto invites applications for a tenure-stream position at the rank of Assistant or Associate Professor commencing on July 1, 2014. We seek applicants with expertise in *child clinical, developmental or school psychology*. Candidates will be registered or eligible for registration with the College of Psychologists of Ontario. We welcome applications from candidates with research interests in any of the following areas: learning; typical or atypical cognitive or socio-emotional development; assessment, prevention, consultation or intervention in childcare, school, community or health settings; cognitive, biological or environmental risks for learning difficulties and psychopathology and the assessment, prevention, and treatment of these risks; developmental disabilities; or internalizing or externalizing disorders. Candidates should be outstanding scholars as evidenced by their areas of research, grant and publication records, and their collaborations. We look for evidence of excellence in teaching and student training, and capacity for collegial service and service to the profession. The successful candidate will contribute primarily to the School and Child Clinical Psychology (SCCP) program, which is the only Canadian Psychological Association (CPA) accredited doctoral program that explicitly provides combined professional training in school and clinical child psychology. The specific mission of the SCCP program is to provide students with theoretical, research, and professional training in preparation for leadership positions in academic and applied settings. The framework for the program is the scientist practitioner model. The SCCP program is one of four programs within the Department of Applied Psychology and Human Development (AP&HD). AP&HD is a dynamic department whose faculty share a commitment to development across the life span and to the integration of research, practice, knowledge mobilization and policy development. Applications should include a cover letter, a curriculum vitae, 3 recent research publications, results of teaching surveys (or equivalent evidence, such as a teaching dossier), and a statement outlining current and future research interests. If you have questions about this position, please contact Professor Lana Stermac at: aphdchair.oise@utoronto.ca. The review of applications will begin on November 1, 2013, and will continue until the closing date of November 15, 2013. All application materials should be submitted online at: http://uoft.me/academicopportunities. The U of T application system can accommodate up to five attachments (10) MB per candidate profile; please combine attachments into one or two files in PDF/MS Word format. Submission guidelines can be found at: http://uoft.me/how-to-apply. Applicants should ask three referees to send letters directly to the department via email to aphdchair.oise@utoronto.ca by November 15, 2013. Established in 1827, the University of Toronto is Canada's largest and most research-intensive university and the only Canadian university to be named in the top 25 in the Times Higher Education World University Rankings. Located in and around Toronto, one of the world's most diverse regions, the University of Toronto's vibrant academic life is defined by the cultural diversity in its community. The Ontario Institute for Studies in Education (OISE) has, for more than a century, made a major contribution to advancing education, human development and professional practice around the world. With more than 72,000 alumni, close to 3,000 students and 20 research centres, ours in an intellectually rich and supportive community, guided by the highest standards of scholarship and a commitment to equity and social justice. 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For other information about the listserv, including how to update your email address and how to subscribe, visit http://www.cogdevsoc.org/listserv.php ============ From blantonwe@comcast.net Thu Sep 5 10:29:35 2013 From: blantonwe@comcast.net (Bill Blanton) Date: Thu, 5 Sep 2013 17:29:35 +0000 (UTC) Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: Message-ID: <1280327248.1460015.1378402175760.JavaMail.root@sz0224a.westchester.pa.mail.comcast.net> Question asking reading activity is much the same as an earlier method, language experience approach. A small group of children tell a story (recruiting their interest), teacher writes it on a flip chart, teacher reads the story, children discuss the story, word meaning and decoding are also discussed. In the next pass through the text, read parts of the text. The content is provided by the children and they constantly discuss the elements of the story. This idea was expanded to the idea of the whole language approach. Both approaches are ?basic literacy circles?. The children and teacher identify skills and tasks that subservient to the goal of the children and teacher. The members of the circle assist each other. Provide opportunities for children to integrate strands different strands of knowledge. Eventually decontextualizing what idea of a ?reading skill? to be learned with worksheets and practices, focusing on what was ?in? a text became known as a simple approach to learning to read. It was challenged with the idea of a complex approach. As Carol noted, children assume that one can get what they want to know from the computer. Yes, indeed, the tools we have made available simple lace children with new cognitive artifacts. It time to go beyond the ideas of simple and complex reading and think about learning to reading and reading to learn as basic literacy activity organized around multi-media platform. I hope these comments fit the discussion. BB From greg.a.thompson@gmail.com Thu Sep 5 11:27:51 2013 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Thu, 5 Sep 2013 12:27:51 -0600 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> Message-ID: Carol, Your comment: "We move in an out of abstract/analytical, fun, meaning, abstract, laugh, meaning, snack, computer book etc." is lovely. Do any teachers ed programs actually teach this? -greg On Thu, Sep 5, 2013 at 9:35 AM, Carol Macdonald wrote: > Sorry to put my oar in so late in the day. (Eight days later.) > > The reading books these days (at least I can source many such) are > beautiful and interesting to children. I teach children with minor > dyslexia. We move in an out of abstract/analytical, fun, meaning, > abstract, laugh, meaning, snack, computer book etc. Just keep the tempo up > and the mood light, but we do need to move in and out of phonic skills. > Motivation pervades, > > The children are astonished that I make the reading exercises specially for > them - I think children reckon we can just get everything off the > computer! > > Carol > > > On 28 August 2013 09:27, Andy Blunden wrote: > > > Re: Peg Griffin - http://lchc.ucsd.edu/MCA/Mail/** > > xmcamail.2011_05.dir/msg00530.**html< > http://lchc.ucsd.edu/MCA/Mail/xmcamail.2011_05.dir/msg00530.html> > > and Peg and Mike et al: http://lchc.ucsd.edu/People/**NEWTECHN.pdf< > http://lchc.ucsd.edu/People/NEWTECHN.pdf> > > > > The first article sets up a scenario in 5thD where kids "sneak" a look at > > piece of writing in order to find an answer to a current affairs > question. > > As opposed to telling the kids to read a text and then (for example) > > testing them on it. > > The second talks about "reading for meaning" where assistance is given to > > kids to read in order to find out something they want to know about the > > world. As opposed to decoding "Jack and Jill" stories containing nothing > of > > interest to them at all (and actually humiliating). > > > > I am trying to get my head around the issue of the motivation which the > > teachers are trying to engender in the child which facilitates learning > to > > read. > > > > Following A N Leontyev, Peg talks about the "merely understood" motive > for > > the child "to be a productive, informed, literate citizen" which is what > > the education system is supposed to be doing. Peg says this motive was > "in > > the social interactions and ready to replace the 'really effective' > motives > > that got the kid to come to/put up with our reading group." ... *in the > > social interactions*! > > > > Generally speaking I think there is no doubt that the distinction between > > "really effective" and "merely understood" motives is valid, and that in > > general children who have difficulty in reading, read only for > "effective" > > but "external" motives which do not succeed in them learning to read > > effectively. Further, the task of the teacher may be or may be supposed > to > > be to get the child to learn to read so as "to be a productive, informed, > > literate citizen." This objective is somewhere in the complex of motives > > underlying a teacher's motives, certainly in 5thD, but I suspect often a > > "merely understood" motive for many teachers, alongside earning a wage > for > > their own family, having a quiet day and the kids getting good test > scores, > > etc. > > > > But I question whether it is *ever* the child's motive "to be a > > productive, informed, literate citizen." This may be an "internal reward" > > for learning to read, but not for learning to read any particular text or > > even a particular type of text. > > > > Would this explanation make sense: Learning to read is like happiness. It > > does not generally arise through being the motivation of the activity > which > > produces it. People learn to read as a byproduct of struggling to get > > something they want out of particular texts. And this applies to adults > as > > much as children. I think people can only learn to read philosophy if > they > > are struggling to get something out of a book on philosophy (other than > > pass the exam or acquire an air of erudition). In Peg's email message we > > learn that the kids jumped on the newspaper article to extract > information > > they wanted in (what they took to be) /another/ task. In the QAR story, > > adults mediate kids' relation to a text which is in turn mediating their > > real and meaningful relation to the world. (I think if a kid is strongly > > enough motivated to pass a reading test, and assisted, they will usually > > manage to learn to read, but it is for those for whom this doesn't work > > that the issue arises, isn't it?) > > > > But in general I think it is neither necessary nor likely that a child > has > > their eye on becoming a literate citizen when they struggle with a text > and > > learn to read in the process. Isn't it always more proximate motives? The > > "internal" reward in reading a particular text is the particular content > of > > that text, not actually anything to do with books, or texts, or reading > or > > citizenship. > > > > I know there are dozens of experts in literacy education out there, so > > please help me. > > > > Andy > > > > -- > > ------------------------------**------------------------------** > > ------------ > > *Andy Blunden* > > http://home.mira.net/~andy/ > > > > > > > -- > Carol A Macdonald Ph D (Edin) > Developmental psycholinguist > Academic, Researcher, and Editor *EditLab.net* > Honorary Research Fellow: Department of Linguistics, Unisa > -- Gregory A. Thompson, Ph.D. Visiting Assistant Professor Department of Anthropology 883 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From smago@uga.edu Thu Sep 5 14:34:19 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Thu, 5 Sep 2013 21:34:19 +0000 Subject: [Xmca-l] FW: [ISCAR-ANNOUNCE] ISCAR 2014 - Call for Abstracts deadline 15 September 2013! In-Reply-To: References: Message-ID: ISCAR 2014 - Call for Abstracts deadline 15 September 2013! Do not miss the abstract deadline for ISCAR 2014, and your opportunity to present at the next world congress of the International Society for Cultural and Activity Research. To submit your abstract please go to the Congress website http://www.iscar2014.com/abstracts.html . If you have any questions regarding the abstract submission please contact the Secretariat: ICMS Australasia Pty Ltd GPO Box 3270 Sydney NSW 2001 Telephone: +61 (0) 2 9254 5000 Fax: +61 (0) 2 9251 3552 Email: abstracts@iscar2014.com Best Wishes, Sydney ISCAR 2014 Organising Committee From djwdoc@yahoo.com Sat Sep 7 11:19:57 2013 From: djwdoc@yahoo.com (Douglas Williams) Date: Sat, 7 Sep 2013 11:19:57 -0700 (PDT) Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> Message-ID: <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> Hi-- I will pass along some observations on this interesting topic, both as someone who was slow to read, and as someone who passed on the favors I received by teaching a third grader to read while I was a substitute in a resource specialist program. I have no particular science behind it except for experience, though introspection is at least in part where science begins.? One barrier to reading is surely that it is a tedious thing to learn, full of technical details, and at the end of all of the process, if the best you get is "See Spot run. Run, Spot, run," it really doesn't seem worth the bother, does it? It is like trying to learn how to drive a car on some sort of treadmill in an enclosed room, where there are abstract symbols representing directions and goals, so when you do it successfully, there is no sense of achieving anything, or finding new horizons. Instead, it is a mindless tyranny of adult control, requiring a young body that wants to run to sit still and do something because you are told to do it. That is how it felt to me. What worked for me was to be put in what was the equivalent of a resource specialist program then, where we were given a variety of types of stories we could look at, and help to read them if we wanted them--the only restriction was that we were asked to pick one, or otherwise do a phonics drill. I chose a Reader's Digest ?series (!) for adult illiterates that had something in it that I wanted to read--notably O. Henry stories like "A Retrieved Reformation," which appealed to the budding little anti-authoritarian criminal in me--and in that story, the criminal reforms, because he has a good reason to reform. A year of that, and I was at grade level, and shortly thereafter, above grade level, as I was better at turning in the work the warden wanted, and reading what I wanted to read on recess.? In my own brief stint with my one notable contribution to someone else--my "pay it forward" experience, if you will--I asked one of the boys assigned to me to bring in something that he liked to have read to him, or that he thought he might want to read. He brought in a Disney book with pictures of their film characters, and extracts from Rudyard Kipling's The Jungle Book--an utterly apt choice for a boy born addicted to crack cocaine, being raised by his grandmother in the kind of jungle where predators eat little children all the time, and being given the sections of time an overloaded resource specialist program allowed. He was in the third grade, but he could not read at all. I could give him more time, because I wasn't allowed to do any paperwork--nor would I have wanted to. Part of the extra time went to him. We read his book, I acted the voices, and I would sometimes "chew" a word--start to sound it out, and ask him to help me work it out, which we both knew was a fraud. But it was his book, and he was getting one-on-one attention, and from a male figure, which was probably a first for him. And most importantly, he wanted to travel that road, because this was his story--it really was, in every way--and he wanted to learn to be able to possess it within himself.? You will notice that there are phonetics in there, in both cases. Joy of reading and ?rote drill, but in both cases, free from the burden of keeping a class of children proceeding up to the prescribed point of achievement, neither lagging behind nor moving too far ahead. I agree that it is nature and nurture all over again. Separating the two is what people do who want to develop an ideology--a doctrine of belief that can organize a movement, typically political in nature. There is a longing for the secret procedural program that Makes It All Work, that can be used to build a virtuous empire. But in the pragmatic world of that little boy that was me, and that other little boy whom no one asked what he wanted, a child in an eggshell riding on the tempests of others ideologies. the way to teach him to read was to make it something that he controlled, and that he wanted to do. It was a personal thing. almost anarchic, the opposite of living in an empire.? I doubt that this is taught in a teaching ed program--how could it be?--but when time and circumstances permit, it works. And I suspect it is what happens a lot of the time anyway, outside of school, in homes where little boys have parents and are not lost in the woods.? Doug ________________________________ From: Greg Thompson To: "eXtended Mind, Culture, Activity" Sent: Thursday, September 5, 2013 11:27 AM Subject: [Xmca-l] Re: A Question about Reading and Motivation Carol, Your comment: "We move in an out of abstract/analytical, fun, meaning, abstract, laugh, meaning, snack, computer book etc." is lovely. Do any teachers ed programs actually teach this? -greg On Thu, Sep 5, 2013 at 9:35 AM, Carol Macdonald wrote: > Sorry to put my oar in so late in the day. (Eight days later.) > > The reading books these days (at least I can source many such) are > beautiful and interesting to children. I teach children with minor > dyslexia.? We move in an out of abstract/analytical, fun, meaning, > abstract, laugh, meaning, snack, computer book etc.? Just keep the tempo up > and the mood light, but we do need to move in and out of phonic skills. > Motivation pervades, > > The children are astonished that I make the reading exercises specially for > them - I think? children reckon we can just get everything off the > computer! > > Carol > > > On 28 August 2013 09:27, Andy Blunden wrote: > > > Re: Peg Griffin - http://lchc.ucsd.edu/MCA/Mail/** > > xmcamail.2011_05.dir/msg00530.**html< > http://lchc.ucsd.edu/MCA/Mail/xmcamail.2011_05.dir/msg00530.html> > > and Peg and Mike et al: http://lchc.ucsd.edu/People/**NEWTECHN.pdf< > http://lchc.ucsd.edu/People/NEWTECHN.pdf> > > > > The first article sets up a scenario in 5thD where kids "sneak" a look at > > piece of writing in order to find an answer to a current affairs > question. > > As opposed to telling the kids to read a text and then (for example) > > testing them on it. > > The second talks about "reading for meaning" where assistance is given to > > kids to read in order to find out something they want to know about the > > world. As opposed to decoding "Jack and Jill" stories containing nothing > of > > interest to them at all (and actually humiliating). > > > > I am trying to get my head around the issue of the motivation which the > > teachers are trying to engender in the child which facilitates learning > to > > read. > > > > Following A N Leontyev, Peg talks about the "merely understood" motive > for > > the child "to be a productive, informed, literate citizen" which is what > > the education system is supposed to be doing. Peg says this motive was > "in > > the social interactions and ready to replace the 'really effective' > motives > > that got the kid to come to/put up with our reading group." ... *in the > > social interactions*! > > > > Generally speaking I think there is no doubt that the distinction between > > "really effective" and "merely understood" motives is valid, and that in > > general children who have difficulty in reading, read only for > "effective" > > but "external" motives which do not succeed in them learning to read > > effectively. Further, the task of the teacher may be or may be supposed > to > > be to get the child to learn to read so as "to be a productive, informed, > > literate citizen." This objective is somewhere in the complex of motives > > underlying a teacher's motives, certainly in 5thD, but I suspect often a > > "merely understood" motive for many teachers, alongside earning a wage > for > > their own family, having a quiet day and the kids getting good test > scores, > > etc. > > > > But I question whether it is *ever* the child's motive "to be a > > productive, informed, literate citizen." This may be an "internal reward" > > for learning to read, but not for learning to read any particular text or > > even a particular type of text. > > > > Would this explanation make sense: Learning to read is like happiness. It > > does not generally arise through being the motivation of the activity > which > > produces it. People learn to read as a byproduct of struggling to get > > something they want out of particular texts. And this applies to adults > as > > much as children. I think people can only learn to read philosophy if > they > > are struggling to get something out of a book on philosophy (other than > > pass the exam or acquire an air of erudition). In Peg's email message we > > learn that the kids jumped on the newspaper article to extract > information > > they wanted in (what they took to be) /another/ task. In the QAR story, > > adults mediate kids' relation to a text which is in turn mediating their > > real and meaningful relation to the world. (I think if a kid is strongly > > enough motivated to pass a reading test, and assisted, they will usually > > manage to learn to read, but it is for those for whom this doesn't work > > that the issue arises, isn't it?) > > > > But in general I think it is neither necessary nor likely that a child > has > > their eye on becoming a literate citizen when they struggle with a text > and > > learn to read in the process. Isn't it always more proximate motives? The > > "internal" reward in reading a particular text is the particular content > of > > that text, not actually anything to do with books, or texts, or reading > or > > citizenship. > > > > I know there are dozens of experts in literacy education out there, so > > please help me. > > > > Andy > > > > -- > > ------------------------------**------------------------------** > > ------------ > > *Andy Blunden* > > http://home.mira.net/~andy/ > > > > > > > -- > Carol A? Macdonald Ph D (Edin) > Developmental psycholinguist > Academic, Researcher,? and Editor? *EditLab.net* > Honorary Research Fellow: Department of Linguistics, Unisa > -- Gregory A. Thompson, Ph.D. Visiting Assistant Professor Department of Anthropology 883 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From boblake@georgiasouthern.edu Sun Sep 8 10:01:09 2013 From: boblake@georgiasouthern.edu (Robert Lake) Date: Sun, 8 Sep 2013 13:01:09 -0400 Subject: [Xmca-l] Re: [xmca] Perezhivanie and Dewey's concept of experience In-Reply-To: <5132BD0C.8030403@mira.net> References: <96EEF7A5-02D0-4960-B197-D53C3F3AF700@duq.edu> <5132A395.8050405@mira.net> <5132B17C.4090105@mira.net> <5132BD0C.8030403@mira.net> Message-ID: Dear All, We have lost a powerful voice in the field of critical theory in education. http://apicciano.commons.gc.cuny.edu/2013/09/08/jean-anyon/ Jean Anyon's field work in cultural reproduction from the early 1980's is still powerfully relevant today. http://cuip.uchicago.edu/~cac/nlu/fnd504/anyon.htm Robert Lake On Sat, Mar 2, 2013 at 10:01 PM, Andy Blunden wrote: > As in: http://www.marxists.org/**archive/vygotsky/works/crisis/** > psycri07.htm > How did I miss that? :) > > Andy > > Martin Packer wrote: > >> Why would Vygotsky not ever know of Freud's writing on catharsis, Andy? >> After all, his colleague Luria was very familiar with Freud. And Vygotsky >> himself makes reference in "The Meaning of the Crisis..." to "Freud?s >> catharsis." >> >> Martin >> >> On Mar 2, 2013, at 9:12 PM, Andy Blunden >> wrote: >> >> >> >>> Whether Vygotsky ever know or may any use of the Freudian take on the >>> concept I don't know. But it seems not. >>> >>> >> >> >> >> >> >> > > -- > ------------------------------**------------------------------** > ------------ > *Andy Blunden* > Home Page: http://home.mira.net/~andy/ > Book: http://www.brill.nl/concepts > http://marxists.academia.edu/**AndyBlunden > > ______________________________**____________ > _____ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/**listinfo/xmca > -- *Robert Lake Ed.D. *Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *Democracy must be born anew in every generation, and education is its midwife.* *-*John Dewey. From lchcmike@gmail.com Sun Sep 8 17:08:48 2013 From: lchcmike@gmail.com (mike cole) Date: Sun, 8 Sep 2013 17:08:48 -0700 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> Message-ID: Very interesting observations, Doug. Nothing like personal experience to speak truth to theory. :-) My son learned to read because this little blond 5 year old who shared his birthday could already read and he wanted her admiration. He could read the sports section of the NY Times before he could read "easier" stuff that was not about baseball. What your examples share is some combination of personal object/motive needing an instrument and an environment structure just enough so that the process we call "reading for meaning" can be assembled by (appropriate by) the desiring learner. Sounds like good pedagogy for me, but not all that easy to arrange. Many folks on this list are crafstpeople skilled at organizing such circumstances, even in the forbidding environment of formal schools. mike On Sat, Sep 7, 2013 at 11:19 AM, Douglas Williams wrote: > Hi-- > > I will pass along some observations on this interesting topic, both as > someone who was slow to read, and as someone who passed on the favors I > received by teaching a third grader to read while I was a substitute in a > resource specialist program. I have no particular science behind it except > for experience, though introspection is at least in part where science > begins. > > One barrier to reading is surely that it is a tedious thing to learn, full > of technical details, and at the end of all of the process, if the best you > get is "See Spot run. Run, Spot, run," it really doesn't seem worth the > bother, does it? It is like trying to learn how to drive a car on some sort > of treadmill in an enclosed room, where there are abstract symbols > representing directions and goals, so when you do it successfully, there is > no sense of achieving anything, or finding new horizons. Instead, it is a > mindless tyranny of adult control, requiring a young body that wants to run > to sit still and do something because you are told to do it. > > That is how it felt to me. What worked for me was to be put in what was > the equivalent of a resource specialist program then, where we were given a > variety of types of stories we could look at, and help to read them if we > wanted them--the only restriction was that we were asked to pick one, or > otherwise do a phonics drill. I chose a Reader's Digest series (!) for > adult illiterates that had something in it that I wanted to read--notably > O. Henry stories like "A Retrieved Reformation," which appealed to the > budding little anti-authoritarian criminal in me--and in that story, the > criminal reforms, because he has a good reason to reform. A year of that, > and I was at grade level, and shortly thereafter, above grade level, as I > was better at turning in the work the warden wanted, and reading what I > wanted to read on recess. > > In my own brief stint with my one notable contribution to someone else--my > "pay it forward" experience, if you will--I asked one of the boys assigned > to me to bring in something that he liked to have read to him, or that he > thought he might want to read. He brought in a Disney book with pictures of > their film characters, and extracts from Rudyard Kipling's The Jungle > Book--an utterly apt choice for a boy born addicted to crack cocaine, being > raised by his grandmother in the kind of jungle where predators eat little > children all the time, and being given the sections of time an overloaded > resource specialist program allowed. He was in the third grade, but he > could not read at all. I could give him more time, because I wasn't allowed > to do any paperwork--nor would I have wanted to. Part of the extra time > went to him. We read his book, I acted the voices, and I would sometimes > "chew" a word--start to sound it out, and ask him to help me work it out, > which > we both knew was a fraud. But it was his book, and he was getting > one-on-one attention, and from a male figure, which was probably a first > for him. And most importantly, he wanted to travel that road, because this > was his story--it really was, in every way--and he wanted to learn to be > able to possess it within himself. > > You will notice that there are phonetics in there, in both cases. Joy of > reading and rote drill, but in both cases, free from the burden of keeping > a class of children proceeding up to the prescribed point of achievement, > neither lagging behind nor moving too far ahead. I agree that it is nature > and nurture all over again. Separating the two is what people do who want > to develop an ideology--a doctrine of belief that can organize a movement, > typically political in nature. There is a longing for the secret procedural > program that Makes It All Work, that can be used to build a virtuous > empire. But in the pragmatic world of that little boy that was me, and that > other little boy whom no one asked what he wanted, a child in an eggshell > riding on the tempests of others ideologies. the way to teach him to read > was to make it something that he controlled, and that he wanted to do. It > was a personal thing. almost anarchic, the opposite of living in an empire. > > I doubt that this is taught in a teaching ed program--how could it > be?--but when time and circumstances permit, it works. And I suspect it is > what happens a lot of the time anyway, outside of school, in homes where > little boys have parents and are not lost in the woods. > > Doug > > > ________________________________ > From: Greg Thompson > To: "eXtended Mind, Culture, Activity" > Sent: Thursday, September 5, 2013 11:27 AM > Subject: [Xmca-l] Re: A Question about Reading and Motivation > > > Carol, > Your comment: > > "We move in an out of abstract/analytical, fun, meaning, > abstract, laugh, meaning, snack, computer book etc." > > is lovely. > > Do any teachers ed programs actually teach this? > -greg > > > > On Thu, Sep 5, 2013 at 9:35 AM, Carol Macdonald >wrote: > > > Sorry to put my oar in so late in the day. (Eight days later.) > > > > The reading books these days (at least I can source many such) are > > beautiful and interesting to children. I teach children with minor > > dyslexia. We move in an out of abstract/analytical, fun, meaning, > > abstract, laugh, meaning, snack, computer book etc. Just keep the tempo > up > > and the mood light, but we do need to move in and out of phonic skills. > > Motivation pervades, > > > > The children are astonished that I make the reading exercises specially > for > > them - I think children reckon we can just get everything off the > > computer! > > > > Carol > > > > > > On 28 August 2013 09:27, Andy Blunden wrote: > > > > > Re: Peg Griffin - http://lchc.ucsd.edu/MCA/Mail/** > > > xmcamail.2011_05.dir/msg00530.**html< > > http://lchc.ucsd.edu/MCA/Mail/xmcamail.2011_05.dir/msg00530.html> > > > and Peg and Mike et al: http://lchc.ucsd.edu/People/**NEWTECHN.pdf< > > http://lchc.ucsd.edu/People/NEWTECHN.pdf> > > > > > > The first article sets up a scenario in 5thD where kids "sneak" a look > at > > > piece of writing in order to find an answer to a current affairs > > question. > > > As opposed to telling the kids to read a text and then (for example) > > > testing them on it. > > > The second talks about "reading for meaning" where assistance is given > to > > > kids to read in order to find out something they want to know about the > > > world. As opposed to decoding "Jack and Jill" stories containing > nothing > > of > > > interest to them at all (and actually humiliating). > > > > > > I am trying to get my head around the issue of the motivation which the > > > teachers are trying to engender in the child which facilitates learning > > to > > > read. > > > > > > Following A N Leontyev, Peg talks about the "merely understood" motive > > for > > > the child "to be a productive, informed, literate citizen" which is > what > > > the education system is supposed to be doing. Peg says this motive was > > "in > > > the social interactions and ready to replace the 'really effective' > > motives > > > that got the kid to come to/put up with our reading group." ... *in the > > > social interactions*! > > > > > > Generally speaking I think there is no doubt that the distinction > between > > > "really effective" and "merely understood" motives is valid, and that > in > > > general children who have difficulty in reading, read only for > > "effective" > > > but "external" motives which do not succeed in them learning to read > > > effectively. Further, the task of the teacher may be or may be supposed > > to > > > be to get the child to learn to read so as "to be a productive, > informed, > > > literate citizen." This objective is somewhere in the complex of > motives > > > underlying a teacher's motives, certainly in 5thD, but I suspect often > a > > > "merely understood" motive for many teachers, alongside earning a wage > > for > > > their own family, having a quiet day and the kids getting good test > > scores, > > > etc. > > > > > > But I question whether it is *ever* the child's motive "to be a > > > productive, informed, literate citizen." This may be an "internal > reward" > > > for learning to read, but not for learning to read any particular text > or > > > even a particular type of text. > > > > > > Would this explanation make sense: Learning to read is like happiness. > It > > > does not generally arise through being the motivation of the activity > > which > > > produces it. People learn to read as a byproduct of struggling to get > > > something they want out of particular texts. And this applies to adults > > as > > > much as children. I think people can only learn to read philosophy if > > they > > > are struggling to get something out of a book on philosophy (other than > > > pass the exam or acquire an air of erudition). In Peg's email message > we > > > learn that the kids jumped on the newspaper article to extract > > information > > > they wanted in (what they took to be) /another/ task. In the QAR story, > > > adults mediate kids' relation to a text which is in turn mediating > their > > > real and meaningful relation to the world. (I think if a kid is > strongly > > > enough motivated to pass a reading test, and assisted, they will > usually > > > manage to learn to read, but it is for those for whom this doesn't work > > > that the issue arises, isn't it?) > > > > > > But in general I think it is neither necessary nor likely that a child > > has > > > their eye on becoming a literate citizen when they struggle with a text > > and > > > learn to read in the process. Isn't it always more proximate motives? > The > > > "internal" reward in reading a particular text is the particular > content > > of > > > that text, not actually anything to do with books, or texts, or reading > > or > > > citizenship. > > > > > > I know there are dozens of experts in literacy education out there, so > > > please help me. > > > > > > Andy > > > > > > -- > > > ------------------------------**------------------------------** > > > ------------ > > > *Andy Blunden* > > > http://home.mira.net/~andy/ > > > > > > > > > > > > -- > > Carol A Macdonald Ph D (Edin) > > Developmental psycholinguist > > Academic, Researcher, and Editor *EditLab.net* > > Honorary Research Fellow: Department of Linguistics, Unisa > > > > > > -- > Gregory A. Thompson, Ph.D. > Visiting Assistant Professor > Department of Anthropology > 883 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > http://byu.academia.edu/GregoryThompson > From greg.a.thompson@gmail.com Sun Sep 8 21:00:37 2013 From: greg.a.thompson@gmail.com (greg.a.thompson@gmail.com) Date: Sun, 8 Sep 2013 22:00:37 -0600 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> Message-ID: Back to Seymour Sarasons creation of settings. And his concern was that not enough people are taking up his call to document and study the creation of settings (noted in his MCA piece circa 1997). Seems like maybe some progress is being made on this front? Greg Sent from my iPhone On Sep 8, 2013, at 6:08 PM, mike cole wrote: > Very interesting observations, Doug. Nothing like personal experience to > speak truth to theory. :-) > > My son learned to read because this little blond 5 year old who shared his > birthday could > already read and he wanted her admiration. He could read the sports section > of the NY > Times before he could read "easier" stuff that was not about baseball. > > What your examples share is some combination of personal object/motive > needing an instrument and an environment structure just enough so that the > process we call > "reading for meaning" can be assembled by (appropriate by) the desiring > learner. > > Sounds like good pedagogy for me, but not all that easy to arrange. Many > folks on this > list are crafstpeople skilled at organizing such circumstances, even in the > forbidding environment of formal schools. > mike > > > On Sat, Sep 7, 2013 at 11:19 AM, Douglas Williams wrote: > >> Hi-- >> >> I will pass along some observations on this interesting topic, both as >> someone who was slow to read, and as someone who passed on the favors I >> received by teaching a third grader to read while I was a substitute in a >> resource specialist program. I have no particular science behind it except >> for experience, though introspection is at least in part where science >> begins. >> >> One barrier to reading is surely that it is a tedious thing to learn, full >> of technical details, and at the end of all of the process, if the best you >> get is "See Spot run. Run, Spot, run," it really doesn't seem worth the >> bother, does it? It is like trying to learn how to drive a car on some sort >> of treadmill in an enclosed room, where there are abstract symbols >> representing directions and goals, so when you do it successfully, there is >> no sense of achieving anything, or finding new horizons. Instead, it is a >> mindless tyranny of adult control, requiring a young body that wants to run >> to sit still and do something because you are told to do it. >> >> That is how it felt to me. What worked for me was to be put in what was >> the equivalent of a resource specialist program then, where we were given a >> variety of types of stories we could look at, and help to read them if we >> wanted them--the only restriction was that we were asked to pick one, or >> otherwise do a phonics drill. I chose a Reader's Digest series (!) for >> adult illiterates that had something in it that I wanted to read--notably >> O. Henry stories like "A Retrieved Reformation," which appealed to the >> budding little anti-authoritarian criminal in me--and in that story, the >> criminal reforms, because he has a good reason to reform. A year of that, >> and I was at grade level, and shortly thereafter, above grade level, as I >> was better at turning in the work the warden wanted, and reading what I >> wanted to read on recess. >> >> In my own brief stint with my one notable contribution to someone else--my >> "pay it forward" experience, if you will--I asked one of the boys assigned >> to me to bring in something that he liked to have read to him, or that he >> thought he might want to read. He brought in a Disney book with pictures of >> their film characters, and extracts from Rudyard Kipling's The Jungle >> Book--an utterly apt choice for a boy born addicted to crack cocaine, being >> raised by his grandmother in the kind of jungle where predators eat little >> children all the time, and being given the sections of time an overloaded >> resource specialist program allowed. He was in the third grade, but he >> could not read at all. I could give him more time, because I wasn't allowed >> to do any paperwork--nor would I have wanted to. Part of the extra time >> went to him. We read his book, I acted the voices, and I would sometimes >> "chew" a word--start to sound it out, and ask him to help me work it out, >> which >> we both knew was a fraud. But it was his book, and he was getting >> one-on-one attention, and from a male figure, which was probably a first >> for him. And most importantly, he wanted to travel that road, because this >> was his story--it really was, in every way--and he wanted to learn to be >> able to possess it within himself. >> >> You will notice that there are phonetics in there, in both cases. Joy of >> reading and rote drill, but in both cases, free from the burden of keeping >> a class of children proceeding up to the prescribed point of achievement, >> neither lagging behind nor moving too far ahead. I agree that it is nature >> and nurture all over again. Separating the two is what people do who want >> to develop an ideology--a doctrine of belief that can organize a movement, >> typically political in nature. There is a longing for the secret procedural >> program that Makes It All Work, that can be used to build a virtuous >> empire. But in the pragmatic world of that little boy that was me, and that >> other little boy whom no one asked what he wanted, a child in an eggshell >> riding on the tempests of others ideologies. the way to teach him to read >> was to make it something that he controlled, and that he wanted to do. It >> was a personal thing. almost anarchic, the opposite of living in an empire. >> >> I doubt that this is taught in a teaching ed program--how could it >> be?--but when time and circumstances permit, it works. And I suspect it is >> what happens a lot of the time anyway, outside of school, in homes where >> little boys have parents and are not lost in the woods. >> >> Doug >> >> >> ________________________________ >> From: Greg Thompson >> To: "eXtended Mind, Culture, Activity" >> Sent: Thursday, September 5, 2013 11:27 AM >> Subject: [Xmca-l] Re: A Question about Reading and Motivation >> >> >> Carol, >> Your comment: >> >> "We move in an out of abstract/analytical, fun, meaning, >> abstract, laugh, meaning, snack, computer book etc." >> >> is lovely. >> >> Do any teachers ed programs actually teach this? >> -greg >> >> >> >> On Thu, Sep 5, 2013 at 9:35 AM, Carol Macdonald >> wrote: >> >>> Sorry to put my oar in so late in the day. (Eight days later.) >>> >>> The reading books these days (at least I can source many such) are >>> beautiful and interesting to children. I teach children with minor >>> dyslexia. We move in an out of abstract/analytical, fun, meaning, >>> abstract, laugh, meaning, snack, computer book etc. Just keep the tempo >> up >>> and the mood light, but we do need to move in and out of phonic skills. >>> Motivation pervades, >>> >>> The children are astonished that I make the reading exercises specially >> for >>> them - I think children reckon we can just get everything off the >>> computer! >>> >>> Carol >>> >>> >>> On 28 August 2013 09:27, Andy Blunden wrote: >>> >>>> Re: Peg Griffin - http://lchc.ucsd.edu/MCA/Mail/** >>>> xmcamail.2011_05.dir/msg00530.**html< >>> http://lchc.ucsd.edu/MCA/Mail/xmcamail.2011_05.dir/msg00530.html> >>>> and Peg and Mike et al: http://lchc.ucsd.edu/People/**NEWTECHN.pdf< >>> http://lchc.ucsd.edu/People/NEWTECHN.pdf> >>>> >>>> The first article sets up a scenario in 5thD where kids "sneak" a look >> at >>>> piece of writing in order to find an answer to a current affairs >>> question. >>>> As opposed to telling the kids to read a text and then (for example) >>>> testing them on it. >>>> The second talks about "reading for meaning" where assistance is given >> to >>>> kids to read in order to find out something they want to know about the >>>> world. As opposed to decoding "Jack and Jill" stories containing >> nothing >>> of >>>> interest to them at all (and actually humiliating). >>>> >>>> I am trying to get my head around the issue of the motivation which the >>>> teachers are trying to engender in the child which facilitates learning >>> to >>>> read. >>>> >>>> Following A N Leontyev, Peg talks about the "merely understood" motive >>> for >>>> the child "to be a productive, informed, literate citizen" which is >> what >>>> the education system is supposed to be doing. Peg says this motive was >>> "in >>>> the social interactions and ready to replace the 'really effective' >>> motives >>>> that got the kid to come to/put up with our reading group." ... *in the >>>> social interactions*! >>>> >>>> Generally speaking I think there is no doubt that the distinction >> between >>>> "really effective" and "merely understood" motives is valid, and that >> in >>>> general children who have difficulty in reading, read only for >>> "effective" >>>> but "external" motives which do not succeed in them learning to read >>>> effectively. Further, the task of the teacher may be or may be supposed >>> to >>>> be to get the child to learn to read so as "to be a productive, >> informed, >>>> literate citizen." This objective is somewhere in the complex of >> motives >>>> underlying a teacher's motives, certainly in 5thD, but I suspect often >> a >>>> "merely understood" motive for many teachers, alongside earning a wage >>> for >>>> their own family, having a quiet day and the kids getting good test >>> scores, >>>> etc. >>>> >>>> But I question whether it is *ever* the child's motive "to be a >>>> productive, informed, literate citizen." This may be an "internal >> reward" >>>> for learning to read, but not for learning to read any particular text >> or >>>> even a particular type of text. >>>> >>>> Would this explanation make sense: Learning to read is like happiness. >> It >>>> does not generally arise through being the motivation of the activity >>> which >>>> produces it. People learn to read as a byproduct of struggling to get >>>> something they want out of particular texts. And this applies to adults >>> as >>>> much as children. I think people can only learn to read philosophy if >>> they >>>> are struggling to get something out of a book on philosophy (other than >>>> pass the exam or acquire an air of erudition). In Peg's email message >> we >>>> learn that the kids jumped on the newspaper article to extract >>> information >>>> they wanted in (what they took to be) /another/ task. In the QAR story, >>>> adults mediate kids' relation to a text which is in turn mediating >> their >>>> real and meaningful relation to the world. (I think if a kid is >> strongly >>>> enough motivated to pass a reading test, and assisted, they will >> usually >>>> manage to learn to read, but it is for those for whom this doesn't work >>>> that the issue arises, isn't it?) >>>> >>>> But in general I think it is neither necessary nor likely that a child >>> has >>>> their eye on becoming a literate citizen when they struggle with a text >>> and >>>> learn to read in the process. Isn't it always more proximate motives? >> The >>>> "internal" reward in reading a particular text is the particular >> content >>> of >>>> that text, not actually anything to do with books, or texts, or reading >>> or >>>> citizenship. >>>> >>>> I know there are dozens of experts in literacy education out there, so >>>> please help me. >>>> >>>> Andy >>>> >>>> -- >>>> ------------------------------**------------------------------** >>>> ------------ >>>> *Andy Blunden* >>>> http://home.mira.net/~andy/ >>> >>> >>> -- >>> Carol A Macdonald Ph D (Edin) >>> Developmental psycholinguist >>> Academic, Researcher, and Editor *EditLab.net* >>> Honorary Research Fellow: Department of Linguistics, Unisa >> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Visiting Assistant Professor >> Department of Anthropology >> 883 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> http://byu.academia.edu/GregoryThompson >> From Phillip.White@ucdenver.edu Mon Sep 9 06:48:55 2013 From: Phillip.White@ucdenver.edu (White, Phillip) Date: Mon, 9 Sep 2013 07:48:55 -0600 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com>, Message-ID: Mike, as you've noted, Doug makes several pertinent points - and actually they all support the research and theory that is out there - particularly the value of supporting the child where the child is at, within a socially constructed activity - as well as recognizing that the primary reason for reading is comprehension of information - the joy of reading. and really, it's not that difficult to arrange - i see it done every day in many, many classrooms. formal schools are not by definition forbidding environments... anymore than the range of family environments. schools like families are not self-contained stand-alone environments - rather, it's just the opposite. if memory serves me correctly, 80 to 85% of children will learn to read regardless of how they're taught - though if you want them to learn how to read with comprehension upper-most in their minds, then they need to be engaged from the very beginning in the practice of reading for meaning / comprehension. otherwise they may read the text with great pronunciation, but little comprehension. 10 - 15% of children really need one-on-one intensive instruction - much like what the late reading researcher Marie Clay developed, where her emphasis was on supporting the child to develop internal self-monitoring. i haven't seen a "See Spot run" etc. text used within a classroom for 30 years, perhaps more. i have heard of such texts being used by schools where political conservatism holds sway over the curriculum - right along with teaching creationism and rote algorithms in math. but i've been fortunate enough to not be teaching within a politically conservative context - what did the earlier posting on context say? Jean Lave sometimes ago pointed out that the theory of formal and informal learning as defined by difference is basically flawed - that in fact learning is learning - and as she and Wenger pointed out in Situated Learning: Legitimate Peripheral Participation, they are just as distinct failures of learning in informal apprenticeships as in, say, formal academic learning. student failures in schools are not directly cause and effect outcomes. nothing is. anyway, my two bits. phillip Phillip White, PhD Urban Community Teacher Education Program Site Coordinator Montview Elementary, Aurora, CO phillip.white@ucdenver.edu or pawhite@aps.k12.co.us From lchcmike@gmail.com Mon Sep 9 08:47:22 2013 From: lchcmike@gmail.com (mike cole) Date: Mon, 9 Sep 2013 08:47:22 -0700 Subject: [Xmca-l] Article for Discussion now available Message-ID: Our article for discussion is now available for free download at http://www.tandfonline.com/doi/full/10.1080/10749039.2012.755205#.Ui3gTfnD9Fo Let the rumpus begin. mike From mwsmith@temple.edu Mon Sep 9 10:04:58 2013 From: mwsmith@temple.edu (MICHAEL W SMITH) Date: Mon, 9 Sep 2013 13:04:58 -0400 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> Message-ID: My research with adolescents suggests that the joy of reading includes, but is not limited to the comprehension of information as the responses from one 8th grade girl illustrates. She does indeed talk about the pleasure of learning information that she can put to use: ?And then, using it? I guess I just have a lot of the stuff, just sort of in my brain and then when that kind of subject comes up, they?ll need the information I have. And then, I can usually just tell people, ?Oh, I just read this book, and it turns out yadda-ya? or sometimes I won?t even tell them I read the book. I?ll just say, ?Did you know?? or ?Oh I heard about that.?" She also talks about the pleasure of entering a story world, which seems to be something different than the way comprehension is traditionally understood: ? I get bored with my life sometimes. Not like super bored, like midlife crisis bored, but just reality gets boring sometimes and its cool to think about other stuff. I?m reading *The Clan of the Cave Bear*, the second one, and it?s cool cuz it?s not everyday life, it?s something I haven?t experienced, but I?m sort of semi-experiencing it.? Because she semi-experiences what the characters do, she can use her reading to think about her life: ?Sometimes when, like, big stuff happens in my life, I?ll think about what my favorite character would have done, the ones I admire most. Also, sort of subconscious. I don?t stop and think about what someone would do, it?s just something that happens. Like, I bet so-and-so would be really brave about this, or, one of my favorite characters would have totally sped after this guy. And then sometimes I follow their example and sometimes I don?t. . . . They all have different approaches, different ways they approach things, and then I try to apply that to my life, to see which way works for me. Characters are just ways of thinking, really.? Sometimes the pleasure she describes seems to be a more detached intellectual pleasure: ?I like to think also about what the author could have written instead of what they did write, like different endings, like a dramatic part, I?ll stop and think about what could happen next, and then read and see what does happen. I just finished reading one, and it?s got a really cliffhanger ending, and I haven?t bought the next book yet, and I?m coming up with all these ideas about what happened next.? And finally, she talks about the pleasure she gains from using her reading to deepen her relationship with others: ?When I take [the books] home, actually I start reading my book on the car ride back from the book store most of the time. My dad and I always go to Baja Fresh after the book store, because it?s right there and pretty good Mexican food. We have an inside joke, we say, ?Are we going to eat like people or are we going to read and eat at the same time,? and I say, ?Dad, shush I?m reading.?? The young people we talked to were remarkably articulate about the variety of ways they took joy from reading. Michael On Mon, Sep 9, 2013 at 9:48 AM, White, Phillip wrote: > Mike, as you've noted, Doug makes several pertinent points - and actually > they all support the research and theory that is out there - particularly > the value of supporting the child where the child is at, within a socially > constructed activity - as well as recognizing that the primary reason for > reading is comprehension of information - the joy of reading. > > and really, it's not that difficult to arrange - i see it done every day > in many, many classrooms. formal schools are not by definition forbidding > environments... anymore than the range of family environments. schools > like families are not self-contained stand-alone environments - rather, > it's just the opposite. > > if memory serves me correctly, 80 to 85% of children will learn to read > regardless of how they're taught - though if you want them to learn how to > read with comprehension upper-most in their minds, then they need to be > engaged from the very beginning in the practice of reading for meaning / > comprehension. otherwise they may read the text with great pronunciation, > but little comprehension. > > 10 - 15% of children really need one-on-one intensive instruction - much > like what the late reading researcher Marie Clay developed, where her > emphasis was on supporting the child to develop internal self-monitoring. > > i haven't seen a "See Spot run" etc. text used within a classroom for 30 > years, perhaps more. i have heard of such texts being used by schools > where political conservatism holds sway over the curriculum - right along > with teaching creationism and rote algorithms in math. but i've been > fortunate enough to not be teaching within a politically conservative > context - what did the earlier posting on context say? > > Jean Lave sometimes ago pointed out that the theory of formal and informal > learning as defined by difference is basically flawed - that in fact > learning is learning - and as she and Wenger pointed out in Situated > Learning: Legitimate Peripheral Participation, they are just as distinct > failures of learning in informal apprenticeships as in, say, formal > academic learning. > > student failures in schools are not directly cause and effect outcomes. > nothing is. > > anyway, my two bits. > > phillip > > Phillip White, PhD > Urban Community Teacher Education Program > Site Coordinator > Montview Elementary, Aurora, CO > phillip.white@ucdenver.edu > or > pawhite@aps.k12.co.us > > -- Michael W. Smith Professor and Chair Department of Teaching and Learning Temple University College of Education 351 Ritter Hall 1301 Cecil B. Moore Avenue Philadelphia, PA 19122 From Phillip.White@ucdenver.edu Mon Sep 9 12:51:57 2013 From: Phillip.White@ucdenver.edu (White, Phillip) Date: Mon, 9 Sep 2013 13:51:57 -0600 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> , Message-ID: Michael - first, many thanks for pointing out that the joy of reading is much much more than just reading for information. i was sloppy in my singular use of the term "information", particularly in these days of high stakes testing where comprehending "informational texts" is so highly regarded. i was using "information' in the sense of finding out about and exploring the world that one is really interested in - an yes, i'm working with a second grader who values reading as a way to learn everything about Justin Bieber. she's enthralled by the notion of a penthouse, where he lives. and really, discovering story world of Virginia Woolf's in the early 60's saved my ass. phillip Phillip White, PhD Urban Community Teacher Education Program Site Coordinator Montview Elementary, Aurora, CO phillip.white@ucdenver.edu or pawhite@aps.k12.co.us ________________________________________ From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] On Behalf Of MICHAEL W SMITH [mwsmith@temple.edu] Sent: Monday, September 09, 2013 11:04 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: A Question about Reading and Motivation My research with adolescents suggests that the joy of reading includes, but is not limited to the comprehension of information as the responses from one 8th grade girl illustrates. She does indeed talk about the pleasure of learning information that she can put to use: ?And then, using it? I guess I just have a lot of the stuff, just sort of in my brain and then when that kind of subject comes up, they?ll need the information I have. And then, I can usually just tell people, ?Oh, I just read this book, and it turns out yadda-ya? or sometimes I won?t even tell them I read the book. I?ll just say, ?Did you know?? or ?Oh I heard about that.?" She also talks about the pleasure of entering a story world, which seems to be something different than the way comprehension is traditionally understood: ? I get bored with my life sometimes. Not like super bored, like midlife crisis bored, but just reality gets boring sometimes and its cool to think about other stuff. I?m reading *The Clan of the Cave Bear*, the second one, and it?s cool cuz it?s not everyday life, it?s something I haven?t experienced, but I?m sort of semi-experiencing it.? Because she semi-experiences what the characters do, she can use her reading to think about her life: ?Sometimes when, like, big stuff happens in my life, I?ll think about what my favorite character would have done, the ones I admire most. Also, sort of subconscious. I don?t stop and think about what someone would do, it?s just something that happens. Like, I bet so-and-so would be really brave about this, or, one of my favorite characters would have totally sped after this guy. And then sometimes I follow their example and sometimes I don?t. . . . They all have different approaches, different ways they approach things, and then I try to apply that to my life, to see which way works for me. Characters are just ways of thinking, really.? Sometimes the pleasure she describes seems to be a more detached intellectual pleasure: ?I like to think also about what the author could have written instead of what they did write, like different endings, like a dramatic part, I?ll stop and think about what could happen next, and then read and see what does happen. I just finished reading one, and it?s got a really cliffhanger ending, and I haven?t bought the next book yet, and I?m coming up with all these ideas about what happened next.? And finally, she talks about the pleasure she gains from using her reading to deepen her relationship with others: ?When I take [the books] home, actually I start reading my book on the car ride back from the book store most of the time. My dad and I always go to Baja Fresh after the book store, because it?s right there and pretty good Mexican food. We have an inside joke, we say, ?Are we going to eat like people or are we going to read and eat at the same time,? and I say, ?Dad, shush I?m reading.?? The young people we talked to were remarkably articulate about the variety of ways they took joy from reading. Michael -- Michael W. Smith Professor and Chair Department of Teaching and Learning Temple University College of Education 351 Ritter Hall 1301 Cecil B. Moore Avenue Philadelphia, PA 19122 From billkerr@gmail.com Mon Sep 9 17:12:23 2013 From: billkerr@gmail.com (Bill Kerr) Date: Tue, 10 Sep 2013 09:42:23 +0930 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> Message-ID: I have some reading to do (and it will take time since I'm very busy on something else at the moment). Thanks to those who have provided source material. I have commenced some reading and am not satisfied so far but don't propose to do nitpicking or "emotionally charged" responses as some have here. Here is my brief opinion on what counts as evidence. Evocative personal or individual stories / narratives and opinions do not count as strong evidence IMO. A narrative no matter how well told or touching is only a story about how one or a small group of individuals learnt to become good readers, who progressed to love literature and use it expertly etc. Also a theoretical model that appeals strongly to widely recognised progressive norms (freedom, autonomy, creativity etc.) does not in itself count as evidence ... unless demonstrated to scale to help large groups of disadvantaged progress to become literate citizens. What would count as convincing evidence for me is hard data about a large group of disadvantaged youngsters (more than one inspirational teacher in a single classroom) who have significant socio-economic barriers stacked against them and a way was found for them to turn them from not literate to literate, in this real, imperfect capitalist world. What I believe (perhaps wrongly) is that such evidence exists but that some find it hard to look at because of ideological predispositions, that we all have filters and blinkers and they operate in devious ways. I do not regard myself as an expert on reading instruction (and so I do have a lot of work to do) but I do regard myself as an expert on constructionism (Papert's and Minsky's version) used in the context of teaching maths and programming in disadvantaged schools. From that context I am setting a high bar, as any reformed smoker would. ie. I have as an expert constructionist made it work well for the disadvantaged in a single classroom but failed totally in making it scale. On Tue, Sep 10, 2013 at 5:21 AM, White, Phillip wrote: > Michael - first, many thanks for pointing out that the joy of reading is > much much more than just reading for information. i was sloppy in my > singular use of the term "information", particularly in these days of high > stakes testing where comprehending "informational texts" is so highly > regarded. i was using "information' in the sense of finding out about and > exploring the world that one is really interested in - an yes, i'm > working with a second grader who values reading as a way to learn > everything about Justin Bieber. she's enthralled by the notion of a > penthouse, where he lives. > > and really, discovering story world of Virginia Woolf's in the early 60's > saved my ass. > > phillip > > > Phillip White, PhD > Urban Community Teacher Education Program > Site Coordinator > Montview Elementary, Aurora, CO > phillip.white@ucdenver.edu > or > pawhite@aps.k12.co.us > ________________________________________ > From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] > On Behalf Of MICHAEL W SMITH [mwsmith@temple.edu] > Sent: Monday, September 09, 2013 11:04 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: A Question about Reading and Motivation > > My research with adolescents suggests that the joy of reading includes, but > is not limited to the comprehension of information as the responses from > one 8th grade girl illustrates. She does indeed talk about the pleasure of > learning information that she can put to use: ?And then, using it? I guess > I just have a lot of the stuff, just sort of in my brain and then when that > kind of subject comes up, they?ll need the information I have. And then, I > can usually just tell people, ?Oh, I just read this book, and it turns out > yadda-ya? or sometimes I won?t even tell them I read the book. I?ll just > say, ?Did you know?? or ?Oh I heard about that.?" > > > > She also talks about the pleasure of entering a story world, which seems to > be something different than the way comprehension is traditionally > understood: ? I get bored with my life sometimes. Not like super bored, > like midlife crisis bored, but just reality gets boring sometimes and its > cool to think about other stuff. I?m reading *The Clan of the Cave Bear*, > the second one, and it?s cool cuz it?s not everyday life, it?s something I > haven?t experienced, but I?m sort of semi-experiencing it.? > > > > Because she semi-experiences what the characters do, she can use her > reading to think about her life: ?Sometimes when, like, big stuff happens > in my life, I?ll think about what my favorite character would have done, > the ones I admire most. Also, sort of subconscious. I don?t stop and think > about what someone would do, it?s just something that happens. Like, I bet > so-and-so would be really brave about this, or, one of my favorite > characters would have totally sped after this guy. And then sometimes I > follow their example and sometimes I don?t. . . . They all have different > approaches, different ways they approach things, and then I try to apply > that to my life, to see which way works for me. Characters are just ways of > thinking, really.? > > > > Sometimes the pleasure she describes seems to be a more detached > intellectual pleasure: ?I like to think also about what the author could > have written instead of what they did write, like different endings, like a > dramatic part, I?ll stop and think about what could happen next, and then > read and see what does happen. I just finished reading one, and it?s got a > really cliffhanger ending, and I haven?t bought the next book yet, and I?m > coming up with all these ideas about what happened next.? > > > > And finally, she talks about the pleasure she gains from using her reading > to deepen her relationship with others: ?When I take [the books] home, > actually I start reading my book on the car ride back from the book store > most of the time. My dad and I always go to Baja Fresh after the book > store, because it?s right there and pretty good Mexican food. We have an > inside joke, we say, ?Are we going to eat like people or are we going to > read and eat at the same time,? and I say, ?Dad, shush I?m reading.?? > > > The young people we talked to were remarkably articulate about the variety > of ways they took joy from reading. > > Michael > > -- > Michael W. Smith > Professor and Chair > Department of Teaching and Learning > Temple University > College of Education > 351 Ritter Hall > 1301 Cecil B. Moore Avenue > Philadelphia, PA 19122 > > From helen.harper@bigpond.com Mon Sep 9 17:23:05 2013 From: helen.harper@bigpond.com (Helen Harper) Date: Tue, 10 Sep 2013 09:53:05 +0930 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> Message-ID: <21A8DB05-3651-4FCA-A020-FDFBE045A905@bigpond.com> Bill, have we ever made anything work 'to scale' in education? I mean 'big picture' things, like teaching people to be literate, not 'small picture' things like teaching phonics. Specifically, has anyone ever, anywhere, made a big picture intervention work 'to scale' in educational settings where the target population is not already culturally predisposed to the discourses of schooling? Any studies anyone? If so, would like to read them. Helen On 10/09/2013, at 9:42 AM, Bill Kerr wrote: > I have some reading to do (and it will take time since I'm very busy on > something else at the moment). Thanks to those who have provided source > material. I have commenced some reading and am not satisfied so far but > don't propose to do nitpicking or "emotionally charged" responses as some > have here. > > Here is my brief opinion on what counts as evidence. Evocative personal or > individual stories / narratives and opinions do not count as strong > evidence IMO. A narrative no matter how well told or touching is only a > story about how one or a small group of individuals learnt to become good > readers, who progressed to love literature and use it expertly etc. > > Also a theoretical model that appeals strongly to widely recognised > progressive norms (freedom, autonomy, creativity etc.) does not in itself > count as evidence ... unless demonstrated to scale to help large groups of > disadvantaged progress to become literate citizens. > > What would count as convincing evidence for me is hard data about a large > group of disadvantaged youngsters (more than one inspirational teacher in a > single classroom) who have significant socio-economic barriers stacked > against them and a way was found for them to turn them from not literate to > literate, in this real, imperfect capitalist world. > > What I believe (perhaps wrongly) is that such evidence exists but that some > find it hard to look at because of ideological predispositions, that we all > have filters and blinkers and they operate in devious ways. > > I do not regard myself as an expert on reading instruction (and so I do > have a lot of work to do) but I do regard myself as an expert on > constructionism (Papert's and Minsky's version) used in the context of > teaching maths and programming in disadvantaged schools. From that context > I am setting a high bar, as any reformed smoker would. ie. I have as an > expert constructionist made it work well for the disadvantaged in a single > classroom but failed totally in making it scale. > > > > On Tue, Sep 10, 2013 at 5:21 AM, White, Phillip > wrote: > >> Michael - first, many thanks for pointing out that the joy of reading is >> much much more than just reading for information. i was sloppy in my >> singular use of the term "information", particularly in these days of high >> stakes testing where comprehending "informational texts" is so highly >> regarded. i was using "information' in the sense of finding out about and >> exploring the world that one is really interested in - an yes, i'm >> working with a second grader who values reading as a way to learn >> everything about Justin Bieber. she's enthralled by the notion of a >> penthouse, where he lives. >> >> and really, discovering story world of Virginia Woolf's in the early 60's >> saved my ass. >> >> phillip >> >> >> Phillip White, PhD >> Urban Community Teacher Education Program >> Site Coordinator >> Montview Elementary, Aurora, CO >> phillip.white@ucdenver.edu >> or >> pawhite@aps.k12.co.us >> ________________________________________ >> From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] >> On Behalf Of MICHAEL W SMITH [mwsmith@temple.edu] >> Sent: Monday, September 09, 2013 11:04 AM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: A Question about Reading and Motivation >> >> My research with adolescents suggests that the joy of reading includes, but >> is not limited to the comprehension of information as the responses from >> one 8th grade girl illustrates. She does indeed talk about the pleasure of >> learning information that she can put to use: ?And then, using it? I guess >> I just have a lot of the stuff, just sort of in my brain and then when that >> kind of subject comes up, they?ll need the information I have. And then, I >> can usually just tell people, ?Oh, I just read this book, and it turns out >> yadda-ya? or sometimes I won?t even tell them I read the book. I?ll just >> say, ?Did you know?? or ?Oh I heard about that.?" >> >> >> >> She also talks about the pleasure of entering a story world, which seems to >> be something different than the way comprehension is traditionally >> understood: ? I get bored with my life sometimes. Not like super bored, >> like midlife crisis bored, but just reality gets boring sometimes and its >> cool to think about other stuff. I?m reading *The Clan of the Cave Bear*, >> the second one, and it?s cool cuz it?s not everyday life, it?s something I >> haven?t experienced, but I?m sort of semi-experiencing it.? >> >> >> >> Because she semi-experiences what the characters do, she can use her >> reading to think about her life: ?Sometimes when, like, big stuff happens >> in my life, I?ll think about what my favorite character would have done, >> the ones I admire most. Also, sort of subconscious. I don?t stop and think >> about what someone would do, it?s just something that happens. Like, I bet >> so-and-so would be really brave about this, or, one of my favorite >> characters would have totally sped after this guy. And then sometimes I >> follow their example and sometimes I don?t. . . . They all have different >> approaches, different ways they approach things, and then I try to apply >> that to my life, to see which way works for me. Characters are just ways of >> thinking, really.? >> >> >> >> Sometimes the pleasure she describes seems to be a more detached >> intellectual pleasure: ?I like to think also about what the author could >> have written instead of what they did write, like different endings, like a >> dramatic part, I?ll stop and think about what could happen next, and then >> read and see what does happen. I just finished reading one, and it?s got a >> really cliffhanger ending, and I haven?t bought the next book yet, and I?m >> coming up with all these ideas about what happened next.? >> >> >> >> And finally, she talks about the pleasure she gains from using her reading >> to deepen her relationship with others: ?When I take [the books] home, >> actually I start reading my book on the car ride back from the book store >> most of the time. My dad and I always go to Baja Fresh after the book >> store, because it?s right there and pretty good Mexican food. We have an >> inside joke, we say, ?Are we going to eat like people or are we going to >> read and eat at the same time,? and I say, ?Dad, shush I?m reading.?? >> >> >> The young people we talked to were remarkably articulate about the variety >> of ways they took joy from reading. >> >> Michael >> >> -- >> Michael W. Smith >> Professor and Chair >> Department of Teaching and Learning >> Temple University >> College of Education >> 351 Ritter Hall >> 1301 Cecil B. Moore Avenue >> Philadelphia, PA 19122 >> >> From billkerr@gmail.com Mon Sep 9 17:34:14 2013 From: billkerr@gmail.com (Bill Kerr) Date: Tue, 10 Sep 2013 10:04:14 +0930 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: <21A8DB05-3651-4FCA-A020-FDFBE045A905@bigpond.com> References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> <21A8DB05-3651-4FCA-A020-FDFBE045A905@bigpond.com> Message-ID: Helen, Try Kevin Wheldall, eg. Sept 2013 MultiLit moments, page 2, for a relatively non controversial practitioner http://www.multilit.com/wp-content/uploads/MM_SEPT13.pdf (if you search on that site or follow him on twitter you will find longer studies and ongoing commentary - part of my unfinished reading) On Tue, Sep 10, 2013 at 9:53 AM, Helen Harper wrote: > Bill, > have we ever made anything work 'to scale' in education? I mean 'big > picture' things, like teaching people to be literate, not 'small picture' > things like teaching phonics. Specifically, has anyone ever, anywhere, made > a big picture intervention work 'to scale' in educational settings where > the target population is not already culturally predisposed to the > discourses of schooling? > > Any studies anyone? > If so, would like to read them. > > Helen > > > > > On 10/09/2013, at 9:42 AM, Bill Kerr wrote: > > > I have some reading to do (and it will take time since I'm very busy on > > something else at the moment). Thanks to those who have provided source > > material. I have commenced some reading and am not satisfied so far but > > don't propose to do nitpicking or "emotionally charged" responses as some > > have here. > > > > Here is my brief opinion on what counts as evidence. Evocative personal > or > > individual stories / narratives and opinions do not count as strong > > evidence IMO. A narrative no matter how well told or touching is only a > > story about how one or a small group of individuals learnt to become good > > readers, who progressed to love literature and use it expertly etc. > > > > Also a theoretical model that appeals strongly to widely recognised > > progressive norms (freedom, autonomy, creativity etc.) does not in itself > > count as evidence ... unless demonstrated to scale to help large groups > of > > disadvantaged progress to become literate citizens. > > > > What would count as convincing evidence for me is hard data about a large > > group of disadvantaged youngsters (more than one inspirational teacher > in a > > single classroom) who have significant socio-economic barriers stacked > > against them and a way was found for them to turn them from not literate > to > > literate, in this real, imperfect capitalist world. > > > > What I believe (perhaps wrongly) is that such evidence exists but that > some > > find it hard to look at because of ideological predispositions, that we > all > > have filters and blinkers and they operate in devious ways. > > > > I do not regard myself as an expert on reading instruction (and so I do > > have a lot of work to do) but I do regard myself as an expert on > > constructionism (Papert's and Minsky's version) used in the context of > > teaching maths and programming in disadvantaged schools. From that > context > > I am setting a high bar, as any reformed smoker would. ie. I have as an > > expert constructionist made it work well for the disadvantaged in a > single > > classroom but failed totally in making it scale. > > > > > > > > On Tue, Sep 10, 2013 at 5:21 AM, White, Phillip > > wrote: > > > >> Michael - first, many thanks for pointing out that the joy of reading is > >> much much more than just reading for information. i was sloppy in my > >> singular use of the term "information", particularly in these days of > high > >> stakes testing where comprehending "informational texts" is so highly > >> regarded. i was using "information' in the sense of finding out about > and > >> exploring the world that one is really interested in - an yes, i'm > >> working with a second grader who values reading as a way to learn > >> everything about Justin Bieber. she's enthralled by the notion of a > >> penthouse, where he lives. > >> > >> and really, discovering story world of Virginia Woolf's in the early > 60's > >> saved my ass. > >> > >> phillip > >> > >> > >> Phillip White, PhD > >> Urban Community Teacher Education Program > >> Site Coordinator > >> Montview Elementary, Aurora, CO > >> phillip.white@ucdenver.edu > >> or > >> pawhite@aps.k12.co.us > >> ________________________________________ > >> From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] > >> On Behalf Of MICHAEL W SMITH [mwsmith@temple.edu] > >> Sent: Monday, September 09, 2013 11:04 AM > >> To: eXtended Mind, Culture, Activity > >> Subject: [Xmca-l] Re: A Question about Reading and Motivation > >> > >> My research with adolescents suggests that the joy of reading includes, > but > >> is not limited to the comprehension of information as the responses from > >> one 8th grade girl illustrates. She does indeed talk about the > pleasure of > >> learning information that she can put to use: ?And then, using it? I > guess > >> I just have a lot of the stuff, just sort of in my brain and then when > that > >> kind of subject comes up, they?ll need the information I have. And > then, I > >> can usually just tell people, ?Oh, I just read this book, and it turns > out > >> yadda-ya? or sometimes I won?t even tell them I read the book. I?ll just > >> say, ?Did you know?? or ?Oh I heard about that.?" > >> > >> > >> > >> She also talks about the pleasure of entering a story world, which > seems to > >> be something different than the way comprehension is traditionally > >> understood: ? I get bored with my life sometimes. Not like super bored, > >> like midlife crisis bored, but just reality gets boring sometimes and > its > >> cool to think about other stuff. I?m reading *The Clan of the Cave > Bear*, > >> the second one, and it?s cool cuz it?s not everyday life, it?s > something I > >> haven?t experienced, but I?m sort of semi-experiencing it.? > >> > >> > >> > >> Because she semi-experiences what the characters do, she can use her > >> reading to think about her life: ?Sometimes when, like, big stuff > happens > >> in my life, I?ll think about what my favorite character would have done, > >> the ones I admire most. Also, sort of subconscious. I don?t stop and > think > >> about what someone would do, it?s just something that happens. Like, I > bet > >> so-and-so would be really brave about this, or, one of my favorite > >> characters would have totally sped after this guy. And then sometimes I > >> follow their example and sometimes I don?t. . . . They all have > different > >> approaches, different ways they approach things, and then I try to apply > >> that to my life, to see which way works for me. Characters are just > ways of > >> thinking, really.? > >> > >> > >> > >> Sometimes the pleasure she describes seems to be a more detached > >> intellectual pleasure: ?I like to think also about what the author > could > >> have written instead of what they did write, like different endings, > like a > >> dramatic part, I?ll stop and think about what could happen next, and > then > >> read and see what does happen. I just finished reading one, and it?s > got a > >> really cliffhanger ending, and I haven?t bought the next book yet, and > I?m > >> coming up with all these ideas about what happened next.? > >> > >> > >> > >> And finally, she talks about the pleasure she gains from using her > reading > >> to deepen her relationship with others: ?When I take [the books] home, > >> actually I start reading my book on the car ride back from the book > store > >> most of the time. My dad and I always go to Baja Fresh after the book > >> store, because it?s right there and pretty good Mexican food. We have an > >> inside joke, we say, ?Are we going to eat like people or are we going > to > >> read and eat at the same time,? and I say, ?Dad, shush I?m reading.?? > >> > >> > >> The young people we talked to were remarkably articulate about the > variety > >> of ways they took joy from reading. > >> > >> Michael > >> > >> -- > >> Michael W. Smith > >> Professor and Chair > >> Department of Teaching and Learning > >> Temple University > >> College of Education > >> 351 Ritter Hall > >> 1301 Cecil B. Moore Avenue > >> Philadelphia, PA 19122 > >> > >> > > > From helen.grimmett@monash.edu Mon Sep 9 17:34:40 2013 From: helen.grimmett@monash.edu (Helen Grimmett) Date: Tue, 10 Sep 2013 10:34:40 +1000 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> Message-ID: > > I have as an > expert constructionist made it work well for the disadvantaged in a single > classroom but failed totally in making it scale. And therein lies the rub. The type of relationship building that is required to make it work must be created anew in each single classroom and cannot possibly be scaled up because it will look, feel and sound different in each one. The only way to scale it up is for every teacher to understand for themselves that this is what is required and go about making it happen in their own classroom. Teachers can be led to this understanding but it can't be provided as a 'package' of what to do and say. It has to be worked out in each and every interaction between teacher and student/s. Not very economical, but totally necessary. Helen G Dr Helen Grimmett Lecturer, Student Adviser, Faculty of Education, Building 902, Room 159 Monash University, Berwick campus Phone: 9904 7171 On 10 September 2013 10:12, Bill Kerr wrote: > I have some reading to do (and it will take time since I'm very busy on > something else at the moment). Thanks to those who have provided source > material. I have commenced some reading and am not satisfied so far but > don't propose to do nitpicking or "emotionally charged" responses as some > have here. > > Here is my brief opinion on what counts as evidence. Evocative personal or > individual stories / narratives and opinions do not count as strong > evidence IMO. A narrative no matter how well told or touching is only a > story about how one or a small group of individuals learnt to become good > readers, who progressed to love literature and use it expertly etc. > > Also a theoretical model that appeals strongly to widely recognised > progressive norms (freedom, autonomy, creativity etc.) does not in itself > count as evidence ... unless demonstrated to scale to help large groups of > disadvantaged progress to become literate citizens. > > What would count as convincing evidence for me is hard data about a large > group of disadvantaged youngsters (more than one inspirational teacher in a > single classroom) who have significant socio-economic barriers stacked > against them and a way was found for them to turn them from not literate to > literate, in this real, imperfect capitalist world. > > What I believe (perhaps wrongly) is that such evidence exists but that some > find it hard to look at because of ideological predispositions, that we all > have filters and blinkers and they operate in devious ways. > > I do not regard myself as an expert on reading instruction (and so I do > have a lot of work to do) but I do regard myself as an expert on > constructionism (Papert's and Minsky's version) used in the context of > teaching maths and programming in disadvantaged schools. From that context > I am setting a high bar, as any reformed smoker would. ie. I have as an > expert constructionist made it work well for the disadvantaged in a single > classroom but failed totally in making it scale. > > > > On Tue, Sep 10, 2013 at 5:21 AM, White, Phillip > wrote: > > > Michael - first, many thanks for pointing out that the joy of reading is > > much much more than just reading for information. i was sloppy in my > > singular use of the term "information", particularly in these days of > high > > stakes testing where comprehending "informational texts" is so highly > > regarded. i was using "information' in the sense of finding out about > and > > exploring the world that one is really interested in - an yes, i'm > > working with a second grader who values reading as a way to learn > > everything about Justin Bieber. she's enthralled by the notion of a > > penthouse, where he lives. > > > > and really, discovering story world of Virginia Woolf's in the early 60's > > saved my ass. > > > > phillip > > > > > > Phillip White, PhD > > Urban Community Teacher Education Program > > Site Coordinator > > Montview Elementary, Aurora, CO > > phillip.white@ucdenver.edu > > or > > pawhite@aps.k12.co.us > > ________________________________________ > > From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] > > On Behalf Of MICHAEL W SMITH [mwsmith@temple.edu] > > Sent: Monday, September 09, 2013 11:04 AM > > To: eXtended Mind, Culture, Activity > > Subject: [Xmca-l] Re: A Question about Reading and Motivation > > > > My research with adolescents suggests that the joy of reading includes, > but > > is not limited to the comprehension of information as the responses from > > one 8th grade girl illustrates. She does indeed talk about the pleasure > of > > learning information that she can put to use: ?And then, using it? I > guess > > I just have a lot of the stuff, just sort of in my brain and then when > that > > kind of subject comes up, they?ll need the information I have. And then, > I > > can usually just tell people, ?Oh, I just read this book, and it turns > out > > yadda-ya? or sometimes I won?t even tell them I read the book. I?ll just > > say, ?Did you know?? or ?Oh I heard about that.?" > > > > > > > > She also talks about the pleasure of entering a story world, which seems > to > > be something different than the way comprehension is traditionally > > understood: ? I get bored with my life sometimes. Not like super bored, > > like midlife crisis bored, but just reality gets boring sometimes and its > > cool to think about other stuff. I?m reading *The Clan of the Cave Bear*, > > the second one, and it?s cool cuz it?s not everyday life, it?s something > I > > haven?t experienced, but I?m sort of semi-experiencing it.? > > > > > > > > Because she semi-experiences what the characters do, she can use her > > reading to think about her life: ?Sometimes when, like, big stuff > happens > > in my life, I?ll think about what my favorite character would have done, > > the ones I admire most. Also, sort of subconscious. I don?t stop and > think > > about what someone would do, it?s just something that happens. Like, I > bet > > so-and-so would be really brave about this, or, one of my favorite > > characters would have totally sped after this guy. And then sometimes I > > follow their example and sometimes I don?t. . . . They all have different > > approaches, different ways they approach things, and then I try to apply > > that to my life, to see which way works for me. Characters are just ways > of > > thinking, really.? > > > > > > > > Sometimes the pleasure she describes seems to be a more detached > > intellectual pleasure: ?I like to think also about what the author could > > have written instead of what they did write, like different endings, > like a > > dramatic part, I?ll stop and think about what could happen next, and then > > read and see what does happen. I just finished reading one, and it?s got > a > > really cliffhanger ending, and I haven?t bought the next book yet, and > I?m > > coming up with all these ideas about what happened next.? > > > > > > > > And finally, she talks about the pleasure she gains from using her > reading > > to deepen her relationship with others: ?When I take [the books] home, > > actually I start reading my book on the car ride back from the book store > > most of the time. My dad and I always go to Baja Fresh after the book > > store, because it?s right there and pretty good Mexican food. We have an > > inside joke, we say, ?Are we going to eat like people or are we going to > > read and eat at the same time,? and I say, ?Dad, shush I?m reading.?? > > > > > > The young people we talked to were remarkably articulate about the > variety > > of ways they took joy from reading. > > > > Michael > > > > -- > > Michael W. Smith > > Professor and Chair > > Department of Teaching and Learning > > Temple University > > College of Education > > 351 Ritter Hall > > 1301 Cecil B. Moore Avenue > > Philadelphia, PA 19122 > > > > > From billkerr@gmail.com Mon Sep 9 18:29:14 2013 From: billkerr@gmail.com (Bill Kerr) Date: Tue, 10 Sep 2013 10:59:14 +0930 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> Message-ID: Full Kevin Wheldall citations here: http://www.musec.mq.edu.au/staff_list/professor_kevin_wheldall/ I can't find an article on line anymore (except behind academic blocked sites, here http://www.tandfonline.com/doi/abs/10.1080/19404150903264294?journalCode=rald20#.Ui5xdSIW3eU) so I'll try to attach it (430 K, MonaTobias2008Article.pdf) and see what happens. His preamble is interesting for me because it shows that it is **possible** for someone to make the shift from a left wing social class warrior to a (fill in your own descriptor) phonics warrior. But of course this observation from me has little real value, it is just another evidence less narrative, a nice story, which tweaked my particular memes evocatively. On Tue, Sep 10, 2013 at 10:04 AM, Helen Grimmett wrote: > > > > I have as an > > expert constructionist made it work well for the disadvantaged in a > single > > classroom but failed totally in making it scale. > > > And therein lies the rub. The type of relationship building that is > required to make it work must be created anew in each single classroom and > cannot possibly be scaled up because it will look, feel and sound different > in each one. The only way to scale it up is for every teacher to understand > for themselves that this is what is required and go about making it happen > in their own classroom. Teachers can be led to this understanding but it > can't be provided as a 'package' of what to do and say. It has to be worked > out in each and every interaction between teacher and student/s. Not very > economical, but totally necessary. > > Helen G > > > Dr Helen Grimmett > Lecturer, Student Adviser, > Faculty of Education, > Building 902, Room 159 > Monash University, Berwick campus > Phone: 9904 7171 > > > > > On 10 September 2013 10:12, Bill Kerr wrote: > > > I have some reading to do (and it will take time since I'm very busy on > > something else at the moment). Thanks to those who have provided source > > material. I have commenced some reading and am not satisfied so far but > > don't propose to do nitpicking or "emotionally charged" responses as some > > have here. > > > > Here is my brief opinion on what counts as evidence. Evocative personal > or > > individual stories / narratives and opinions do not count as strong > > evidence IMO. A narrative no matter how well told or touching is only a > > story about how one or a small group of individuals learnt to become good > > readers, who progressed to love literature and use it expertly etc. > > > > Also a theoretical model that appeals strongly to widely recognised > > progressive norms (freedom, autonomy, creativity etc.) does not in itself > > count as evidence ... unless demonstrated to scale to help large groups > of > > disadvantaged progress to become literate citizens. > > > > What would count as convincing evidence for me is hard data about a large > > group of disadvantaged youngsters (more than one inspirational teacher > in a > > single classroom) who have significant socio-economic barriers stacked > > against them and a way was found for them to turn them from not literate > to > > literate, in this real, imperfect capitalist world. > > > > What I believe (perhaps wrongly) is that such evidence exists but that > some > > find it hard to look at because of ideological predispositions, that we > all > > have filters and blinkers and they operate in devious ways. > > > > I do not regard myself as an expert on reading instruction (and so I do > > have a lot of work to do) but I do regard myself as an expert on > > constructionism (Papert's and Minsky's version) used in the context of > > teaching maths and programming in disadvantaged schools. From that > context > > I am setting a high bar, as any reformed smoker would. ie. I have as an > > expert constructionist made it work well for the disadvantaged in a > single > > classroom but failed totally in making it scale. > > > > > > > > On Tue, Sep 10, 2013 at 5:21 AM, White, Phillip > > wrote: > > > > > Michael - first, many thanks for pointing out that the joy of reading > is > > > much much more than just reading for information. i was sloppy in my > > > singular use of the term "information", particularly in these days of > > high > > > stakes testing where comprehending "informational texts" is so highly > > > regarded. i was using "information' in the sense of finding out about > > and > > > exploring the world that one is really interested in - an yes, i'm > > > working with a second grader who values reading as a way to learn > > > everything about Justin Bieber. she's enthralled by the notion of a > > > penthouse, where he lives. > > > > > > and really, discovering story world of Virginia Woolf's in the early > 60's > > > saved my ass. > > > > > > phillip > > > > > > > > > Phillip White, PhD > > > Urban Community Teacher Education Program > > > Site Coordinator > > > Montview Elementary, Aurora, CO > > > phillip.white@ucdenver.edu > > > or > > > pawhite@aps.k12.co.us > > > ________________________________________ > > > From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu > ] > > > On Behalf Of MICHAEL W SMITH [mwsmith@temple.edu] > > > Sent: Monday, September 09, 2013 11:04 AM > > > To: eXtended Mind, Culture, Activity > > > Subject: [Xmca-l] Re: A Question about Reading and Motivation > > > > > > My research with adolescents suggests that the joy of reading includes, > > but > > > is not limited to the comprehension of information as the responses > from > > > one 8th grade girl illustrates. She does indeed talk about the > pleasure > > of > > > learning information that she can put to use: ?And then, using it? I > > guess > > > I just have a lot of the stuff, just sort of in my brain and then when > > that > > > kind of subject comes up, they?ll need the information I have. And > then, > > I > > > can usually just tell people, ?Oh, I just read this book, and it turns > > out > > > yadda-ya? or sometimes I won?t even tell them I read the book. I?ll > just > > > say, ?Did you know?? or ?Oh I heard about that.?" > > > > > > > > > > > > She also talks about the pleasure of entering a story world, which > seems > > to > > > be something different than the way comprehension is traditionally > > > understood: ? I get bored with my life sometimes. Not like super > bored, > > > like midlife crisis bored, but just reality gets boring sometimes and > its > > > cool to think about other stuff. I?m reading *The Clan of the Cave > Bear*, > > > the second one, and it?s cool cuz it?s not everyday life, it?s > something > > I > > > haven?t experienced, but I?m sort of semi-experiencing it.? > > > > > > > > > > > > Because she semi-experiences what the characters do, she can use her > > > reading to think about her life: ?Sometimes when, like, big stuff > > happens > > > in my life, I?ll think about what my favorite character would have > done, > > > the ones I admire most. Also, sort of subconscious. I don?t stop and > > think > > > about what someone would do, it?s just something that happens. Like, I > > bet > > > so-and-so would be really brave about this, or, one of my favorite > > > characters would have totally sped after this guy. And then sometimes I > > > follow their example and sometimes I don?t. . . . They all have > different > > > approaches, different ways they approach things, and then I try to > apply > > > that to my life, to see which way works for me. Characters are just > ways > > of > > > thinking, really.? > > > > > > > > > > > > Sometimes the pleasure she describes seems to be a more detached > > > intellectual pleasure: ?I like to think also about what the author > could > > > have written instead of what they did write, like different endings, > > like a > > > dramatic part, I?ll stop and think about what could happen next, and > then > > > read and see what does happen. I just finished reading one, and it?s > got > > a > > > really cliffhanger ending, and I haven?t bought the next book yet, and > > I?m > > > coming up with all these ideas about what happened next.? > > > > > > > > > > > > And finally, she talks about the pleasure she gains from using her > > reading > > > to deepen her relationship with others: ?When I take [the books] home, > > > actually I start reading my book on the car ride back from the book > store > > > most of the time. My dad and I always go to Baja Fresh after the book > > > store, because it?s right there and pretty good Mexican food. We have > an > > > inside joke, we say, ?Are we going to eat like people or are we going > to > > > read and eat at the same time,? and I say, ?Dad, shush I?m reading.?? > > > > > > > > > The young people we talked to were remarkably articulate about the > > variety > > > of ways they took joy from reading. > > > > > > Michael > > > > > > -- > > > Michael W. Smith > > > Professor and Chair > > > Department of Teaching and Learning > > > Temple University > > > College of Education > > > 351 Ritter Hall > > > 1301 Cecil B. Moore Avenue > > > Philadelphia, PA 19122 > > > > > > > > > -------------- next part -------------- A non-text attachment was scrubbed... Name: MonaTobias2008Article.pdf Type: application/pdf Size: 440299 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130910/7ed03f6c/attachment.pdf From Phillip.White@ucdenver.edu Mon Sep 9 17:50:26 2013 From: Phillip.White@ucdenver.edu (White, Phillip) Date: Mon, 9 Sep 2013 18:50:26 -0600 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: <21A8DB05-3651-4FCA-A020-FDFBE045A905@bigpond.com> References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> , <21A8DB05-3651-4FCA-A020-FDFBE045A905@bigpond.com> Message-ID: Helen, you can start off with these sources that are attached files. and by the way, it's quite easy and quick to assess where a child's proficiencies are in reading. a reading inventory can usually be done within 30 minutes per child - in fact, i know of many schools where teachers assess students individually within the first two days of school. also, a "running record" can be done just as easily to identify which reading strategies a student is employing and which can bear strengthening. enjoy! phillip Phillip White, PhD Urban Community Teacher Education Program Site Coordinator Montview Elementary, Aurora, CO phillip.white@ucdenver.edu or pawhite@aps.k12.co.us -------------- next part -------------- A non-text attachment was scrubbed... Name: ReadingSkillsStrategiesParis.pdf Type: application/pdf Size: 81967 bytes Desc: ReadingSkillsStrategiesParis.pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130909/237b9f62/attachment-0004.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: Reading Comprehension.pdf Type: application/pdf Size: 236178 bytes Desc: Reading Comprehension.pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130909/237b9f62/attachment-0005.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: scott_paris_selfregulatedreaders.pdf Type: application/pdf Size: 333123 bytes Desc: scott_paris_selfregulatedreaders.pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130909/237b9f62/attachment-0006.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: effective_practicesReading.pdf Type: application/pdf Size: 688649 bytes Desc: effective_practicesReading.pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130909/237b9f62/attachment-0007.pdf From Phillip.White@ucdenver.edu Tue Sep 10 07:47:50 2013 From: Phillip.White@ucdenver.edu (White, Phillip) Date: Tue, 10 Sep 2013 08:47:50 -0600 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> , Message-ID: after reading the Wheldall's Mona Tobias 2009 article you had attached, Bill, i believe Wheldall could have benefited from the Scott Paris article attached above. phillip Phillip White, PhD Urban Community Teacher Education Program Site Coordinator Montview Elementary, Aurora, CO phillip.white@ucdenver.edu or pawhite@aps.k12.co.us -------------- next part -------------- A non-text attachment was scrubbed... Name: Scott Paris.pdf Type: application/pdf Size: 179385 bytes Desc: Scott Paris.pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130910/6599466c/attachment.pdf From smago@uga.edu Tue Sep 10 13:56:26 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Tue, 10 Sep 2013 20:56:26 +0000 Subject: [Xmca-l] The deadline for ICLS 2014 in Boulder, Colorado is fast approaching! Message-ID: SUBJECT: ICLS 2014 Deadline, November 8, 2013 BODY: Reminder of Deadline: International Conference of the Learning Sciences proposals for sessions, papers, and posters are due November 8! The call for proposals and link to the submission site can be found here: http://www.isls.org/icls2014/CallForProposals.htm The deadline for ICLS 2014 in Boulder, Colorado is fast approaching! We want to encourage submissions from all communities of scholars, especially those engaged in research related to the ICLS 2014 theme: "Learning and Becoming in Practice." Our coordinating committee has developed a number of resources to help people develop proposals related to the theme. These include recordings of webinars on how to prepare a paper, poster or session proposal for ICLS and papers recommended by keynote speakers related to their planned talks. You can find these here: http://www.isls.org/icls2014/Resources.htm The conference's featured social event will take place at the National Center for Atmospheric Research, a building designed by I. M. Pei to resemble and honor the ancient Pueblo cliff houses of southwestern Colorado. You can also look forward in Boulder to the first-ever ICLS-organized rafting trip as part of the optional social activities! Bill Penuel, Susan Jurow, and Kevin O'Connor Conference Co-chairs ---------------------------------------------------------------------------------- Bill Penuel Professor of Educational Psychology and Learning Sciences School of Education University of Colorado UCB 249 Boulder, CO 80309 email: william.penuel@colorado.edu tel: 303-492-4541 fax: 303-492-7090 ---------------------------------------------------------------------------------- From mpacker@uniandes.edu.co Tue Sep 10 17:03:09 2013 From: mpacker@uniandes.edu.co (Martin John Packer) Date: Wed, 11 Sep 2013 00:03:09 +0000 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: <21A8DB05-3651-4FCA-A020-FDFBE045A905@bigpond.com> References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> <21A8DB05-3651-4FCA-A020-FDFBE045A905@bigpond.com> Message-ID: I wonder if ?scaling up? might not be the best metaphor? It seems to imply that what is required is making something that is small much larger, and of course what works in a small setting often doesn?t work as well, or at all, in a large setting. What about seeding, or catalyzing? Or providing a model? Here is where I think the power of a narrative, the story of a case, might lie. For someone who is faced with the same problem, a detailed story can provide the necessary information, or convey the journey that is involved, to replicate, or duplicate, or emulate what has been done successfully in one small setting. A narrative provides a model. It is a form of collaboration between one (small) site and another. Martin On Sep 9, 2013, at 7:23 PM, Helen Harper wrote: > Bill, > have we ever made anything work 'to scale' in education? I mean 'big picture' things, like teaching people to be literate, not 'small picture' things like teaching phonics. Specifically, has anyone ever, anywhere, made a big picture intervention work 'to scale' in educational settings where the target population is not already culturally predisposed to the discourses of schooling? > > Any studies anyone? > If so, would like to read them. > > Helen > > > > > On 10/09/2013, at 9:42 AM, Bill Kerr wrote: > >> I have some reading to do (and it will take time since I'm very busy on >> something else at the moment). Thanks to those who have provided source >> material. I have commenced some reading and am not satisfied so far but >> don't propose to do nitpicking or "emotionally charged" responses as some >> have here. >> >> Here is my brief opinion on what counts as evidence. Evocative personal or >> individual stories / narratives and opinions do not count as strong >> evidence IMO. A narrative no matter how well told or touching is only a >> story about how one or a small group of individuals learnt to become good >> readers, who progressed to love literature and use it expertly etc. >> >> Also a theoretical model that appeals strongly to widely recognised >> progressive norms (freedom, autonomy, creativity etc.) does not in itself >> count as evidence ... unless demonstrated to scale to help large groups of >> disadvantaged progress to become literate citizens. >> >> What would count as convincing evidence for me is hard data about a large >> group of disadvantaged youngsters (more than one inspirational teacher in a >> single classroom) who have significant socio-economic barriers stacked >> against them and a way was found for them to turn them from not literate to >> literate, in this real, imperfect capitalist world. >> >> What I believe (perhaps wrongly) is that such evidence exists but that some >> find it hard to look at because of ideological predispositions, that we all >> have filters and blinkers and they operate in devious ways. >> >> I do not regard myself as an expert on reading instruction (and so I do >> have a lot of work to do) but I do regard myself as an expert on >> constructionism (Papert's and Minsky's version) used in the context of >> teaching maths and programming in disadvantaged schools. From that context >> I am setting a high bar, as any reformed smoker would. ie. I have as an >> expert constructionist made it work well for the disadvantaged in a single >> classroom but failed totally in making it scale. >> >> >> >> On Tue, Sep 10, 2013 at 5:21 AM, White, Phillip >> wrote: >> >>> Michael - first, many thanks for pointing out that the joy of reading is >>> much much more than just reading for information. i was sloppy in my >>> singular use of the term "information", particularly in these days of high >>> stakes testing where comprehending "informational texts" is so highly >>> regarded. i was using "information' in the sense of finding out about and >>> exploring the world that one is really interested in - an yes, i'm >>> working with a second grader who values reading as a way to learn >>> everything about Justin Bieber. she's enthralled by the notion of a >>> penthouse, where he lives. >>> >>> and really, discovering story world of Virginia Woolf's in the early 60's >>> saved my ass. >>> >>> phillip >>> >>> >>> Phillip White, PhD >>> Urban Community Teacher Education Program >>> Site Coordinator >>> Montview Elementary, Aurora, CO >>> phillip.white@ucdenver.edu >>> or >>> pawhite@aps.k12.co.us >>> ________________________________________ >>> From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] >>> On Behalf Of MICHAEL W SMITH [mwsmith@temple.edu] >>> Sent: Monday, September 09, 2013 11:04 AM >>> To: eXtended Mind, Culture, Activity >>> Subject: [Xmca-l] Re: A Question about Reading and Motivation >>> >>> My research with adolescents suggests that the joy of reading includes, but >>> is not limited to the comprehension of information as the responses from >>> one 8th grade girl illustrates. She does indeed talk about the pleasure of >>> learning information that she can put to use: ?And then, using it? I guess >>> I just have a lot of the stuff, just sort of in my brain and then when that >>> kind of subject comes up, they?ll need the information I have. And then, I >>> can usually just tell people, ?Oh, I just read this book, and it turns out >>> yadda-ya? or sometimes I won?t even tell them I read the book. I?ll just >>> say, ?Did you know?? or ?Oh I heard about that.?" >>> >>> >>> >>> She also talks about the pleasure of entering a story world, which seems to >>> be something different than the way comprehension is traditionally >>> understood: ? I get bored with my life sometimes. Not like super bored, >>> like midlife crisis bored, but just reality gets boring sometimes and its >>> cool to think about other stuff. I?m reading *The Clan of the Cave Bear*, >>> the second one, and it?s cool cuz it?s not everyday life, it?s something I >>> haven?t experienced, but I?m sort of semi-experiencing it.? >>> >>> >>> >>> Because she semi-experiences what the characters do, she can use her >>> reading to think about her life: ?Sometimes when, like, big stuff happens >>> in my life, I?ll think about what my favorite character would have done, >>> the ones I admire most. Also, sort of subconscious. I don?t stop and think >>> about what someone would do, it?s just something that happens. Like, I bet >>> so-and-so would be really brave about this, or, one of my favorite >>> characters would have totally sped after this guy. And then sometimes I >>> follow their example and sometimes I don?t. . . . They all have different >>> approaches, different ways they approach things, and then I try to apply >>> that to my life, to see which way works for me. Characters are just ways of >>> thinking, really.? >>> >>> >>> >>> Sometimes the pleasure she describes seems to be a more detached >>> intellectual pleasure: ?I like to think also about what the author could >>> have written instead of what they did write, like different endings, like a >>> dramatic part, I?ll stop and think about what could happen next, and then >>> read and see what does happen. I just finished reading one, and it?s got a >>> really cliffhanger ending, and I haven?t bought the next book yet, and I?m >>> coming up with all these ideas about what happened next.? >>> >>> >>> >>> And finally, she talks about the pleasure she gains from using her reading >>> to deepen her relationship with others: ?When I take [the books] home, >>> actually I start reading my book on the car ride back from the book store >>> most of the time. My dad and I always go to Baja Fresh after the book >>> store, because it?s right there and pretty good Mexican food. We have an >>> inside joke, we say, ?Are we going to eat like people or are we going to >>> read and eat at the same time,? and I say, ?Dad, shush I?m reading.?? >>> >>> >>> The young people we talked to were remarkably articulate about the variety >>> of ways they took joy from reading. >>> >>> Michael >>> >>> -- >>> Michael W. Smith >>> Professor and Chair >>> Department of Teaching and Learning >>> Temple University >>> College of Education >>> 351 Ritter Hall >>> 1301 Cecil B. Moore Avenue >>> Philadelphia, PA 19122 >>> >>> > > > From helen.grimmett@monash.edu Tue Sep 10 17:23:25 2013 From: helen.grimmett@monash.edu (Helen Grimmett) Date: Wed, 11 Sep 2013 10:23:25 +1000 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> <21A8DB05-3651-4FCA-A020-FDFBE045A905@bigpond.com> Message-ID: A great way to put it Martin! For teachers who have a motive for developing their practice these narratives/models are indeed important forms of collaborative learning. The tricky part is helping all teachers develop a motive for wanting to make these developments in their practice, and unfortunately I think the more we bombard them with 'this is what you MUST do' the less likely this motive development will happen. Narratives provide examples of what CAN happen, providing inspiration for teachers to WANT to try similar ideas for themselves in their own setting. That's always been a much more appealing approach for me - an approach that promotes professional agency and imagination rather than denies it. Helen G Dr Helen Grimmett Lecturer, Student Adviser, Faculty of Education, Building 902, Room 159 Monash University, Berwick campus Phone: 9904 7171 On 11 September 2013 10:03, Martin John Packer wrote: > I wonder if ?scaling up? might not be the best metaphor? It seems to imply > that what is required is making something that is small much larger, and of > course what works in a small setting often doesn?t work as well, or at all, > in a large setting. > > What about seeding, or catalyzing? Or providing a model? Here is where I > think the power of a narrative, the story of a case, might lie. For someone > who is faced with the same problem, a detailed story can provide the > necessary information, or convey the journey that is involved, to > replicate, or duplicate, or emulate what has been done successfully in one > small setting. A narrative provides a model. It is a form of collaboration > between one (small) site and another. > > Martin > > On Sep 9, 2013, at 7:23 PM, Helen Harper wrote: > > > Bill, > > have we ever made anything work 'to scale' in education? I mean 'big > picture' things, like teaching people to be literate, not 'small picture' > things like teaching phonics. Specifically, has anyone ever, anywhere, made > a big picture intervention work 'to scale' in educational settings where > the target population is not already culturally predisposed to the > discourses of schooling? > > > > Any studies anyone? > > If so, would like to read them. > > > > Helen > > > > > > > > > > On 10/09/2013, at 9:42 AM, Bill Kerr wrote: > > > >> I have some reading to do (and it will take time since I'm very busy on > >> something else at the moment). Thanks to those who have provided source > >> material. I have commenced some reading and am not satisfied so far but > >> don't propose to do nitpicking or "emotionally charged" responses as > some > >> have here. > >> > >> Here is my brief opinion on what counts as evidence. Evocative personal > or > >> individual stories / narratives and opinions do not count as strong > >> evidence IMO. A narrative no matter how well told or touching is only a > >> story about how one or a small group of individuals learnt to become > good > >> readers, who progressed to love literature and use it expertly etc. > >> > >> Also a theoretical model that appeals strongly to widely recognised > >> progressive norms (freedom, autonomy, creativity etc.) does not in > itself > >> count as evidence ... unless demonstrated to scale to help large groups > of > >> disadvantaged progress to become literate citizens. > >> > >> What would count as convincing evidence for me is hard data about a > large > >> group of disadvantaged youngsters (more than one inspirational teacher > in a > >> single classroom) who have significant socio-economic barriers stacked > >> against them and a way was found for them to turn them from not > literate to > >> literate, in this real, imperfect capitalist world. > >> > >> What I believe (perhaps wrongly) is that such evidence exists but that > some > >> find it hard to look at because of ideological predispositions, that we > all > >> have filters and blinkers and they operate in devious ways. > >> > >> I do not regard myself as an expert on reading instruction (and so I do > >> have a lot of work to do) but I do regard myself as an expert on > >> constructionism (Papert's and Minsky's version) used in the context of > >> teaching maths and programming in disadvantaged schools. From that > context > >> I am setting a high bar, as any reformed smoker would. ie. I have as an > >> expert constructionist made it work well for the disadvantaged in a > single > >> classroom but failed totally in making it scale. > >> > >> > >> > >> On Tue, Sep 10, 2013 at 5:21 AM, White, Phillip > >> wrote: > >> > >>> Michael - first, many thanks for pointing out that the joy of reading > is > >>> much much more than just reading for information. i was sloppy in my > >>> singular use of the term "information", particularly in these days of > high > >>> stakes testing where comprehending "informational texts" is so highly > >>> regarded. i was using "information' in the sense of finding out about > and > >>> exploring the world that one is really interested in - an yes, i'm > >>> working with a second grader who values reading as a way to learn > >>> everything about Justin Bieber. she's enthralled by the notion of a > >>> penthouse, where he lives. > >>> > >>> and really, discovering story world of Virginia Woolf's in the early > 60's > >>> saved my ass. > >>> > >>> phillip > >>> > >>> > >>> Phillip White, PhD > >>> Urban Community Teacher Education Program > >>> Site Coordinator > >>> Montview Elementary, Aurora, CO > >>> phillip.white@ucdenver.edu > >>> or > >>> pawhite@aps.k12.co.us > >>> ________________________________________ > >>> From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu > ] > >>> On Behalf Of MICHAEL W SMITH [mwsmith@temple.edu] > >>> Sent: Monday, September 09, 2013 11:04 AM > >>> To: eXtended Mind, Culture, Activity > >>> Subject: [Xmca-l] Re: A Question about Reading and Motivation > >>> > >>> My research with adolescents suggests that the joy of reading > includes, but > >>> is not limited to the comprehension of information as the responses > from > >>> one 8th grade girl illustrates. She does indeed talk about the > pleasure of > >>> learning information that she can put to use: ?And then, using it? I > guess > >>> I just have a lot of the stuff, just sort of in my brain and then when > that > >>> kind of subject comes up, they?ll need the information I have. And > then, I > >>> can usually just tell people, ?Oh, I just read this book, and it turns > out > >>> yadda-ya? or sometimes I won?t even tell them I read the book. I?ll > just > >>> say, ?Did you know?? or ?Oh I heard about that.?" > >>> > >>> > >>> > >>> She also talks about the pleasure of entering a story world, which > seems to > >>> be something different than the way comprehension is traditionally > >>> understood: ? I get bored with my life sometimes. Not like super > bored, > >>> like midlife crisis bored, but just reality gets boring sometimes and > its > >>> cool to think about other stuff. I?m reading *The Clan of the Cave > Bear*, > >>> the second one, and it?s cool cuz it?s not everyday life, it?s > something I > >>> haven?t experienced, but I?m sort of semi-experiencing it.? > >>> > >>> > >>> > >>> Because she semi-experiences what the characters do, she can use her > >>> reading to think about her life: ?Sometimes when, like, big stuff > happens > >>> in my life, I?ll think about what my favorite character would have > done, > >>> the ones I admire most. Also, sort of subconscious. I don?t stop and > think > >>> about what someone would do, it?s just something that happens. Like, I > bet > >>> so-and-so would be really brave about this, or, one of my favorite > >>> characters would have totally sped after this guy. And then sometimes I > >>> follow their example and sometimes I don?t. . . . They all have > different > >>> approaches, different ways they approach things, and then I try to > apply > >>> that to my life, to see which way works for me. Characters are just > ways of > >>> thinking, really.? > >>> > >>> > >>> > >>> Sometimes the pleasure she describes seems to be a more detached > >>> intellectual pleasure: ?I like to think also about what the author > could > >>> have written instead of what they did write, like different endings, > like a > >>> dramatic part, I?ll stop and think about what could happen next, and > then > >>> read and see what does happen. I just finished reading one, and it?s > got a > >>> really cliffhanger ending, and I haven?t bought the next book yet, and > I?m > >>> coming up with all these ideas about what happened next.? > >>> > >>> > >>> > >>> And finally, she talks about the pleasure she gains from using her > reading > >>> to deepen her relationship with others: ?When I take [the books] home, > >>> actually I start reading my book on the car ride back from the book > store > >>> most of the time. My dad and I always go to Baja Fresh after the book > >>> store, because it?s right there and pretty good Mexican food. We have > an > >>> inside joke, we say, ?Are we going to eat like people or are we going > to > >>> read and eat at the same time,? and I say, ?Dad, shush I?m reading.?? > >>> > >>> > >>> The young people we talked to were remarkably articulate about the > variety > >>> of ways they took joy from reading. > >>> > >>> Michael > >>> > >>> -- > >>> Michael W. Smith > >>> Professor and Chair > >>> Department of Teaching and Learning > >>> Temple University > >>> College of Education > >>> 351 Ritter Hall > >>> 1301 Cecil B. Moore Avenue > >>> Philadelphia, PA 19122 > >>> > >>> > > > > > > > > > > From billkerr@gmail.com Tue Sep 10 18:12:14 2013 From: billkerr@gmail.com (Bill Kerr) Date: Wed, 11 Sep 2013 10:42:14 +0930 Subject: [Xmca-l] Re: A Question about Reading and Motivation In-Reply-To: References: <521DA666.2030203@mira.net> <1378577997.72008.YahooMailNeo@web164701.mail.gq1.yahoo.com> <21A8DB05-3651-4FCA-A020-FDFBE045A905@bigpond.com> Message-ID: Martin, My belief is that an approach that is rather formulaic or behaviourist can be used to teach reading. This approach is then derided as being not real higher order reading or creative reading etc. (it's just barking at print) because the approach is behaviourist and behaviourism is offensive from an ideological mindset dating back to Chomsky's critique of Skinner (my own personal earlier mindset) or that it leaves out motivation, which was Andy's initial gambit in this thread. Let's compare this with algebraic literacy. Galileo worked out laws of motion before the invention of algebra. What took him pages of tortuous descriptive writing can now be expressed in a single line with a few symbols which can be taught to year 8s or even to primary students. This is described in detail in Andy DiSessa's book *Changing Minds: Computers, Learning and Literacy* as part of an interesting discussion of the very idea of a new literacy. If you are very highly motivated then you might be interested in doing laws of motion the way Galileo did them. I've shown that page in DiSessa's book to others and usually they can't read it, it's too tortuous. Overall, DiSessa tells a great narrative about new literacies but you have to be a sophisticated thinker to understand it. The current students I work with - indigenous Australians from remote locations - include teenagers many of who have an English reading level at reception / year 1 / year 2 due to various social and background factors that would take some time to elaborate. >From my experience in teaching algebra (or fractions for that matter) it's best to introduce it in a rather mechanical fashion and then over time elaborate on its deeper significance. I didn't always think this. I used to think that I should always introduce new concepts in a meaningful way because it was offensive to my epistemological mindset not to. It was going through the process of teaching in disadvantaged schools and doing some one on one teaching to a home schooling family that took me, in part, to a different mindset. Note that my journey was epistemologically traumatic (in horror I thought to myself "I have become Skinner"), which informs my hypothesis about why some on this list don't want to go there. We all have filters and blinkers. Still very busy on other stuff that has to be done and so only doing suggested reading in skim fashion but will get to it eventually. On Wed, Sep 11, 2013 at 9:33 AM, Martin John Packer wrote: > I wonder if ?scaling up? might not be the best metaphor? It seems to imply > that what is required is making something that is small much larger, and of > course what works in a small setting often doesn?t work as well, or at all, > in a large setting. > > What about seeding, or catalyzing? Or providing a model? Here is where I > think the power of a narrative, the story of a case, might lie. For someone > who is faced with the same problem, a detailed story can provide the > necessary information, or convey the journey that is involved, to > replicate, or duplicate, or emulate what has been done successfully in one > small setting. A narrative provides a model. It is a form of collaboration > between one (small) site and another. > > Martin > > On Sep 9, 2013, at 7:23 PM, Helen Harper wrote: > > > Bill, > > have we ever made anything work 'to scale' in education? I mean 'big > picture' things, like teaching people to be literate, not 'small picture' > things like teaching phonics. Specifically, has anyone ever, anywhere, made > a big picture intervention work 'to scale' in educational settings where > the target population is not already culturally predisposed to the > discourses of schooling? > > > > Any studies anyone? > > If so, would like to read them. > > > > Helen > > > > > > > > > > On 10/09/2013, at 9:42 AM, Bill Kerr wrote: > > > >> I have some reading to do (and it will take time since I'm very busy on > >> something else at the moment). Thanks to those who have provided source > >> material. I have commenced some reading and am not satisfied so far but > >> don't propose to do nitpicking or "emotionally charged" responses as > some > >> have here. > >> > >> Here is my brief opinion on what counts as evidence. Evocative personal > or > >> individual stories / narratives and opinions do not count as strong > >> evidence IMO. A narrative no matter how well told or touching is only a > >> story about how one or a small group of individuals learnt to become > good > >> readers, who progressed to love literature and use it expertly etc. > >> > >> Also a theoretical model that appeals strongly to widely recognised > >> progressive norms (freedom, autonomy, creativity etc.) does not in > itself > >> count as evidence ... unless demonstrated to scale to help large groups > of > >> disadvantaged progress to become literate citizens. > >> > >> What would count as convincing evidence for me is hard data about a > large > >> group of disadvantaged youngsters (more than one inspirational teacher > in a > >> single classroom) who have significant socio-economic barriers stacked > >> against them and a way was found for them to turn them from not > literate to > >> literate, in this real, imperfect capitalist world. > >> > >> What I believe (perhaps wrongly) is that such evidence exists but that > some > >> find it hard to look at because of ideological predispositions, that we > all > >> have filters and blinkers and they operate in devious ways. > >> > >> I do not regard myself as an expert on reading instruction (and so I do > >> have a lot of work to do) but I do regard myself as an expert on > >> constructionism (Papert's and Minsky's version) used in the context of > >> teaching maths and programming in disadvantaged schools. From that > context > >> I am setting a high bar, as any reformed smoker would. ie. I have as an > >> expert constructionist made it work well for the disadvantaged in a > single > >> classroom but failed totally in making it scale. > >> > >> > >> > >> On Tue, Sep 10, 2013 at 5:21 AM, White, Phillip > >> wrote: > >> > >>> Michael - first, many thanks for pointing out that the joy of reading > is > >>> much much more than just reading for information. i was sloppy in my > >>> singular use of the term "information", particularly in these days of > high > >>> stakes testing where comprehending "informational texts" is so highly > >>> regarded. i was using "information' in the sense of finding out about > and > >>> exploring the world that one is really interested in - an yes, i'm > >>> working with a second grader who values reading as a way to learn > >>> everything about Justin Bieber. she's enthralled by the notion of a > >>> penthouse, where he lives. > >>> > >>> and really, discovering story world of Virginia Woolf's in the early > 60's > >>> saved my ass. > >>> > >>> phillip > >>> > >>> > >>> Phillip White, PhD > >>> Urban Community Teacher Education Program > >>> Site Coordinator > >>> Montview Elementary, Aurora, CO > >>> phillip.white@ucdenver.edu > >>> or > >>> pawhite@aps.k12.co.us > >>> ________________________________________ > >>> From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu > ] > >>> On Behalf Of MICHAEL W SMITH [mwsmith@temple.edu] > >>> Sent: Monday, September 09, 2013 11:04 AM > >>> To: eXtended Mind, Culture, Activity > >>> Subject: [Xmca-l] Re: A Question about Reading and Motivation > >>> > >>> My research with adolescents suggests that the joy of reading > includes, but > >>> is not limited to the comprehension of information as the responses > from > >>> one 8th grade girl illustrates. She does indeed talk about the > pleasure of > >>> learning information that she can put to use: ?And then, using it? I > guess > >>> I just have a lot of the stuff, just sort of in my brain and then when > that > >>> kind of subject comes up, they?ll need the information I have. And > then, I > >>> can usually just tell people, ?Oh, I just read this book, and it turns > out > >>> yadda-ya? or sometimes I won?t even tell them I read the book. I?ll > just > >>> say, ?Did you know?? or ?Oh I heard about that.?" > >>> > >>> > >>> > >>> She also talks about the pleasure of entering a story world, which > seems to > >>> be something different than the way comprehension is traditionally > >>> understood: ? I get bored with my life sometimes. Not like super > bored, > >>> like midlife crisis bored, but just reality gets boring sometimes and > its > >>> cool to think about other stuff. I?m reading *The Clan of the Cave > Bear*, > >>> the second one, and it?s cool cuz it?s not everyday life, it?s > something I > >>> haven?t experienced, but I?m sort of semi-experiencing it.? > >>> > >>> > >>> > >>> Because she semi-experiences what the characters do, she can use her > >>> reading to think about her life: ?Sometimes when, like, big stuff > happens > >>> in my life, I?ll think about what my favorite character would have > done, > >>> the ones I admire most. Also, sort of subconscious. I don?t stop and > think > >>> about what someone would do, it?s just something that happens. Like, I > bet > >>> so-and-so would be really brave about this, or, one of my favorite > >>> characters would have totally sped after this guy. And then sometimes I > >>> follow their example and sometimes I don?t. . . . They all have > different > >>> approaches, different ways they approach things, and then I try to > apply > >>> that to my life, to see which way works for me. Characters are just > ways of > >>> thinking, really.? > >>> > >>> > >>> > >>> Sometimes the pleasure she describes seems to be a more detached > >>> intellectual pleasure: ?I like to think also about what the author > could > >>> have written instead of what they did write, like different endings, > like a > >>> dramatic part, I?ll stop and think about what could happen next, and > then > >>> read and see what does happen. I just finished reading one, and it?s > got a > >>> really cliffhanger ending, and I haven?t bought the next book yet, and > I?m > >>> coming up with all these ideas about what happened next.? > >>> > >>> > >>> > >>> And finally, she talks about the pleasure she gains from using her > reading > >>> to deepen her relationship with others: ?When I take [the books] home, > >>> actually I start reading my book on the car ride back from the book > store > >>> most of the time. My dad and I always go to Baja Fresh after the book > >>> store, because it?s right there and pretty good Mexican food. We have > an > >>> inside joke, we say, ?Are we going to eat like people or are we going > to > >>> read and eat at the same time,? and I say, ?Dad, shush I?m reading.?? > >>> > >>> > >>> The young people we talked to were remarkably articulate about the > variety > >>> of ways they took joy from reading. > >>> > >>> Michael > >>> > >>> -- > >>> Michael W. Smith > >>> Professor and Chair > >>> Department of Teaching and Learning > >>> Temple University > >>> College of Education > >>> 351 Ritter Hall > >>> 1301 Cecil B. Moore Avenue > >>> Philadelphia, PA 19122 > >>> > >>> > > > > > > > > > > From daviddpreiss@gmail.com Tue Sep 10 19:53:31 2013 From: daviddpreiss@gmail.com (David Preiss) Date: Tue, 10 Sep 2013 22:53:31 -0400 Subject: [Xmca-l] Reminding the Chilean 9/11 Message-ID: <4DF4CCDA-700D-49C6-8CA3-58201066528C@gmail.com> Dear colleagues, As we commemorate tomorrow in Chile 40 years of Pinochet's coup d'etat, I wanted to mark the occasion sharing with the sensible people of this list the following links: http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm Chile and the United States: Declassified Documents Relating to the Military Coup, September 11, 1973 http://especiales2.cooperativa.cl/2013/exposicion-fotografica-david-burnett/ Pictures of American Photographer David Burnett http://www.fundacionsalvadorallende.cl/en/salvador-allende/linea-del-tiempo/# Salvador Allende Timeline http://www.youtube.com/watch?v=ZxRlhggVGoQ La Batalla de Chile by Patricio Guzman (Long documentary in English). http://books.google.cl/books?id=vWs4wT5kv-0C&printsec=frontcover&dq=los+poetas+y+el+general&hl=es&sa=X&ei=978vUq2XBYGriAKnjoGoBQ&ved=0CEEQ6AEwBA#v=onepage&q=los%20poetas%20y%20el%20general&f=false Poetry about the dictatorship Take a minute or more than a minute to join us in reminding. David From daviddpreiss@gmail.com Tue Sep 10 19:53:31 2013 From: daviddpreiss@gmail.com (David Preiss) Date: Tue, 10 Sep 2013 22:53:31 -0400 Subject: [Xmca-l] Reminding the Chilean 9/11 Message-ID: <4DF4CCDA-700D-49C6-8CA3-58201066528C@gmail.com> Dear colleagues, As we commemorate tomorrow in Chile 40 years of Pinochet's coup d'etat, I wanted to mark the occasion sharing with the sensible people of this list the following links: http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm Chile and the United States: Declassified Documents Relating to the Military Coup, September 11, 1973 http://especiales2.cooperativa.cl/2013/exposicion-fotografica-david-burnett/ Pictures of American Photographer David Burnett http://www.fundacionsalvadorallende.cl/en/salvador-allende/linea-del-tiempo/# Salvador Allende Timeline http://www.youtube.com/watch?v=ZxRlhggVGoQ La Batalla de Chile by Patricio Guzman (Long documentary in English). http://books.google.cl/books?id=vWs4wT5kv-0C&printsec=frontcover&dq=los+poetas+y+el+general&hl=es&sa=X&ei=978vUq2XBYGriAKnjoGoBQ&ved=0CEEQ6AEwBA#v=onepage&q=los%20poetas%20y%20el%20general&f=false Poetry about the dictatorship Take a minute or more than a minute to join us in reminding. David From peg.griffin@att.net Tue Sep 10 19:15:44 2013 From: peg.griffin@att.net (Peg Griffin) Date: Tue, 10 Sep 2013 19:15:44 -0700 (PDT) Subject: [Xmca-l] Re: Reminding the Chilean 9/11 In-Reply-To: References: Message-ID: <1378865744.65099.YahooMailNeo@web181202.mail.ne1.yahoo.com> Thanks, David.? Maybe people in the US could also think about adding their names to the petition to extradite Pedro Barrientos from Florida to Chile so that he can go on trial in the case of the killing of Victor Jara following the September 11, 1973 coup d'etat. ?http://org.salsalabs.com/o/727/p/dia/action3/common/public/?action_KEY=14250 PG ________________________________ From: David Preiss To: Sent: Tuesday, September 10, 2013 11:04 PM Subject: Reminding the Chilean 9/11 Dear friends, As we commemorate tomorrow in Chile 40 years of Pinochet's coup d'etat, I wanted to mark the occasion sharing?the following links: http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm Chile and the United States: Declassified Documents Relating to the Military Coup, September 11, 1973 http://especiales2.cooperativa.cl/2013/exposicion-fotografica-david-burnett/ Pictures of American Photographer David Burnett http://www.fundacionsalvado rallende.cl/en/salvador-allende/linea-del-tiempo/# Salvador Allende Timeline http://www.youtube.com/watch?v=ZxRlhggVGoQ La Batalla de Chile by Patricio Guzman (Long documentary in Spanish). http://books.google.cl/books?id=vWs4wT5kv-0C&printsec=frontcover&dq=los+poetas+y+el+general&hl=es&sa=X&ei=978vUq2XBYGriAKnjoGoBQ&ved=0CEEQ6AEwBA#v=onepage&q=los%20poetas%20y%20el%20general&f=false Poetry about the dictatorship Take a minute or more than a minute to join us in reminding by clicking on any of these links. David From daviddpreiss@gmail.com Wed Sep 11 06:36:17 2013 From: daviddpreiss@gmail.com (David Preiss) Date: Wed, 11 Sep 2013 09:36:17 -0400 Subject: [Xmca-l] Re: Reminding the Chilean 9/11 In-Reply-To: <1378865744.65099.YahooMailNeo@web181202.mail.ne1.yahoo.com> References: <1378865744.65099.YahooMailNeo@web181202.mail.ne1.yahoo.com> Message-ID: Thanks, Peg. Victor Jara was such a great composer and musician. What a big lost for humankind was his murder by the military! We will never knew what songs he would have made if he would have survived torture and detention... We lost them all... and with them the sounds of a time went missing, a cultural ethos dissapeared for ever to be replaced by hate, killings and the worst forms of sadism this country ever saw. And with him so many others, vanished for ever. What a sad day today, here in Chile, 40 years later. Overwhelming is the weight of memory of a police/ murdering state. David Enviado desde mi iPhone El 10-09-2013, a las 22:15, Peg Griffin escribi?: > Thanks, David. > Maybe people in the US could also think about adding their names to the petition to extradite Pedro Barrientos from Florida to Chile so that he can go on trial in the case of the killing of Victor Jara following the September 11, 1973 coup d'etat. http://org.salsalabs.com/o/727/p/dia/action3/common/public/?action_KEY=14250 > PG > From: David Preiss > To: > Sent: Tuesday, September 10, 2013 11:04 PM > Subject: Reminding the Chilean 9/11 > > Dear friends, > > As we commemorate tomorrow in Chile 40 years of Pinochet's coup d'etat, I wanted to mark the occasion sharing the following links: > > http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm > Chile and the United States: Declassified Documents Relating to the Military Coup, September 11, 1973 > > http://especiales2.cooperativa.cl/2013/exposicion-fotografica-david-burnett/ > Pictures of American Photographer David Burnett > > http://www.fundacionsalvado > rallende.cl/en/salvador-allende/linea-del-tiempo/# > Salvador Allende Timeline > > http://www.youtube.com/watch?v=ZxRlhggVGoQ > La Batalla de Chile by Patricio Guzman (Long documentary in Spanish). > > http://books.google.cl/books?id=vWs4wT5kv-0C&printsec=frontcover&dq=los+poetas+y+el+general&hl=es&sa=X&ei=978vUq2XBYGriAKnjoGoBQ&ved=0CEEQ6AEwBA#v=onepage&q=los%20poetas%20y%20el%20general&f=false > Poetry about the dictatorship > > Take a minute or more than a minute to join us in reminding by clicking on any of these links. > > David > > From lchcmike@gmail.com Wed Sep 11 07:50:01 2013 From: lchcmike@gmail.com (mike cole) Date: Wed, 11 Sep 2013 07:50:01 -0700 Subject: [Xmca-l] Re: Reminding the Chilean 9/11 In-Reply-To: References: <1378865744.65099.YahooMailNeo@web181202.mail.ne1.yahoo.com> Message-ID: Peg and David It is remarkable, I think, that the NY Times ran no feature story on 9/11 in the US except for an op ed piece on the same day when the President went before the nation to argue for more military action against another police/murdering state and a magical series of international diplomatic arrangements put the brakes on the process of escalating violence so that he did not have to be rebuffed by his constituents. But Chile remembers. The older I get, the curiouser and curiouser the world seems. mike On Wed, Sep 11, 2013 at 6:36 AM, David Preiss wrote: > Thanks, Peg. Victor Jara was such a great composer and musician. What a > big lost for humankind was his murder by the military! We will never knew > what songs he would have made if he would have survived torture and > detention... We lost them all... and with them the sounds of a time went > missing, a cultural ethos dissapeared for ever to be replaced by hate, > killings and the worst forms of sadism this country ever saw. And with him > so many others, vanished for ever. What a sad day today, here in Chile, 40 > years later. Overwhelming is the weight of memory of a police/ murdering > state. > > David > > Enviado desde mi iPhone > > El 10-09-2013, a las 22:15, Peg Griffin escribi?: > > > Thanks, David. > > Maybe people in the US could also think about adding their names to the > petition to extradite Pedro Barrientos from Florida to Chile so that he can > go on trial in the case of the killing of Victor Jara following the > September 11, 1973 coup d'etat. > http://org.salsalabs.com/o/727/p/dia/action3/common/public/?action_KEY=14250 > > PG > > From: David Preiss > > To: > > Sent: Tuesday, September 10, 2013 11:04 PM > > Subject: Reminding the Chilean 9/11 > > > > Dear friends, > > > > As we commemorate tomorrow in Chile 40 years of Pinochet's coup d'etat, > I wanted to mark the occasion sharing the following links: > > > > http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm > > Chile and the United States: Declassified Documents Relating to the > Military Coup, September 11, 1973 > > > > > http://especiales2.cooperativa.cl/2013/exposicion-fotografica-david-burnett/ > > Pictures of American Photographer David Burnett > > > > http://www.fundacionsalvado > > rallende.cl/en/salvador-allende/linea-del-tiempo/# > > Salvador Allende Timeline > > > > http://www.youtube.com/watch?v=ZxRlhggVGoQ > > La Batalla de Chile by Patricio Guzman (Long documentary in Spanish). > > > > > http://books.google.cl/books?id=vWs4wT5kv-0C&printsec=frontcover&dq=los+poetas+y+el+general&hl=es&sa=X&ei=978vUq2XBYGriAKnjoGoBQ&ved=0CEEQ6AEwBA#v=onepage&q=los%20poetas%20y%20el%20general&f=false > > Poetry about the dictatorship > > > > Take a minute or more than a minute to join us in reminding by clicking > on any of these links. > > > > David > > > > > From lchcmike@gmail.com Wed Sep 11 07:50:01 2013 From: lchcmike@gmail.com (mike cole) Date: Wed, 11 Sep 2013 07:50:01 -0700 Subject: [Xmca-l] Re: Reminding the Chilean 9/11 In-Reply-To: References: <1378865744.65099.YahooMailNeo@web181202.mail.ne1.yahoo.com> Message-ID: Peg and David It is remarkable, I think, that the NY Times ran no feature story on 9/11 in the US except for an op ed piece on the same day when the President went before the nation to argue for more military action against another police/murdering state and a magical series of international diplomatic arrangements put the brakes on the process of escalating violence so that he did not have to be rebuffed by his constituents. But Chile remembers. The older I get, the curiouser and curiouser the world seems. mike On Wed, Sep 11, 2013 at 6:36 AM, David Preiss wrote: > Thanks, Peg. Victor Jara was such a great composer and musician. What a > big lost for humankind was his murder by the military! We will never knew > what songs he would have made if he would have survived torture and > detention... We lost them all... and with them the sounds of a time went > missing, a cultural ethos dissapeared for ever to be replaced by hate, > killings and the worst forms of sadism this country ever saw. And with him > so many others, vanished for ever. What a sad day today, here in Chile, 40 > years later. Overwhelming is the weight of memory of a police/ murdering > state. > > David > > Enviado desde mi iPhone > > El 10-09-2013, a las 22:15, Peg Griffin escribi?: > > > Thanks, David. > > Maybe people in the US could also think about adding their names to the > petition to extradite Pedro Barrientos from Florida to Chile so that he can > go on trial in the case of the killing of Victor Jara following the > September 11, 1973 coup d'etat. > http://org.salsalabs.com/o/727/p/dia/action3/common/public/?action_KEY=14250 > > PG > > From: David Preiss > > To: > > Sent: Tuesday, September 10, 2013 11:04 PM > > Subject: Reminding the Chilean 9/11 > > > > Dear friends, > > > > As we commemorate tomorrow in Chile 40 years of Pinochet's coup d'etat, > I wanted to mark the occasion sharing the following links: > > > > http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm > > Chile and the United States: Declassified Documents Relating to the > Military Coup, September 11, 1973 > > > > > http://especiales2.cooperativa.cl/2013/exposicion-fotografica-david-burnett/ > > Pictures of American Photographer David Burnett > > > > http://www.fundacionsalvado > > rallende.cl/en/salvador-allende/linea-del-tiempo/# > > Salvador Allende Timeline > > > > http://www.youtube.com/watch?v=ZxRlhggVGoQ > > La Batalla de Chile by Patricio Guzman (Long documentary in Spanish). > > > > > http://books.google.cl/books?id=vWs4wT5kv-0C&printsec=frontcover&dq=los+poetas+y+el+general&hl=es&sa=X&ei=978vUq2XBYGriAKnjoGoBQ&ved=0CEEQ6AEwBA#v=onepage&q=los%20poetas%20y%20el%20general&f=false > > Poetry about the dictatorship > > > > Take a minute or more than a minute to join us in reminding by clicking > on any of these links. > > > > David > > > > > From carolmacdon@gmail.com Wed Sep 11 08:10:47 2013 From: carolmacdon@gmail.com (Carol Macdonald) Date: Wed, 11 Sep 2013 17:10:47 +0200 Subject: [Xmca-l] Re: Reminding the Chilean 9/11 In-Reply-To: References: <1378865744.65099.YahooMailNeo@web181202.mail.ne1.yahoo.com> Message-ID: Talking from South Africa, we have a slightly muddled view of the process yesterday, first saying that Cheney was only giving an off the cuff example, and then the same remark was credited as the first step in the diplomatic process. Are both true? If so, then the US does not need to lose face. Carol On 11 September 2013 16:50, mike cole wrote: > Peg and David > > It is remarkable, I think, that the NY Times ran no feature story on 9/11 > in the US except for an op ed piece on the same day when the President went > before the nation to argue > for more military action against another police/murdering state and a > magical series of > international diplomatic arrangements put the brakes on the process of > escalating violence > so that he did not have to be rebuffed by his constituents. But Chile > remembers. > > The older I get, the curiouser and curiouser the world seems. > mike > > > On Wed, Sep 11, 2013 at 6:36 AM, David Preiss >wrote: > > > Thanks, Peg. Victor Jara was such a great composer and musician. What a > > big lost for humankind was his murder by the military! We will never knew > > what songs he would have made if he would have survived torture and > > detention... We lost them all... and with them the sounds of a time went > > missing, a cultural ethos dissapeared for ever to be replaced by hate, > > killings and the worst forms of sadism this country ever saw. And with > him > > so many others, vanished for ever. What a sad day today, here in Chile, > 40 > > years later. Overwhelming is the weight of memory of a police/ murdering > > state. > > > > David > > > > Enviado desde mi iPhone > > > > El 10-09-2013, a las 22:15, Peg Griffin escribi?: > > > > > Thanks, David. > > > Maybe people in the US could also think about adding their names to the > > petition to extradite Pedro Barrientos from Florida to Chile so that he > can > > go on trial in the case of the killing of Victor Jara following the > > September 11, 1973 coup d'etat. > > > http://org.salsalabs.com/o/727/p/dia/action3/common/public/?action_KEY=14250 > > > PG > > > From: David Preiss > > > To: > > > Sent: Tuesday, September 10, 2013 11:04 PM > > > Subject: Reminding the Chilean 9/11 > > > > > > Dear friends, > > > > > > As we commemorate tomorrow in Chile 40 years of Pinochet's coup d'etat, > > I wanted to mark the occasion sharing the following links: > > > > > > http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm > > > Chile and the United States: Declassified Documents Relating to the > > Military Coup, September 11, 1973 > > > > > > > > > http://especiales2.cooperativa.cl/2013/exposicion-fotografica-david-burnett/ > > > Pictures of American Photographer David Burnett > > > > > > http://www.fundacionsalvado > > > rallende.cl/en/salvador-allende/linea-del-tiempo/# > > > Salvador Allende Timeline > > > > > > http://www.youtube.com/watch?v=ZxRlhggVGoQ > > > La Batalla de Chile by Patricio Guzman (Long documentary in Spanish). > > > > > > > > > http://books.google.cl/books?id=vWs4wT5kv-0C&printsec=frontcover&dq=los+poetas+y+el+general&hl=es&sa=X&ei=978vUq2XBYGriAKnjoGoBQ&ved=0CEEQ6AEwBA#v=onepage&q=los%20poetas%20y%20el%20general&f=false > > > Poetry about the dictatorship > > > > > > Take a minute or more than a minute to join us in reminding by clicking > > on any of these links. > > > > > > David > > > > > > > > > -- Carol A Macdonald Ph D (Edin) Developmental psycholinguist Academic, Researcher, and Editor *EditLab.net* Honorary Research Fellow: Department of Linguistics, Unisa From daviddpreiss@gmail.com Wed Sep 11 09:46:46 2013 From: daviddpreiss@gmail.com (David Preiss) Date: Wed, 11 Sep 2013 12:46:46 -0400 Subject: [Xmca-l] Re: Reminding the Chilean 9/11 In-Reply-To: References: <1378865744.65099.YahooMailNeo@web181202.mail.ne1.yahoo.com> Message-ID: We have had almost two weeks of full coverage in open television of the coup d'etat, new tv series, interviews with survivors and their families, many open eds in the press, re-screening of audiovisuals of the socialist government and the coup, and so. There has been an explosion of political and cultural memory. Now, I wonder for how long these memory rituals will last and what their real impact will be on the prosecution of truth and justice. The implicit script of many of these tv programs has been that the coup was unavoidable, a conclusion I disagree deeply. Some others pose the question of an eventual trade-off between political memory and social reconciliation. Many of us think that without truth and justice no reconciliation is possible. Some others think that it is time to forget and forgive. At the same time, some politicians from the right and left have publicly asked for forgiveness for their actions (or inactions) before and during the dictatorship. The supreme court was too very close in doing the same thing because of their inaction. More closely to my day to day affairs, my university granted diplomas and certificates to the students, workers and professors that were killed by the military. So, past is present here and I agree with Mike that in that we are very different to the USA. During my sojourn there, I was deeply impressed in the prelude of the Irak war of how unaware my classmates & the public was of previous experiences of american interventionism and how they could inform the bad decisions that were just about to be taken. Past was not that present and then it just was not only repeated by amplified in Abu Graib, Guantanamo and the trauma of many of the veterans, and certainly on the civilians impacted by the war. On Sep 11, 2013, at 10:50 AM, mike cole wrote: > Peg and David > > It is remarkable, I think, that the NY Times ran no feature story on 9/11 > in the US except for an op ed piece on the same day when the President went > before the nation to argue > for more military action against another police/murdering state and a > magical series of > international diplomatic arrangements put the brakes on the process of > escalating violence > so that he did not have to be rebuffed by his constituents. But Chile > remembers. > > The older I get, the curiouser and curiouser the world seems. > mike > > > On Wed, Sep 11, 2013 at 6:36 AM, David Preiss wrote: > >> Thanks, Peg. Victor Jara was such a great composer and musician. What a >> big lost for humankind was his murder by the military! We will never knew >> what songs he would have made if he would have survived torture and >> detention... We lost them all... and with them the sounds of a time went >> missing, a cultural ethos dissapeared for ever to be replaced by hate, >> killings and the worst forms of sadism this country ever saw. And with him >> so many others, vanished for ever. What a sad day today, here in Chile, 40 >> years later. Overwhelming is the weight of memory of a police/ murdering >> state. >> >> David >> >> Enviado desde mi iPhone >> >> El 10-09-2013, a las 22:15, Peg Griffin escribi?: >> >>> Thanks, David. >>> Maybe people in the US could also think about adding their names to the >> petition to extradite Pedro Barrientos from Florida to Chile so that he can >> go on trial in the case of the killing of Victor Jara following the >> September 11, 1973 coup d'etat. >> http://org.salsalabs.com/o/727/p/dia/action3/common/public/?action_KEY=14250 >>> PG >>> From: David Preiss >>> To: >>> Sent: Tuesday, September 10, 2013 11:04 PM >>> Subject: Reminding the Chilean 9/11 >>> >>> Dear friends, >>> >>> As we commemorate tomorrow in Chile 40 years of Pinochet's coup d'etat, >> I wanted to mark the occasion sharing the following links: >>> >>> http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm >>> Chile and the United States: Declassified Documents Relating to the >> Military Coup, September 11, 1973 >>> >>> >> http://especiales2.cooperativa.cl/2013/exposicion-fotografica-david-burnett/ >>> Pictures of American Photographer David Burnett >>> >>> http://www.fundacionsalvado >>> rallende.cl/en/salvador-allende/linea-del-tiempo/# >>> Salvador Allende Timeline >>> >>> http://www.youtube.com/watch?v=ZxRlhggVGoQ >>> La Batalla de Chile by Patricio Guzman (Long documentary in Spanish). >>> >>> >> http://books.google.cl/books?id=vWs4wT5kv-0C&printsec=frontcover&dq=los+poetas+y+el+general&hl=es&sa=X&ei=978vUq2XBYGriAKnjoGoBQ&ved=0CEEQ6AEwBA#v=onepage&q=los%20poetas%20y%20el%20general&f=false >>> Poetry about the dictatorship >>> >>> Take a minute or more than a minute to join us in reminding by clicking >> on any of these links. >>> >>> David >>> >>> >> From daviddpreiss@gmail.com Wed Sep 11 09:46:46 2013 From: daviddpreiss@gmail.com (David Preiss) Date: Wed, 11 Sep 2013 12:46:46 -0400 Subject: [Xmca-l] Re: Reminding the Chilean 9/11 In-Reply-To: References: <1378865744.65099.YahooMailNeo@web181202.mail.ne1.yahoo.com> Message-ID: We have had almost two weeks of full coverage in open television of the coup d'etat, new tv series, interviews with survivors and their families, many open eds in the press, re-screening of audiovisuals of the socialist government and the coup, and so. There has been an explosion of political and cultural memory. Now, I wonder for how long these memory rituals will last and what their real impact will be on the prosecution of truth and justice. The implicit script of many of these tv programs has been that the coup was unavoidable, a conclusion I disagree deeply. Some others pose the question of an eventual trade-off between political memory and social reconciliation. Many of us think that without truth and justice no reconciliation is possible. Some others think that it is time to forget and forgive. At the same time, some politicians from the right and left have publicly asked for forgiveness for their actions (or inactions) before and during the dictatorship. The supreme court was too very close in doing the same thing because of their inaction. More closely to my day to day affairs, my university granted diplomas and certificates to the students, workers and professors that were killed by the military. So, past is present here and I agree with Mike that in that we are very different to the USA. During my sojourn there, I was deeply impressed in the prelude of the Irak war of how unaware my classmates & the public was of previous experiences of american interventionism and how they could inform the bad decisions that were just about to be taken. Past was not that present and then it just was not only repeated by amplified in Abu Graib, Guantanamo and the trauma of many of the veterans, and certainly on the civilians impacted by the war. On Sep 11, 2013, at 10:50 AM, mike cole wrote: > Peg and David > > It is remarkable, I think, that the NY Times ran no feature story on 9/11 > in the US except for an op ed piece on the same day when the President went > before the nation to argue > for more military action against another police/murdering state and a > magical series of > international diplomatic arrangements put the brakes on the process of > escalating violence > so that he did not have to be rebuffed by his constituents. But Chile > remembers. > > The older I get, the curiouser and curiouser the world seems. > mike > > > On Wed, Sep 11, 2013 at 6:36 AM, David Preiss wrote: > >> Thanks, Peg. Victor Jara was such a great composer and musician. What a >> big lost for humankind was his murder by the military! We will never knew >> what songs he would have made if he would have survived torture and >> detention... We lost them all... and with them the sounds of a time went >> missing, a cultural ethos dissapeared for ever to be replaced by hate, >> killings and the worst forms of sadism this country ever saw. And with him >> so many others, vanished for ever. What a sad day today, here in Chile, 40 >> years later. Overwhelming is the weight of memory of a police/ murdering >> state. >> >> David >> >> Enviado desde mi iPhone >> >> El 10-09-2013, a las 22:15, Peg Griffin escribi?: >> >>> Thanks, David. >>> Maybe people in the US could also think about adding their names to the >> petition to extradite Pedro Barrientos from Florida to Chile so that he can >> go on trial in the case of the killing of Victor Jara following the >> September 11, 1973 coup d'etat. >> http://org.salsalabs.com/o/727/p/dia/action3/common/public/?action_KEY=14250 >>> PG >>> From: David Preiss >>> To: >>> Sent: Tuesday, September 10, 2013 11:04 PM >>> Subject: Reminding the Chilean 9/11 >>> >>> Dear friends, >>> >>> As we commemorate tomorrow in Chile 40 years of Pinochet's coup d'etat, >> I wanted to mark the occasion sharing the following links: >>> >>> http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm >>> Chile and the United States: Declassified Documents Relating to the >> Military Coup, September 11, 1973 >>> >>> >> http://especiales2.cooperativa.cl/2013/exposicion-fotografica-david-burnett/ >>> Pictures of American Photographer David Burnett >>> >>> http://www.fundacionsalvado >>> rallende.cl/en/salvador-allende/linea-del-tiempo/# >>> Salvador Allende Timeline >>> >>> http://www.youtube.com/watch?v=ZxRlhggVGoQ >>> La Batalla de Chile by Patricio Guzman (Long documentary in Spanish). >>> >>> >> http://books.google.cl/books?id=vWs4wT5kv-0C&printsec=frontcover&dq=los+poetas+y+el+general&hl=es&sa=X&ei=978vUq2XBYGriAKnjoGoBQ&ved=0CEEQ6AEwBA#v=onepage&q=los%20poetas%20y%20el%20general&f=false >>> Poetry about the dictatorship >>> >>> Take a minute or more than a minute to join us in reminding by clicking >> on any of these links. >>> >>> David >>> >>> >> From anamshane@gmail.com Thu Sep 12 07:02:53 2013 From: anamshane@gmail.com (Dr. Ana Marjanovic-Shane) Date: Thu, 12 Sep 2013 10:02:53 -0400 Subject: [Xmca-l] Deadline for submissions of proposals for the Conference: Perspectives and Limits of Dialogism in Mikhail Bakhtin and Dialogic Pedagogy Institute Message-ID: <1249BA9F-9B8D-46C6-90B4-159869C86E50@gmail.com> Dear all, This is just a friendly reminder that October 1, 2013 is a deadline for submission of the proposals for the conference Perspectives and Limits of Dialogism in Mikhail Bakhtin and the accompanying Dialogic Pedagogy Institute to be held at The University of Waikato, NZ Wed 15 (from 5pm) - Friday 17 January, 2014 We hope that you submit your proposals and come to the conference! Read more about the program, the keynote speakers, and the organization of the Conference and the Institute here: http://mikhailbakhtin4.blogspot.com/ Ana ____________________________________ Ana Marjanovic-Shane Deputy Editor-in-Chief, Dialogic Pedagogy Journal Associate Professor of Education Chestnut Hill College Emails: anamshane@gmail.com shaneam@chc.edu Phone: 267-334-2905 From lchcmike@gmail.com Thu Sep 12 15:53:56 2013 From: lchcmike@gmail.com (mike cole) Date: Thu, 12 Sep 2013 15:53:56 -0700 Subject: [Xmca-l] Direct link to article for discussion Message-ID: For those of you who missed it, here is the article for discussion on the xmca website. mike http://lchc.ucsd.edu/MCA/Journal/pdfs/20-3-vadeboncoeur.pdf From lpscholar2@gmail.com Thu Sep 12 23:45:20 2013 From: lpscholar2@gmail.com (Larry Purss) Date: Thu, 12 Sep 2013 23:45:20 -0700 Subject: [Xmca-l] Re: Direct link to article for discussion In-Reply-To: References: Message-ID: Jennifer and Rebecca I read your article with anticipation, and was reflecting on my level of interest as a counselor working in public schools. The central question posed in your title, "Where do we locate social and emotional learning in schooled environments?" is a profoundly relevant question within historically situated *school discourse" I want to open my comments by referring back to an article Jennifer wrote ten years ago which shows this question continues to remain relevant over time. Jennifer wrote, "Indeed, we are participant observers of the processes of the human mind; ourselves always embedded within it and experiencing the world filtered through it. And to make matters more complicated, the cognition and emotion couplet is ITSELF a moving target., changing through the use of cultural tools, creating new tools, and shifting again; a messy and potentially regressive process, rather than a linear or teleological one....What we are actually dealing with [theory of consciousness] is both a revolutionary (Vygotsky, 1978) and a dialogical (Bahktin, 1981; 1986) process of cognitive/emotive/discursive change over time. A process fuelled by the activity of human agents engaged with cultural tools and situated through social and historical relations" The current article continues this quest tracking the elusive moving target of the cognition/emotion couplet which is now being played out across all public schools. I want to explore the second section of the article which clarifies and foregrounds the conceptual terms [unity, word meaning, perezhivanie,] as units of analysis I also want to explore the third section which extends the cognition/emotion couplet through exploring feeling, emotion, and affect and *verbal feeling. However, I know others will return to these critical aspects of the paper, therefore I will foreground section one which opens the dialogue on the current ways social/emotional learning is approached as a subject matter. Jennifer and Rebecca mention that social-emotional learning has been met with a strong critique on multiple fronts. I wonder if any of these fronts are visible within public school settings, or if the fronts are mostly visible within university departments? I experience conversations in schools focusing on *skills* and *programs* to teach these discrete skills. The article mentions by 2003 there were over 200 distinct programs had been created to ADDRESS SEL, with multiple moving targets [reduce bullying, teach character education, or as stand alone programs to teach SEL skills. an alternative approach, as mentioned in the article is the implied assumption that by Kindergarten social emotional development SHOULD be well developed so is NOT a relevant subject matter for K to 12 schooling. I would concur that these are the typical responses to address or answer "Where do we locate social-emotional learning in school environments?" However, this article does offer another approach which I hope we will explore further. I want to quote the last paragraph of section one: "Clearly there is a need to develop approaches to social and emotional education that reduces the emphasis on behavioral skill sets and individual assessments and, instead, develop methods for linking social and emotional IDEALS with social practices in schools (Hoffman, 2009) Among other things, this would require "connecting the language of research more REALISTICALLY and more humanely with the language and EXPERIENCE of emotion in teaching and learning, and not substitute one for the other" (p.546). IN this context of schooling, a Vygotskian perspective may be a much needed and radical response" I highlighted the word *ideal* as this word implied SHARED IDEALS. On page 202 of the article Jennifer and Rachael emphasize Vygotsky saw schools as locations to develop not only *competencies* but also DISPOSITIONS TOWARD ETHICAL ACTIONS. At the CENTER of THIS process was the social environment of the school as the location for social emotional learning. I see this appeal to SHARED IDEALS and the question of how we collectively develop SHARED EXPLICIT IDEALS as a central question which Jennifer and Rachael address and give their "answer". If the arena or stage is not individual virtue, or collectively FORMED rules, but rather developing *dispositions* how do we traverse the notions of classroom teacher *autonomy* . I want to acknowledge my appreciation for opening this space to explore this shifting, turning, crisscrossing theme of the unity of cognition & emotion. The heart of the paper is conceptual elaboration and clarity and the article does this brilliantly. However, I chose to highlight the actual current historical situation in many schools. Larry On Thu, Sep 12, 2013 at 3:53 PM, mike cole wrote: > For those of you who missed it, here is the article for discussion on the > xmca website. > mike > > > http://lchc.ucsd.edu/MCA/Journal/pdfs/20-3-vadeboncoeur.pdf > From lpscholar2@gmail.com Fri Sep 13 07:53:13 2013 From: lpscholar2@gmail.com (Larry Purss) Date: Fri, 13 Sep 2013 07:53:13 -0700 Subject: [Xmca-l] Re: Direct link to article for discussion In-Reply-To: References: Message-ID: Jennifer, Rachael, Focusing on 3 words that carry relational meanings as *spirit* or *ideal* I want to foreground three words used by Vygotsky in a quote on page 203: to *PERMEATE* school environments The school has to *PENETRATE* and *ENVELOP* THE LIFE OF THE CHILD . These three words, to permeate, penetrate, and envelop as KEYSTONE IDEALS which lead to dispositions developing moral character within the intimate and friendly interpsychological plane of school environments. THIS is a radicalization of the purposes of learning leading develop and is clarifying a radical shift or turn in re-purposing school environments. I appreciate your opening the article with this particular Vygotskian quote to focus the theme of the paper. Larry On Thu, Sep 12, 2013 at 11:45 PM, Larry Purss wrote: > Jennifer and Rebecca > > I read your article with anticipation, and was reflecting on my level of > interest as a counselor working in public schools. > The central question posed in your title, > "Where do we locate social and emotional learning in schooled > environments?" is a profoundly relevant question within historically > situated *school discourse" > > I want to open my comments by referring back to an article Jennifer wrote > ten years ago which shows this question continues to remain relevant over > time. > Jennifer wrote, > "Indeed, we are participant observers of the processes of the human mind; > ourselves always embedded within it and experiencing the world filtered > through it. And to make matters more complicated, the cognition and emotion > couplet is ITSELF a moving target., changing through the use of cultural > tools, creating new tools, and shifting again; a messy and potentially > regressive process, rather than a linear or teleological one....What we are > actually dealing with [theory of consciousness] is both a revolutionary > (Vygotsky, 1978) and a dialogical (Bahktin, 1981; 1986) process of > cognitive/emotive/discursive change over time. A process fuelled by the > activity of human agents engaged with cultural tools and situated through > social and historical relations" > > The current article continues this quest tracking the elusive moving > target of the cognition/emotion couplet which is now being played out > across all public schools. I want to explore the second section of the > article which clarifies and foregrounds the conceptual terms [unity, word > meaning, perezhivanie,] as units of analysis I also want to explore the > third section which extends the cognition/emotion couplet through exploring > feeling, emotion, and affect and *verbal feeling. > However, I know others will return to these critical aspects of the paper, > therefore I will foreground section one which opens the dialogue on the > current ways social/emotional learning is approached as a subject matter. > > Jennifer and Rebecca mention that social-emotional learning has been met > with a strong critique on multiple fronts. I wonder if any of these fronts > are visible within public school settings, or if the fronts are mostly > visible within university departments? > I experience conversations in schools focusing on *skills* and *programs* > to teach these discrete skills. The article mentions by 2003 there were > over 200 distinct programs had been created to ADDRESS SEL, with multiple > moving targets [reduce bullying, teach character education, or as stand > alone programs to teach SEL skills. > an alternative approach, as mentioned in the article is the implied > assumption that by Kindergarten social emotional development SHOULD be well > developed so is NOT a relevant subject matter for K to 12 schooling. > > I would concur that these are the typical responses to address or answer > "Where do we locate social-emotional learning in school environments?" > However, this article does offer another approach which I hope we will > explore further. I want to quote the last paragraph of section one: > "Clearly there is a need to develop approaches to social and emotional > education that reduces the emphasis on behavioral skill sets and individual > assessments and, instead, develop methods for linking social and emotional > IDEALS with social practices in schools (Hoffman, 2009) Among other things, > this would require "connecting the language of research more REALISTICALLY > and more humanely with the language and EXPERIENCE of emotion in teaching > and learning, and not substitute one for the other" (p.546). IN this > context of schooling, a Vygotskian perspective may be a much needed and > radical response" > > I highlighted the word *ideal* as this word implied SHARED IDEALS. On page > 202 of the article Jennifer and Rachael emphasize Vygotsky saw schools as > locations to develop not only *competencies* but also DISPOSITIONS TOWARD > ETHICAL ACTIONS. At the CENTER of THIS process was the social environment > of the school as the location for social emotional learning. > I see this appeal to SHARED IDEALS and the question of how we collectively > develop SHARED EXPLICIT IDEALS as a central question which Jennifer and > Rachael address and give their "answer". > If the arena or stage is not individual virtue, or collectively FORMED > rules, but rather developing *dispositions* how do we traverse the notions > of classroom teacher *autonomy* . > > I want to acknowledge my appreciation for opening this space to explore > this shifting, turning, crisscrossing theme of the unity of cognition & > emotion. The heart of the paper is conceptual elaboration and clarity and > the article does this brilliantly. > However, I chose to highlight the actual current historical situation in > many schools. > > Larry > > > > > > On Thu, Sep 12, 2013 at 3:53 PM, mike cole wrote: > >> For those of you who missed it, here is the article for discussion on the >> xmca website. >> mike >> >> >> http://lchc.ucsd.edu/MCA/Journal/pdfs/20-3-vadeboncoeur.pdf >> > > From pfarruggio@utpa.edu Fri Sep 13 09:00:12 2013 From: pfarruggio@utpa.edu (Peter Farruggio) Date: Fri, 13 Sep 2013 16:00:12 +0000 Subject: [Xmca-l] Re: Direct link to article for discussion In-Reply-To: References: Message-ID: <61A61D2350EA0A429838AFA91283E55957A6FBF6@cc-infdbmbx5.ds.utpa.edu> I don't know if anyone here is familiar with the CLASS teacher observation protocols, developed by Robert Pianta & colleagues at U of Virginia, and now becoming more popular among classroom researchers (those who manage to survive in the miasma of corporate dominated "research"). My bilingual education research group in the South Texas borderlands has been using CLASS as a preservice teaching tool, and we're poised (we hope) to begin using it with teachers (our former students) The attachment is a policy brief with a brief overview of the CLASS, which includes an emotional support component. There has been a steady flow of new research pubs using CLASS in the past 5 years. Pete Farruggio -----Original Message----- From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Larry Purss Sent: Friday, September 13, 2013 1:45 AM To: Mike Cole; eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Direct link to article for discussion Jennifer and Rebecca I read your article with anticipation, and was reflecting on my level of interest as a counselor working in public schools. The central question posed in your title, "Where do we locate social and emotional learning in schooled environments?" is a profoundly relevant question within historically situated *school discourse" I want to open my comments by referring back to an article Jennifer wrote ten years ago which shows this question continues to remain relevant over time. Jennifer wrote, "Indeed, we are participant observers of the processes of the human mind; ourselves always embedded within it and experiencing the world filtered through it. And to make matters more complicated, the cognition and emotion couplet is ITSELF a moving target., changing through the use of cultural tools, creating new tools, and shifting again; a messy and potentially regressive process, rather than a linear or teleological one....What we are actually dealing with [theory of consciousness] is both a revolutionary (Vygotsky, 1978) and a dialogical (Bahktin, 1981; 1986) process of cognitive/emotive/discursive change over time. A process fuelled by the activity of human agents engaged with cultural tools and situated through social and historical relations" The current article continues this quest tracking the elusive moving target of the cognition/emotion couplet which is now being played out across all public schools. I want to explore the second section of the article which clarifies and foregrounds the conceptual terms [unity, word meaning, perezhivanie,] as units of analysis I also want to explore the third section which extends the cognition/emotion couplet through exploring feeling, emotion, and affect and *verbal feeling. However, I know others will return to these critical aspects of the paper, therefore I will foreground section one which opens the dialogue on the current ways social/emotional learning is approached as a subject matter. Jennifer and Rebecca mention that social-emotional learning has been met with a strong critique on multiple fronts. I wonder if any of these fronts are visible within public school settings, or if the fronts are mostly visible within university departments? I experience conversations in schools focusing on *skills* and *programs* to teach these discrete skills. The article mentions by 2003 there were over 200 distinct programs had been created to ADDRESS SEL, with multiple moving targets [reduce bullying, teach character education, or as stand alone programs to teach SEL skills. an alternative approach, as mentioned in the article is the implied assumption that by Kindergarten social emotional development SHOULD be well developed so is NOT a relevant subject matter for K to 12 schooling. I would concur that these are the typical responses to address or answer "Where do we locate social-emotional learning in school environments?" However, this article does offer another approach which I hope we will explore further. I want to quote the last paragraph of section one: "Clearly there is a need to develop approaches to social and emotional education that reduces the emphasis on behavioral skill sets and individual assessments and, instead, develop methods for linking social and emotional IDEALS with social practices in schools (Hoffman, 2009) Among other things, this would require "connecting the language of research more REALISTICALLY and more humanely with the language and EXPERIENCE of emotion in teaching and learning, and not substitute one for the other" (p.546). IN this context of schooling, a Vygotskian perspective may be a much needed and radical response" I highlighted the word *ideal* as this word implied SHARED IDEALS. On page 202 of the article Jennifer and Rachael emphasize Vygotsky saw schools as locations to develop not only *competencies* but also DISPOSITIONS TOWARD ETHICAL ACTIONS. At the CENTER of THIS process was the social environment of the school as the location for social emotional learning. I see this appeal to SHARED IDEALS and the question of how we collectively develop SHARED EXPLICIT IDEALS as a central question which Jennifer and Rachael address and give their "answer". If the arena or stage is not individual virtue, or collectively FORMED rules, but rather developing *dispositions* how do we traverse the notions of classroom teacher *autonomy* . I want to acknowledge my appreciation for opening this space to explore this shifting, turning, crisscrossing theme of the unity of cognition & emotion. The heart of the paper is conceptual elaboration and clarity and the article does this brilliantly. However, I chose to highlight the actual current historical situation in many schools. Larry On Thu, Sep 12, 2013 at 3:53 PM, mike cole wrote: > For those of you who missed it, here is the article for discussion on > the xmca website. > mike > > > http://lchc.ucsd.edu/MCA/Journal/pdfs/20-3-vadeboncoeur.pdf > -------------- next part -------------- A non-text attachment was scrubbed... Name: CLASS_PolicyBrief_single.pdf Type: application/pdf Size: 648437 bytes Desc: CLASS_PolicyBrief_single.pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130913/9690f4e6/attachment-0001.pdf From jalevin@ucsd.edu Fri Sep 13 10:25:41 2013 From: jalevin@ucsd.edu (Jim Levin) Date: Fri, 13 Sep 2013 10:25:41 -0700 Subject: [Xmca-l] Assistant Professor level in Applied Developmental Studies in Education at UC San Diego Message-ID: <82688CE8-06E8-4BFD-9658-77F210ACCD39@ucsd.edu> The Department of Education Studies at the University of California, San Diego (http://eds.ucsd.edu) invites applications for a tenure-track position at the Assistant Professor level in Applied Developmental Studies in Education, starting July 1, 2014. If you are interested or know someone who is interested, please look at: http://academicaffairs.ucsd.edu/aps/adeo/recruitment/jobdetails.asp?PositionNumber=10-642 Jim Levin From lchcmike@gmail.com Fri Sep 13 15:07:31 2013 From: lchcmike@gmail.com (mike cole) Date: Fri, 13 Sep 2013 15:07:31 -0700 Subject: [Xmca-l] Fwd: Position Announcement for Assistant Professor Position in Education Studies In-Reply-To: References: <4601495D-1049-433F-8F31-3DD88D5E5CF8@ucsd.edu> Message-ID: In lovely La Jolla. mike ---------- Forwarded message ---------- From: Jim Levin Date: Fri, Sep 13, 2013 at 10:07 AM Subject: Position Announcement for Assistant Professor Position in Education Studies To: Mike Cole , Randall Souviney , Bud Mehan , Edwin Hutchins , Jim Hollan , Gabriele Wienhausen , Barbara Sawrey , Dedre Gentner , Luis Moll , Warren Simmons , fackerman@ucsd.edu, ljcarver@ucsd.edu, dliu@ucsd.edu, gheyman@ucsd.edu, Gedeon Deak , screel@ucsd.edu, Stefan Tanaka < stanaka@ucsd.edu>, jmandler@ucsd.edu, jstiles@ucsd.edu, ovasquez@ucsd.edu, lschreibman@ucsd.edu, cjreese@ucsd.edu, jjmoore@ucsd.edu, kdobkins@ucsd.edu, ecourchesne@ucsd.edu, Aaron Cicourel , s3brown@ucsd.edu, mappelbaum@ucsd.edu, nakshoomoff@ucsd.edu, Carol Padden , Jeff Elman Cc: LaTonya Hammork , "Amanda L. Datnow" < adatnow@ucsd.edu>, Paula Levin , Alison Wishard Guerra < awishard@ucsd.edu>, Tom Humphries , Makeba Jones < m3jones@ucsd.edu> Begin forwarded message: *From: *Amanda *Subject: **[Edsfaculty] Position Announcement for Assistant Professor Position in Education Studies* *Date: *September 13, 2013 9:39:18 AM PDT *To: *?EdS-faculty? Faculty *Cc: *LaTonya Hammork Dear EDS Faculty, I'm pleased to report that we are now advertising for the new Assistant Professor position in EDS. The position title is Assistant Professor, Applied Development in Education. The search committee is comprised of Alison Wishard Guerra (chair), Paula Levin (co-chair), Tom Humphries, Makeba Jones, and Bailey Choi (Ed.D. T&L student representative). A link to the position description can be found here: http://academicaffairs.ucsd.edu/aps/adeo/recruitment/jobdetails.asp?PositionNumber=10-642 You may share this link with your colleagues in the field. The announcement is already posted on the AERA website, and it will appear on the Chronicle of Higher Education, Insight into Diversity, and EDS websites later today. Applications are due by November 1. The search committee will review applications in November, and candidate visits will likely take place in January. We would very much like your assistance with recruitment for this important position. If you forward the link above to any listservs or groups, please cc LaTonya. She needs to keep track of our recruitment activities. Many thanks! Amanda Amanda Datnow Professor and Chair Department of Education Studies University of California, San Diego 9500 Gilman Drive La Jolla, CA 92093-0070 (858)534-9598 adatnow@ucsd.edu http://eds.ucsd.edu From j.vadeboncoeur@ubc.ca Fri Sep 13 21:50:13 2013 From: j.vadeboncoeur@ubc.ca (Vadeboncoeur, Jennifer) Date: Sat, 14 Sep 2013 04:50:13 +0000 Subject: [Xmca-l] Re: Direct link to article for discussion In-Reply-To: References: Message-ID: <38BB0917-783D-479F-BE40-12C34A62FEB6@mail.ubc.ca> Dear Larry, and anyone interested in this discussion, :) , I often feel like I have been struggling with the same ideas for years, sometimes they gel. But more often I get hung up on ideas that I feel like I may just sort through eventually, but haven't yet. Thanks for reminding me of the piece I wrote 10 years ago now. It feels like 10 years or more, and there's proof that it has been at least that long! I'm not sure if I'm making any progress sorting things out, but these are issues that become even more compelling as I watch my daughters grow and begin formal schooling. >From the beginning, the piece tried to cover, perhaps, too much ground, and we carved it in several different ways as we revised it. The first section was much longer initially, but it was reduced so that we could get at explicating and extending some ideas a bit. I'll share a couple thoughts here in relation to what you've written, Larry, and see what, if anything is interesting to folks to discuss. 1) In Vancouver, where I live, there is currently lots of attention to social and emotional learning, and many of my colleagues are ecstatic, but it is very much as an add on, very much about skill sets, and 8 week programs. Larry, what you've noted below about developing "dispositions" through "shared ideals" that "permeate" the culture of the school sits easily with Vygotsky's ideas, but for some reason, for many reasons, it is almost impossible for some people to imagine. Why is this? Is it because of our cultural values regarding individualism? Is it because we are concerned about talking about shared ideals? Is it because we are quite happy to dichotomize thinking and feeling, there are some benefits to doing so? What other reasons are influencing this situation? 2) This is the place where I begin to get stuck: what can we do differently, what can we do to challenge fragmenting learning and development and reducing social and emotional learning to skill sets? I have colleagues that tell me that social and emotional learning is undertheorized, that their work is largely atheoretical, and this in part motivated the work on this piece. Here is a theory that could ground social and emotional learning and development and ground it in a way that doesn't simply carve another type of learning and development from whole children and adults. I wonder, what are the possibilities of Vygotsky's ideas for rethinking how we teach, how we engage, how we do things in schools? Who will take up these ideas? 3) Another place where I get stuck: what happens if we as a society don't really want to change things in schools? What happens if part of the "way schools work" is that they fragment learning and children? The children who can sort out how to survive in spite of the social environment move forward, so this fragmentation of whole children is functional as a sorting function, rather than disfunctional. 4) And this leads to the central issue of ethics, and I'm still stuck: A final concept that both fascinates and troubles me is linked with prolepsis. It fascinates because of the potential, the possibilities, and it troubles me because of the responsibility. If we can see possible futures in a child's present, in the lived experiences and living conditions within which that child grows, what is our responsibility for acting in ways that improve the range of or conditions for possible futures? Who decides and how do we decide on actions? Are there ways in which to tease out issues around cultural differences and "what ought to be done for/with this particular child"? I'll come back to this tomorrow with a fresh set of eyes, so many interconnected issues - best to all - jen On 2013-09-13, at 7:53 AM, Larry Purss wrote: > Jennifer, Rachael, > Focusing on 3 words that carry relational meanings as *spirit* or *ideal* I > want to foreground three words used by Vygotsky in a quote on page 203: > to *PERMEATE* school environments > The school has to *PENETRATE* and *ENVELOP* THE LIFE OF THE CHILD . > > These three words, to permeate, penetrate, and envelop as KEYSTONE IDEALS > which lead to dispositions developing moral character within the intimate > and friendly interpsychological plane of school environments. > THIS is a radicalization of the purposes of learning leading develop and is > clarifying a radical shift or turn in re-purposing school environments. > I appreciate your opening the article with this particular Vygotskian quote > to focus the theme of the paper. > Larry > > > > On Thu, Sep 12, 2013 at 11:45 PM, Larry Purss wrote: > >> Jennifer and Rebecca >> >> I read your article with anticipation, and was reflecting on my level of >> interest as a counselor working in public schools. >> The central question posed in your title, >> "Where do we locate social and emotional learning in schooled >> environments?" is a profoundly relevant question within historically >> situated *school discourse" >> >> I want to open my comments by referring back to an article Jennifer wrote >> ten years ago which shows this question continues to remain relevant over >> time. >> Jennifer wrote, >> "Indeed, we are participant observers of the processes of the human mind; >> ourselves always embedded within it and experiencing the world filtered >> through it. And to make matters more complicated, the cognition and emotion >> couplet is ITSELF a moving target., changing through the use of cultural >> tools, creating new tools, and shifting again; a messy and potentially >> regressive process, rather than a linear or teleological one....What we are >> actually dealing with [theory of consciousness] is both a revolutionary >> (Vygotsky, 1978) and a dialogical (Bahktin, 1981; 1986) process of >> cognitive/emotive/discursive change over time. A process fuelled by the >> activity of human agents engaged with cultural tools and situated through >> social and historical relations" >> >> The current article continues this quest tracking the elusive moving >> target of the cognition/emotion couplet which is now being played out >> across all public schools. I want to explore the second section of the >> article which clarifies and foregrounds the conceptual terms [unity, word >> meaning, perezhivanie,] as units of analysis I also want to explore the >> third section which extends the cognition/emotion couplet through exploring >> feeling, emotion, and affect and *verbal feeling. >> However, I know others will return to these critical aspects of the paper, >> therefore I will foreground section one which opens the dialogue on the >> current ways social/emotional learning is approached as a subject matter. >> >> Jennifer and Rebecca mention that social-emotional learning has been met >> with a strong critique on multiple fronts. I wonder if any of these fronts >> are visible within public school settings, or if the fronts are mostly >> visible within university departments? >> I experience conversations in schools focusing on *skills* and *programs* >> to teach these discrete skills. The article mentions by 2003 there were >> over 200 distinct programs had been created to ADDRESS SEL, with multiple >> moving targets [reduce bullying, teach character education, or as stand >> alone programs to teach SEL skills. >> an alternative approach, as mentioned in the article is the implied >> assumption that by Kindergarten social emotional development SHOULD be well >> developed so is NOT a relevant subject matter for K to 12 schooling. >> >> I would concur that these are the typical responses to address or answer >> "Where do we locate social-emotional learning in school environments?" >> However, this article does offer another approach which I hope we will >> explore further. I want to quote the last paragraph of section one: >> "Clearly there is a need to develop approaches to social and emotional >> education that reduces the emphasis on behavioral skill sets and individual >> assessments and, instead, develop methods for linking social and emotional >> IDEALS with social practices in schools (Hoffman, 2009) Among other things, >> this would require "connecting the language of research more REALISTICALLY >> and more humanely with the language and EXPERIENCE of emotion in teaching >> and learning, and not substitute one for the other" (p.546). IN this >> context of schooling, a Vygotskian perspective may be a much needed and >> radical response" >> >> I highlighted the word *ideal* as this word implied SHARED IDEALS. On page >> 202 of the article Jennifer and Rachael emphasize Vygotsky saw schools as >> locations to develop not only *competencies* but also DISPOSITIONS TOWARD >> ETHICAL ACTIONS. At the CENTER of THIS process was the social environment >> of the school as the location for social emotional learning. >> I see this appeal to SHARED IDEALS and the question of how we collectively >> develop SHARED EXPLICIT IDEALS as a central question which Jennifer and >> Rachael address and give their "answer". >> If the arena or stage is not individual virtue, or collectively FORMED >> rules, but rather developing *dispositions* how do we traverse the notions >> of classroom teacher *autonomy* . >> >> I want to acknowledge my appreciation for opening this space to explore >> this shifting, turning, crisscrossing theme of the unity of cognition & >> emotion. The heart of the paper is conceptual elaboration and clarity and >> the article does this brilliantly. >> However, I chose to highlight the actual current historical situation in >> many schools. >> >> Larry >> >> >> >> >> >> On Thu, Sep 12, 2013 at 3:53 PM, mike cole wrote: >> >>> For those of you who missed it, here is the article for discussion on the >>> xmca website. >>> mike >>> >>> >>> http://lchc.ucsd.edu/MCA/Journal/pdfs/20-3-vadeboncoeur.pdf >>> >> >> From lchcmike@gmail.com Sun Sep 15 20:31:34 2013 From: lchcmike@gmail.com (mike cole) Date: Sun, 15 Sep 2013 20:31:34 -0700 Subject: [Xmca-l] Interpreting videos Message-ID: It would be very helpful to folks at LCHC if people on XMCA could check out this video and see what they can make of it. If you have 5 mins, take a peek. mike https://www.youtube.com/watch?v=bheM3NVRIdg From dkirsh@lsu.edu Sun Sep 15 21:23:32 2013 From: dkirsh@lsu.edu (David H Kirshner) Date: Mon, 16 Sep 2013 04:23:32 +0000 Subject: [Xmca-l] Re: Interpreting videos In-Reply-To: References: Message-ID: <1F3A303FB8B8A9429CE2720B7C8D4B73404E2C07@BY2PRD0610MB354.namprd06.prod.outlook.com> Mike, There's not much context given, but one assumes this change in the culture at Lincoln High is a result of a concerted effort by one or more individuals. The changes seem to include some pretty dramatic reorientations in identity structure of some students. These changes seem to have to do with a social analysis of some sort, reminiscent of Freire's work. The kids who have changed have come to see themselves as authors of change. The question I'd like to take up concerns scale-up. Can whatever was done at Lincoln be transported to other locations? If one puts on blinders (which sociohistorical theory warns us against), it seems possible to think in terms of the demographic at Lincoln, perhaps the management structure at Lincoln, and other internal factors. Perhaps the prospects for replication are good if change agents of similar perspective and talent are available. However, taking off the blinders, the success at Lincoln probably has a lot to do with the fact that the school is a singleton. I'm thinking not just of the energy and enthusiasm this produces for the initiators of change, but to the possibility that students' identity projects also have been marshaled by the uniqueness of the situation. In this respect, the conditions that are required for replication may never again exist. It seems to me, the only way in which this process of transformation can scale up is if it becomes part of a broad social movement (in the spirit of the U.S. Civil Rights era of the 1960). Approached at the level of the individual school this is likely to sputter and fade. David -----Original Message----- From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of mike cole Sent: Sunday, September 15, 2013 10:32 PM To: eXtended Mind, Culture,Activity Subject: [Xmca-l] Interpreting videos It would be very helpful to folks at LCHC if people on XMCA could check out this video and see what they can make of it. If you have 5 mins, take a peek. mike https://www.youtube.com/watch?v=bheM3NVRIdg From lpscholar2@gmail.com Sun Sep 15 23:47:08 2013 From: lpscholar2@gmail.com (Larry Purss) Date: Sun, 15 Sep 2013 23:47:08 -0700 Subject: [Xmca-l] Re: Interpreting videos In-Reply-To: <1F3A303FB8B8A9429CE2720B7C8D4B73404E2C07@BY2PRD0610MB354.namprd06.prod.outlook.com> References: <1F3A303FB8B8A9429CE2720B7C8D4B73404E2C07@BY2PRD0610MB354.namprd06.prod.outlook.com> Message-ID: Mike, While watching the video, I was also reflecting on Jennifer and Rachael's article being discussed. The sense of agency which develops and is expressed through the conversations where *we* are referencing *our* school. Jennifer mentioned the concept of prolepsis [anticipatory AS IF perspective] as an ethical weight carrying the responsibility of guiding the students through the act of creating *spaces/places which supports the students [and instructors] shifting perspectives. Students are expressing their ability to act in concert. Developing a felt *agency* as a genetic process. Also the concept of analepsis was displayed in the film AS the invoking of past experiences WITHIN current experience. This prolepsis/analepsis couplet as a genre or motif which invites the students to imagine themselves differently through their shared conversations with each other. I'm suggesting the film can be viewed through the lens of communicative praxis. This conversational *space* permeating and enveloping ways of talking which express a unity of both discourse AND action. This way of talking about *our school* mediating shifts in identification within the *school* culture. Mediating a felt sense of belonging to the school as a contributing member of the school community. Larry On Sun, Sep 15, 2013 at 9:23 PM, David H Kirshner wrote: > Mike, > There's not much context given, but one assumes this change in the culture > at Lincoln High is a result of a concerted effort by one or more > individuals. > The changes seem to include some pretty dramatic reorientations in > identity structure of some students. > These changes seem to have to do with a social analysis of some sort, > reminiscent of Freire's work. > The kids who have changed have come to see themselves as authors of change. > The question I'd like to take up concerns scale-up. Can whatever was done > at Lincoln be transported to other locations? > If one puts on blinders (which sociohistorical theory warns us against), > it seems possible to think in terms of the demographic at Lincoln, perhaps > the management structure at Lincoln, and other internal factors. Perhaps > the prospects for replication are good if change agents of similar > perspective and talent are available. > However, taking off the blinders, the success at Lincoln probably has a > lot to do with the fact that the school is a singleton. I'm thinking not > just of the energy and enthusiasm this produces for the initiators of > change, but to the possibility that students' identity projects also have > been marshaled by the uniqueness of the situation. In this respect, the > conditions that are required for replication may never again exist. > It seems to me, the only way in which this process of transformation can > scale up is if it becomes part of a broad social movement (in the spirit of > the U.S. Civil Rights era of the 1960). Approached at the level of the > individual school this is likely to sputter and fade. > David > > > -----Original Message----- > From: xmca-l-bounces@mailman.ucsd.edu [mailto: > xmca-l-bounces@mailman.ucsd.edu] On Behalf Of mike cole > Sent: Sunday, September 15, 2013 10:32 PM > To: eXtended Mind, Culture,Activity > Subject: [Xmca-l] Interpreting videos > > It would be very helpful to folks at LCHC if people on XMCA could check > out this video and see what they can make of it. > If you have 5 mins, take a peek. > > mike > > https://www.youtube.com/watch?v=bheM3NVRIdg > > > > From ablunden@mira.net Mon Sep 16 00:55:39 2013 From: ablunden@mira.net (Andy Blunden) Date: Mon, 16 Sep 2013 17:55:39 +1000 Subject: [Xmca-l] Re: Interpreting videos In-Reply-To: References: Message-ID: <5236B97B.9020907@mira.net> Well, my first reaction is what terrible damage this practice of ghettoising the population does. But then I see that the video is about 1 of the 4 academies at the school, the "Center for Social Justice" I think it was. The 4mins of video lead me to suggest that the approach may be similar to that advocated by Anna Stetsenko and to some extent Helena Worthen and Morten Nissen (and indeed Paulo Friere is brought to mind). That is, the kids are invited to address their own social situation and grievances, and the staff support the kids is building a project, with others, to recrtify these grievances as social issues and not individual problems or defects. If this is the case, more power to their elbow. Andy ------------------------------------------------------------------------ *Andy Blunden* http://home.mira.net/~andy/ mike cole wrote: > It would be very helpful to folks at LCHC if people on XMCA could check out > this video and see what they can make of it. > If you have 5 mins, take a peek. > > mike > > https://www.youtube.com/watch?v=bheM3NVRIdg > > From peg.griffin@att.net Mon Sep 16 08:05:46 2013 From: peg.griffin@att.net (Peg Griffin) Date: Mon, 16 Sep 2013 08:05:46 -0700 (PDT) Subject: [Xmca-l] Re: Interpreting videos In-Reply-To: References: Message-ID: <1379343946.6308.YahooMailNeo@web181206.mail.ne1.yahoo.com> Informative and a move to action!? Extremely well done artitstically and technically.? It vibrates with the present,?past roots showing and the future potential (and risk) for individuals and society in every frame. PG ________________________________ From: mike cole To: "eXtended Mind, Culture,Activity" Sent: Sunday, September 15, 2013 11:31 PM Subject: [Xmca-l] Interpreting videos It would be very helpful to folks at LCHC if people on XMCA could check out this video and see what they can make of it. If you have 5 mins, take a peek. mike https://www.youtube.com/watch?v=bheM3NVRIdg From Phillip.White@ucdenver.edu Mon Sep 16 10:06:28 2013 From: Phillip.White@ucdenver.edu (White, Phillip) Date: Mon, 16 Sep 2013 11:06:28 -0600 Subject: [Xmca-l] Re: Interpreting videos In-Reply-To: <1F3A303FB8B8A9429CE2720B7C8D4B73404E2C07@BY2PRD0610MB354.namprd06.prod.outlook.com> References: , <1F3A303FB8B8A9429CE2720B7C8D4B73404E2C07@BY2PRD0610MB354.namprd06.prod.outlook.com> Message-ID: i agree, David, that the change evident in the video is a result of not just multiple individuals, but also change over time - and we don't know what the time frame has been thus far. there appears to be a connection between the present activities of practice, and the construction of a new facility. but perhaps the change began before the construction - perhaps even in anticipation of it. and how are the other academies doing? i don't believe that what was _done_ at Lincoln can be transported - but certainly the questions regarding problems of practice as well as theoretical/conceptual frameworks can be taken up in other locations. phillip From: xmca-l-bounces+phillip.white=ucdenver.edu@mailman.ucsd.edu [xmca-l-bounces+phillip.white=ucdenver.edu@mailman.ucsd.edu] On Behalf Of David H Kirshner [dkirsh@lsu.edu] Sent: Sunday, September 15, 2013 10:23 PM To: lchcmike@gmail.com; eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Interpreting videos Mike, There's not much context given, but one assumes this change in the culture at Lincoln High is a result of a concerted effort by one or more individuals. The changes seem to include some pretty dramatic reorientations in identity structure of some students. These changes seem to have to do with a social analysis of some sort, reminiscent of Freire's work. The kids who have changed have come to see themselves as authors of change. The question I'd like to take up concerns scale-up. Can whatever was done at Lincoln be transported to other locations? If one puts on blinders (which sociohistorical theory warns us against), it seems possible to think in terms of the demographic at Lincoln, perhaps the management structure at Lincoln, and other internal factors. Perhaps the prospects for replication are good if change agents of similar perspective and talent are available. However, taking off the blinders, the success at Lincoln probably has a lot to do with the fact that the school is a singleton. I'm thinking not just of the energy and enthusiasm this produces for the initiators of change, but to the possibility that students' identity projects also have been marshaled by the uniqueness of the situation. In this respect, the conditions that are required for replication may never again exist. It seems to me, the only way in which this process of transformation can scale up is if it becomes part of a broad social movement (in the spirit of the U.S. Civil Rights era of the 1960). Approached at the level of the individual school this is likely to sputter and fade. David From helenaworthen@gmail.com Mon Sep 16 10:45:57 2013 From: helenaworthen@gmail.com (Helena Worthen) Date: Mon, 16 Sep 2013 10:45:57 -0700 Subject: [Xmca-l] Re: Interpreting videos In-Reply-To: Message-ID: Good morning -- After reading some comments I went back and looked at the video again. The video appears to be responding to a problem, the problem of the reputation of Lincoln High School. Students are refuting that reputation and describing their own experience at Lincoln. The reputation of a school can be a powerful social marker of a young person, not much different than the way "Harvard grad" follows someone all the rest of his life. "She goes to Lincoln" may be the kind of label that would make other kids literally back away from someone at, say, camp or church or even in a public place. Imagine three girls walking in a shopping mall wearing Lincoln High School sweatshirts, and how other kids their age might look at them -- giggles and snickers, raised shoulders, turning away, that sort of thing. As these kids say, the name of the school means drugs, fighting and gangs -- which were apparently broadcast on the KPBS show that is referred to several times (and included by clips). So this is a speak-back to the world, via the Communications Department at UCSD, to challenge that shadow. The students acknowledge the shadow but push beyond it. The controlled anger in their voices is an indicator of how deeply the reputation of the school is woven into their personal identities. It's a public school, part of the UCSD school district -- it doesn't say whether it's a charter school or not. Not all academies are charter schools. I wonder how the idea for this video came up. It seems possible to me that someone knew a student at Lincoln and overheard them say, "I hate to tell people where I go to school because everyone assumes I'm a gangbanger." Then the person who is listening might have noted the passion in his voice and might have said, "What would you really like to tell people about your school?" And so the project got going. Good work!!! Helena Worthen On 9/16/13 10:06 AM, "White, Phillip" wrote: >i agree, David, that the change evident in the video is a result of not >just multiple individuals, but also change over time - and we don't know >what the time frame has been thus far. there appears to be a connection >between the present activities of practice, and the construction of a new >facility. but perhaps the change began before the construction - perhaps >even in anticipation of it. > >and how are the other academies doing? > >i don't believe that what was _done_ at Lincoln can be transported - but >certainly the questions regarding problems of practice as well as >theoretical/conceptual frameworks can be taken up in other locations. > >phillip > >From: xmca-l-bounces+phillip.white=ucdenver.edu@mailman.ucsd.edu >[xmca-l-bounces+phillip.white=ucdenver.edu@mailman.ucsd.edu] On Behalf Of >David H Kirshner [dkirsh@lsu.edu] >Sent: Sunday, September 15, 2013 10:23 PM >To: lchcmike@gmail.com; eXtended Mind, Culture, Activity >Subject: [Xmca-l] Re: Interpreting videos > >Mike, >There's not much context given, but one assumes this change in the >culture at Lincoln High is a result of a concerted effort by one or more >individuals. >The changes seem to include some pretty dramatic reorientations in >identity structure of some students. >These changes seem to have to do with a social analysis of some sort, >reminiscent of Freire's work. >The kids who have changed have come to see themselves as authors of >change. >The question I'd like to take up concerns scale-up. Can whatever was done >at Lincoln be transported to other locations? >If one puts on blinders (which sociohistorical theory warns us against), >it seems possible to think in terms of the demographic at Lincoln, >perhaps the management structure at Lincoln, and other internal factors. >Perhaps the prospects for replication are good if change agents of >similar perspective and talent are available. >However, taking off the blinders, the success at Lincoln probably has a >lot to do with the fact that the school is a singleton. I'm thinking not >just of the energy and enthusiasm this produces for the initiators of >change, but to the possibility that students' identity projects also have >been marshaled by the uniqueness of the situation. In this respect, the >conditions that are required for replication may never again exist. >It seems to me, the only way in which this process of transformation can >scale up is if it becomes part of a broad social movement (in the spirit >of the U.S. Civil Rights era of the 1960). Approached at the level of the >individual school this is likely to sputter and fade. >David > From Phillip.White@ucdenver.edu Mon Sep 16 11:13:06 2013 From: Phillip.White@ucdenver.edu (White, Phillip) Date: Mon, 16 Sep 2013 12:13:06 -0600 Subject: [Xmca-l] Re: Direct link to article for discussion In-Reply-To: <38BB0917-783D-479F-BE40-12C34A62FEB6@mail.ubc.ca> References: , <38BB0917-783D-479F-BE40-12C34A62FEB6@mail.ubc.ca> Message-ID: Jennifer, in response to your 4 questions, as well as Larry?s initial comments, I want to both respond and situate myself so that my response is as transparent as I can at this point make it. although, this runs the risk of a response being far too long - but i'm still going to plunge forth. Wertsch writes about ?irreducible tensions? in his 1998 ?Mind as Action?, which I find to be a problem of practice in all of your questions ? that your questions are illustrative of the irreducible tensions within the cultural activities you are questioning. Also, Larry?s emphasis on the Vygotsky quote ? to permeate school environments the school has to penetrate and envelop the life of the child. Such a position is highly totalitarian ? which really is no surprise considering the larger political project that Vygotsky was involved in ? the new soviet man. On one hand, of course, one wants to move away from the prerevolutionary social construction of a citizen to a new citizen ? but already Lenin had reinvigorated the secret police as a tool against the ?enemies of the state?. Remember, in Stanton Wortham?s 2006 ?Learning Identity: the joint emergence of social identification and academic learning? where William is identified as the ?prototypical unpromising male student? ? which I see as a fine example of school penetrating and enveloping the life of the child. I think that we make the error that Vygotsky?s work is liberatory, whereas his theories can certainly be used to underpin a highly repressive schooling system. Irreducible tensions. And at the same time, again, irreducible tensions for me, I find your paper to be as personally valuable as Gregory Bateson?s work, Steps to an Ecology of the Mind (1972), Michel Foucault?s Discipline and Punish: The Birth of the Prison (1975), Jean Lave?s Teaching as Learning in Practice,(1996) V 3, N 3, Mind, Culture and Activity, and Virginia Woolf?s Mrs. Dalloway (1925) - which have all been seminal texts for me, amongst others ? so now, yes, I want to add Locating Social and Emotional Learning in Schooled Environments: A Vygotskian Perspective on Learning as Unified by Jennifer A. Vadeboncoeur and Rebecca J. Collie. I think that you and Collie are advocating for a more complex holistic approach in education: ?Schools must become places for engaging in unified experiences and, for this to occur, the reunification of learning must be valued by the school and outside community. However, drawing attention to perezhivanie, emotional experience, the unity of child and social environment, as well as the importance of the meanings made by the child through developing word meaning and sense, the unity of speech, thinking, and feeling, and the role of narrative and dialogue in both, the contradictions between Vygotsky?s perspective and the way that schools are currently constructed could not be more blatant.? For such holistic unities, I am in total agreement. I also recognize that, contemporary attempts in valuing unity of affect and intellect the have been both problematic and ineffective. As you two point out, ?In broad strokes these reforms (a) overemphasize standardized assessments, what is important in education is what can be measured on specific sorts of assessments under specific conditions, what is countable becomes what counts (Green & Luke, 2006; Ladwig, 2010); (b) marginalize prevention programs and programs that have nonacademic goals, like social and emotional learning (Meier & Wood, 2004); and (c) erase factors that influence students? performance that are not linked to teaching and are outside of teachers? control, like the evidence of growing inequalities between groups and communities, the social reasons for early school leaving, and a loss of economic infrastructure in both rural and abandoned urban areas (Sizer, 2004). But for me, and this is being personally proleptic, I attempt to put into practice singularly within the small community in which I have a full or partial participant (again, Lave & Wenger) those practices within a unity of affect and intellect. And at the same time I continue to see a world of irreducible tensions. You and Collie also wrote, ?He (Vygotsky) highlighted the potential of education to foster the development of individuals with social, cognitive, and emotional competencies as well as a disposition toward ethical action. One noted goal of education was the development of citizens for an international, and now global, world. At the center of the educational process was the social environment of the school.? This excerpt reminds me of a bitterly ironic joke from the old soviet bloc: An internationalist speaks one language. A nationalist speaks at least two languages. So, what does this joke mean? It means that the Russians who described themselves as participating within the international communist soviet union could speak only Russian. Those individuals, who spoke not only Russian but their own native language, who loudly/quietly protested against the Russian hegemony were branded as nationalist, who failed to recognize the international unity of Russian communism. Irreducible tensions. phillip ________________________________________ From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Vadeboncoeur, Jennifer [j.vadeboncoeur@ubc.ca] Sent: Friday, September 13, 2013 10:50 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Direct link to article for discussion Dear Larry, and anyone interested in this discussion, :) , I often feel like I have been struggling with the same ideas for years, sometimes they gel. But more often I get hung up on ideas that I feel like I may just sort through eventually, but haven't yet. Thanks for reminding me of the piece I wrote 10 years ago now. It feels like 10 years or more, and there's proof that it has been at least that long! I'm not sure if I'm making any progress sorting things out, but these are issues that become even more compelling as I watch my daughters grow and begin formal schooling. >From the beginning, the piece tried to cover, perhaps, too much ground, and we carved it in several different ways as we revised it. The first section was much longer initially, but it was reduced so that we could get at explicating and extending some ideas a bit. I'll share a couple thoughts here in relation to what you've written, Larry, and see what, if anything is interesting to folks to discuss. 1) In Vancouver, where I live, there is currently lots of attention to social and emotional learning, and many of my colleagues are ecstatic, but it is very much as an add on, very much about skill sets, and 8 week programs. Larry, what you've noted below about developing "dispositions" through "shared ideals" that "permeate" the culture of the school sits easily with Vygotsky's ideas, but for some reason, for many reasons, it is almost impossible for some people to imagine. Why is this? Is it because of our cultural values regarding individualism? Is it because we are concerned about talking about shared ideals? Is it because we are quite happy to dichotomize thinking and feeling, there are some benefits to doing so? What other reasons are influencing this situation? 2) This is the place where I begin to get stuck: what can we do differently, what can we do to challenge fragmenting learning and development and reducing social and emotional learning to skill sets? I have colleagues that tell me that social and emotional learning is undertheorized, that their work is largely atheoretical, and this in part motivated the work on this piece. Here is a theory that could ground social and emotional learning and development and ground it in a way that doesn't simply carve another type of learning and development from whole children and adults. I wonder, what are the possibilities of Vygotsky's ideas for rethinking how we teach, how we engage, how we do things in schools? Who will take up these ideas? 3) Another place where I get stuck: what happens if we as a society don't really want to change things in schools? What happens if part of the "way schools work" is that they fragment learning and children? The children who can sort out how to survive in spite of the social environment move forward, so this fragmentation of whole children is functional as a sorting function, rather than disfunctional. 4) And this leads to the central issue of ethics, and I'm still stuck: A final concept that both fascinates and troubles me is linked with prolepsis. It fascinates because of the potential, the possibilities, and it troubles me because of the responsibility. If we can see possible futures in a child's present, in the lived experiences and living conditions within which that child grows, what is our responsibility for acting in ways that improve the range of or conditions for possible futures? Who decides and how do we decide on actions? Are there ways in which to tease out issues around cultural differences and "what ought to be done for/with this particular child"? I'll come back to this tomorrow with a fresh set of eyes, so many interconnected issues - best to all - jen On 2013-09-13, at 7:53 AM, Larry Purss wrote: > Jennifer, Rachael, > Focusing on 3 words that carry relational meanings as *spirit* or *ideal* I > want to foreground three words used by Vygotsky in a quote on page 203: > to *PERMEATE* school environments > The school has to *PENETRATE* and *ENVELOP* THE LIFE OF THE CHILD . > > These three words, to permeate, penetrate, and envelop as KEYSTONE IDEALS > which lead to dispositions developing moral character within the intimate > and friendly interpsychological plane of school environments. > THIS is a radicalization of the purposes of learning leading develop and is > clarifying a radical shift or turn in re-purposing school environments. > I appreciate your opening the article with this particular Vygotskian quote > to focus the theme of the paper. > Larry From daviddpreiss@gmail.com Mon Sep 16 18:00:27 2013 From: daviddpreiss@gmail.com (David Preiss) Date: Mon, 16 Sep 2013 21:00:27 -0400 Subject: [Xmca-l] Luria research in Frontiers in Human Neuroscience Message-ID: <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> http://www.frontiersin.org/Human_Neuroscience/10.3389/fnhum.2013.00509/full Enviado desde mi iPhone From lchcmike@gmail.com Mon Sep 16 21:20:59 2013 From: lchcmike@gmail.com (mike cole) Date: Mon, 16 Sep 2013 21:20:59 -0700 Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience In-Reply-To: <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> References: <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> Message-ID: Wow! David!! And our very own Anton is an author! Nice discovery. What an interesting informational path. mike On Mon, Sep 16, 2013 at 6:00 PM, David Preiss wrote: > > http://www.frontiersin.org/Human_Neuroscience/10.3389/fnhum.2013.00509/full > > > Enviado desde mi iPhone > From lchcmike@gmail.com Mon Sep 16 21:20:59 2013 From: lchcmike@gmail.com (mike cole) Date: Mon, 16 Sep 2013 21:20:59 -0700 Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience In-Reply-To: <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> References: <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> Message-ID: Wow! David!! And our very own Anton is an author! Nice discovery. What an interesting informational path. mike On Mon, Sep 16, 2013 at 6:00 PM, David Preiss wrote: > > http://www.frontiersin.org/Human_Neuroscience/10.3389/fnhum.2013.00509/full > > > Enviado desde mi iPhone > From ERIC.RAMBERG@spps.org Tue Sep 17 08:51:19 2013 From: ERIC.RAMBERG@spps.org (ERIC.RAMBERG@spps.org) Date: Tue, 17 Sep 2013 10:51:19 -0500 Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience In-Reply-To: References: , <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> Message-ID: From ERIC.RAMBERG@spps.org Tue Sep 17 08:51:19 2013 From: ERIC.RAMBERG@spps.org (ERIC.RAMBERG@spps.org) Date: Tue, 17 Sep 2013 10:51:19 -0500 Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience In-Reply-To: References: , <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> Message-ID: From smago@uga.edu Tue Sep 17 09:47:16 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Tue, 17 Sep 2013 16:47:16 +0000 Subject: [Xmca-l] FW: [LING-ETHNOG] Position available In-Reply-To: References: <51D571F5.4020104@swansea.ac.uk> Message-ID: THIS IS A FORWARDED MESSAGE. PLEASE DO NOT REPLY TO THE SENDER. READ THE MESSAGE CAREFULLY FOR INFORMATION ON THE ORIGINAL SENDER Sorry for cross-posting, position available, see details below. Gonen Dori-Hacohen, Department of Communication University of Massachusetts, Amherst ---- UNIVERSITY OF MASSACHUSETTS AMHERST DEPARTMENT OF COMMUNICATION The Department of Communication at the University of Massachusetts Amherst invites applications for two tenure-track Assistant Professor positions to begin September 1, 2014, with responsibilities for teaching and supervision at the undergraduate and graduate levels. The Department offers BA, MA, and PhD programs on a multi-cultural campus. For both positions, the ability to collaborate on and eventually lead interdisciplinary, grant-funded projects is desirable. The newly established Institute for Social Science Research (www.umass.edu/issr/) is available to provide support for the appointed scholars' research. POSITION TWO: SOCIAL INTERACTION AND CULTURE (R41077) We invite applications from scholars who theorize and conduct research at the nexus of communication and the environment, health, the family, religion, or related social concerns. Expertise in qualitative methodology is required, including the ability to instruct and supervise graduate research. The successful applicant's work will complement current faculty strengths in the ethnography of communication, social interaction, and intercultural communication. Review of applications will begin on October 15, 2013 and will continue until the positions are filled. Applications should include a letter of interest, a CV, evidence of teaching effectiveness, one article-length example of research, and three letters of reference. All materials should be submitted through the Academic Jobs Online website at www.academicjobsonline.org/ajo. A completed PhD in Communication or closely allied field is required by the start of the appointment. For more information, visit our website at www.umass.edu/communication or contact Debra Madigan, Office Manager, at dmadigan@comm.umass.edu. The University seeks to increase the diversity of its professoriate, workforce and undergraduate and graduate student populations because broad diversity is critical to achieving the University's mission of excellence in education, research, educational access and service in an increasingly diverse globalized society. Therefore, in holistically assessing many qualifications of each applicant of any race or gender, we would factor favorably an individual's record of conduct that includes students and colleagues with broadly diverse perspectives, experiences and backgrounds in educational, research or other work activities. Among other qualifications, we would also factor favorably experience overcoming or helping others overcome barriers to an academic career or degree. The University of Massachusetts Amherst is an Affirmative Action/Equal Opportunity Employer. Women and members of minority groups are encouraged to apply. From bferholt@gmail.com Tue Sep 17 10:05:50 2013 From: bferholt@gmail.com (Beth Ferholt) Date: Tue, 17 Sep 2013 19:05:50 +0200 Subject: [Xmca-l] Play and symbolic thought -- Message-ID: Monica and I have been talking about Vygotsky's work on the relationship between play and symbolic thought and been being challenged by Swedish preschool teachers. Is there an experiment that shows Vygotsky was correct in his claims about this relationship? We can't find any! Tanks, Beth -- Beth Ferholt Assistant Professor School of Education Brooklyn College, City University of New York 2900 Bedford Avenue Brooklyn, NY 11210-2889 Email: bferholt@brooklyn.cuny.edu Phone: (718) 951-5205 Fax: (718) 951-4816 From bferholt@gmail.com Tue Sep 17 10:05:50 2013 From: bferholt@gmail.com (Beth Ferholt) Date: Tue, 17 Sep 2013 19:05:50 +0200 Subject: [Xmca-l] Play and symbolic thought -- Message-ID: Monica and I have been talking about Vygotsky's work on the relationship between play and symbolic thought and been being challenged by Swedish preschool teachers. Is there an experiment that shows Vygotsky was correct in his claims about this relationship? We can't find any! Tanks, Beth -- Beth Ferholt Assistant Professor School of Education Brooklyn College, City University of New York 2900 Bedford Avenue Brooklyn, NY 11210-2889 Email: bferholt@brooklyn.cuny.edu Phone: (718) 951-5205 Fax: (718) 951-4816 From monica.hansen@vandals.uidaho.edu Tue Sep 17 10:18:46 2013 From: monica.hansen@vandals.uidaho.edu (Hansen, Monica) Date: Tue, 17 Sep 2013 17:18:46 +0000 Subject: [Xmca-l] Re: Play and symbolic thought -- In-Reply-To: References: Message-ID: Beth, What specifically about Vygotsky's claims and the relationship between play and symbolic thought are you looking for research to substantiate? Are you looking for contemporary research? What kind of research? The path is not always easy or direct because Vygotsky's thoughts encompassed larger ideas within which a myriad of approaches to research on this topic can be framed and approached. At least this has been my experience in hunting it down :) --The other Monica -----Original Message----- From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Beth Ferholt Sent: Tuesday, September 17, 2013 10:06 AM To: eXtended Mind, Culture, Activity Cc: xmca-l@ucsd.edu Subject: [Xmca-l] Play and symbolic thought -- Monica and I have been talking about Vygotsky's work on the relationship between play and symbolic thought and been being challenged by Swedish preschool teachers. Is there an experiment that shows Vygotsky was correct in his claims about this relationship? We can't find any! Tanks, Beth -- Beth Ferholt Assistant Professor School of Education Brooklyn College, City University of New York 2900 Bedford Avenue Brooklyn, NY 11210-2889 Email: bferholt@brooklyn.cuny.edu Phone: (718) 951-5205 Fax: (718) 951-4816 From daviddpreiss@gmail.com Tue Sep 17 13:16:13 2013 From: daviddpreiss@gmail.com (David Preiss) Date: Tue, 17 Sep 2013 16:16:13 -0400 Subject: [Xmca-l] =?iso-8859-1?q?Doctorado_en_Psicolog=EDa_UC_2014_/_Postulaciones?= =?iso-8859-1?q?_abiertas_hasta_el_15_de_octubre?= References: <523865be.c164420a.1b56.3980SMTPIN_ADDED_MISSING@mx.google.com> Message-ID: <1A65B13A-BB7A-4F14-95D9-97B8F6A82FE5@gmail.com> DOCTORADO EN PSICOLOG?A Postulaciones Abiertas Hasta el 15 de Octubre El Programa de Doctorado en Psicolog?a UC busca entregar a sus estudiantes una formaci?n doctoral de excelencia, que los capacite para el ejercicio acad?mico de m?s alto nivel en investigaci?n y docencia, contribuyendo al desarrollo cient?fico de la Psicolog?a en Chile y Latinoam?rica. Nuestro programa se caracteriza por: La reconocida solidez de l?neas de investigaci?n principalmente en ?reas de Psicolog?a Experimental, Psicolog?a Social, Psicolog?a del Desarrollo, as? como investigaci?n relativa a los ?mbitos interdisciplinarios de la Salud, Educaci?n, y Neurociencias Cognitivas. (Descarga la N?mina de Profesores y L?neas de Investigaci?n AQU?) La heterogeneidad disciplinar y cultural de sus estudiantes, involucrando estudiantes de diversos pa?ses de Am?rica Latina y con distintas formaciones iniciales (principalmente en Psicolog?a, Biolog?a, Educaci?n). Condiciones de infraestructura (f?sica, computacional, administrativa y de bibliotecas) adecuada para una fruct?fera experiencia formativa y desarrollo de investigaci?n, incluyendo redes cient?ficas internacionales. El programa fomenta adem?s la realizaci?n de estad?as de investigaci?n en centros de excelencia en el extranjero en todos sus estudiantes. El Doctorado en Psicolog?a requiere una dedicaci?n a tiempo completo, con permanencia en la Escuela de Psicolog?a, durante los 8 semestres de duraci?n del programa; periodo que incluye la realizaci?n de la tesis. El proceso de admisi?n es exigente y culmina con la aceptaci?n de 5 estudiantes en promedio por a?o. El Programa de Doctorado en Psicolog?a est? acreditado por la Comisi?n Nacional de Acreditaci?n (CNA) por 7 a?os, hasta enero de 2016. En cuento a financiamiento, los alumnos del programa podr?n optar a becas p?blicas (v?a CONICYT), las cuales son competitivas y se asignan anualmente. Tambi?n podr?n postular a algunas becas UC para alumnos de doctorado, las cuales se detallan en www.uc.cl/es/becas-y-beneficios-doctorado. Adicionalmente, postulantes de Am?rica Latina pueden informarse sobre Becas Externas para Doctorado en Chile (especialmente becas de Argentina, Colombia, Ecuador, M?xico, Per? y Uruguay) AQU?. M?s informaci?n del Doctorado en Psicolog?a UC AQU?. Si no puedes ver este e-mail haz click aqu? Si desea desuscribirse de este remitente haga click aqu? From kplakits@gmail.com Tue Sep 17 13:15:42 2013 From: kplakits@gmail.com (kplakits@gmail.com) Date: Tue, 17 Sep 2013 23:15:42 +0300 Subject: [Xmca-l] Re: FW: [LING-ETHNOG] Position available In-Reply-To: References: <51D571F5.4020104@swansea.ac.uk> Message-ID: <7F3D013023194551A6F3D405BCE7277A@NIKAVAIO> Dear all we are happy to call you to participate to a fore-coming Thematic Event about Socio-cultural Approaches to STEM Education (http://www.iscar.org/el/Sociocultural_approaches_to_Science__Technology__Engineering_and_Mathematics_Education.) during ISCAR 2014 in Sydney (http://www.iscar2014.com/). The organizers, Sylvie Barma (Canada) and our @fise group (Greece) are honored to call you in person to participate either as an invited speaker or as a participant. If you are on board, please right to me a temporary title of your speech or just write me that you are indented to participate ISCAR 2014 thematic event for half or a full day. This way we can organize the program of activities in order to meet your needs and expectations. Best regards Katerina Plakitsi and Sylvie Barma From kplakits@gmail.com Tue Sep 17 13:15:42 2013 From: kplakits@gmail.com (kplakits@gmail.com) Date: Tue, 17 Sep 2013 23:15:42 +0300 Subject: [Xmca-l] Re: FW: [LING-ETHNOG] Position available In-Reply-To: References: <51D571F5.4020104@swansea.ac.uk> Message-ID: <7F3D013023194551A6F3D405BCE7277A@NIKAVAIO> Dear all we are happy to call you to participate to a fore-coming Thematic Event about Socio-cultural Approaches to STEM Education (http://www.iscar.org/el/Sociocultural_approaches_to_Science__Technology__Engineering_and_Mathematics_Education.) during ISCAR 2014 in Sydney (http://www.iscar2014.com/). The organizers, Sylvie Barma (Canada) and our @fise group (Greece) are honored to call you in person to participate either as an invited speaker or as a participant. If you are on board, please right to me a temporary title of your speech or just write me that you are indented to participate ISCAR 2014 thematic event for half or a full day. This way we can organize the program of activities in order to meet your needs and expectations. Best regards Katerina Plakitsi and Sylvie Barma From kplakits@gmail.com Tue Sep 17 13:17:36 2013 From: kplakits@gmail.com (kplakits@gmail.com) Date: Tue, 17 Sep 2013 23:17:36 +0300 Subject: [Xmca-l] ISCAR 2014 - THEMATIC EVENT-CALL FOR PARTICIPATION In-Reply-To: <7F3D013023194551A6F3D405BCE7277A@NIKAVAIO> References: <51D571F5.4020104@swansea.ac.uk> <7F3D013023194551A6F3D405BCE7277A@NIKAVAIO> Message-ID: <22AF7B0113444D7CA7DBD3817F56F357@NIKAVAIO> Dear all we are happy to call you to participate to a fore-coming Thematic Event about Socio-cultural Approaches to STEM Education (http://www.iscar.org/el/Sociocultural_approaches_to_Science__Technology__Engineering_and_Mathematics_Education.) during ISCAR 2014 in Sydney (http://www.iscar2014.com/). The organizers, Sylvie Barma (Canada) and our @fise group (Greece) are honored to call you in person to participate either as an invited speaker or as a participant. If you are on board, please right to me a temporary title of your speech or just write me that you are indented to participate ISCAR 2014 thematic event for half or a full day. This way we can organize the program of activities in order to meet your needs and expectations. Best regards Katerina Plakitsi and Sylvie Barma From kplakits@gmail.com Tue Sep 17 13:17:36 2013 From: kplakits@gmail.com (kplakits@gmail.com) Date: Tue, 17 Sep 2013 23:17:36 +0300 Subject: [Xmca-l] ISCAR 2014 - THEMATIC EVENT-CALL FOR PARTICIPATION In-Reply-To: <7F3D013023194551A6F3D405BCE7277A@NIKAVAIO> References: <51D571F5.4020104@swansea.ac.uk> <7F3D013023194551A6F3D405BCE7277A@NIKAVAIO> Message-ID: <22AF7B0113444D7CA7DBD3817F56F357@NIKAVAIO> Dear all we are happy to call you to participate to a fore-coming Thematic Event about Socio-cultural Approaches to STEM Education (http://www.iscar.org/el/Sociocultural_approaches_to_Science__Technology__Engineering_and_Mathematics_Education.) during ISCAR 2014 in Sydney (http://www.iscar2014.com/). The organizers, Sylvie Barma (Canada) and our @fise group (Greece) are honored to call you in person to participate either as an invited speaker or as a participant. If you are on board, please right to me a temporary title of your speech or just write me that you are indented to participate ISCAR 2014 thematic event for half or a full day. This way we can organize the program of activities in order to meet your needs and expectations. Best regards Katerina Plakitsi and Sylvie Barma From lchcmike@gmail.com Tue Sep 17 18:08:38 2013 From: lchcmike@gmail.com (mike cole) Date: Tue, 17 Sep 2013 18:08:38 -0700 Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience In-Reply-To: References: <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> Message-ID: The interview was stolen and posted long ago, Eric. Find it on YouTube Mike On Tuesday, September 17, 2013, wrote: > That is awesome. Glad to see that this important part of Luria's history > is making a comeback! > > Mike, > Would it be possible to share the conversation of 2013 between yourself > Bruner and Sacks? > > Very intriguing > > eric > > -----xmca-l-bounces@mailman.ucsd.edu 'xmca-l-bounces@mailman.ucsd.edu');> wrote: ----- > To: "eXtended Mind, Culture, Activity" > > > From: mike cole ** > Sent by: xmca-l-bounces@mailman.ucsd.edu 'xmca-l-bounces@mailman.ucsd.edu');> > Date: 09/16/2013 11:22PM > Cc: "xmca-l@ucsd.edu " < > xmca-l@ucsd.edu > > Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience > > Wow! David!! And our very own Anton is an author! Nice discovery. What an > interesting > informational path. > mike > > > On Mon, Sep 16, 2013 at 6:00 PM, David Preiss > >wrote: > > > > > > http://www.frontiersin.org/Human_Neuroscience/10.3389/fnhum.2013.00509/full > > > > > > Enviado desde mi iPhone > > > From lchcmike@gmail.com Tue Sep 17 18:08:38 2013 From: lchcmike@gmail.com (mike cole) Date: Tue, 17 Sep 2013 18:08:38 -0700 Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience In-Reply-To: References: <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> Message-ID: The interview was stolen and posted long ago, Eric. Find it on YouTube Mike On Tuesday, September 17, 2013, wrote: > That is awesome. Glad to see that this important part of Luria's history > is making a comeback! > > Mike, > Would it be possible to share the conversation of 2013 between yourself > Bruner and Sacks? > > Very intriguing > > eric > > -----xmca-l-bounces@mailman.ucsd.edu 'xmca-l-bounces@mailman.ucsd.edu');> wrote: ----- > To: "eXtended Mind, Culture, Activity" > > > From: mike cole ** > Sent by: xmca-l-bounces@mailman.ucsd.edu 'xmca-l-bounces@mailman.ucsd.edu');> > Date: 09/16/2013 11:22PM > Cc: "xmca-l@ucsd.edu " < > xmca-l@ucsd.edu > > Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience > > Wow! David!! And our very own Anton is an author! Nice discovery. What an > interesting > informational path. > mike > > > On Mon, Sep 16, 2013 at 6:00 PM, David Preiss > >wrote: > > > > > > http://www.frontiersin.org/Human_Neuroscience/10.3389/fnhum.2013.00509/full > > > > > > Enviado desde mi iPhone > > > From ablunden@mira.net Tue Sep 17 18:42:17 2013 From: ablunden@mira.net (Andy Blunden) Date: Wed, 18 Sep 2013 11:42:17 +1000 Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience In-Reply-To: References: <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> Message-ID: <523904F9.5000803@mira.net> https://vimeo.com/groups/chat/videos/56737069 ------------------------------------------------------------------------ *Andy Blunden* http://home.mira.net/~andy/ mike cole wrote: > The interview was stolen and posted long ago, Eric. Find it on YouTube > Mike > On Tuesday, September 17, 2013, wrote: > > >> That is awesome. Glad to see that this important part of Luria's history >> is making a comeback! >> >> Mike, >> Would it be possible to share the conversation of 2013 between yourself >> Bruner and Sacks? >> >> Very intriguing >> >> eric >> > From bferholt@gmail.com Wed Sep 18 03:31:41 2013 From: bferholt@gmail.com (Beth Ferholt) Date: Wed, 18 Sep 2013 12:31:41 +0200 Subject: [Xmca-l] Re: Play and symbolic thought -- In-Reply-To: References: Message-ID: We are wondering if there is anything actually showing that play allows for the development of symbolic thought ... we do not have an idea what this experiment could look like : ) ... anytime it was done is fine! Beth On Tue, Sep 17, 2013 at 7:18 PM, Hansen, Monica < monica.hansen@vandals.uidaho.edu> wrote: > Beth, > What specifically about Vygotsky's claims and the relationship between > play and symbolic thought are you looking for research to substantiate? Are > you looking for contemporary research? What kind of research? The path is > not always easy or direct because Vygotsky's thoughts encompassed larger > ideas within which a myriad of approaches to research on this topic can be > framed and approached. At least this has been my experience in hunting it > down :) > --The other Monica > > -----Original Message----- > From: xmca-l-bounces@mailman.ucsd.edu [mailto: > xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Beth Ferholt > Sent: Tuesday, September 17, 2013 10:06 AM > To: eXtended Mind, Culture, Activity > Cc: xmca-l@ucsd.edu > Subject: [Xmca-l] Play and symbolic thought -- > > Monica and I have been talking about Vygotsky's work on the relationship > between play and symbolic thought and been being challenged by Swedish > preschool teachers. Is there an experiment that shows Vygotsky was correct > in his claims about this relationship? We can't find any! > Tanks, > Beth > -- > Beth Ferholt > Assistant Professor > School of Education > Brooklyn College, City University of New York > 2900 Bedford Avenue > Brooklyn, NY 11210-2889 > > Email: bferholt@brooklyn.cuny.edu > Phone: (718) 951-5205 > Fax: (718) 951-4816 > > -- Beth Ferholt Assistant Professor School of Education Brooklyn College, City University of New York 2900 Bedford Avenue Brooklyn, NY 11210-2889 Email: bferholt@brooklyn.cuny.edu Phone: (718) 951-5205 Fax: (718) 951-4816 From ERIC.RAMBERG@spps.org Wed Sep 18 06:14:35 2013 From: ERIC.RAMBERG@spps.org (ERIC.RAMBERG@spps.org) Date: Wed, 18 Sep 2013 08:14:35 -0500 Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience In-Reply-To: References: , <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> Message-ID: From ERIC.RAMBERG@spps.org Wed Sep 18 06:14:35 2013 From: ERIC.RAMBERG@spps.org (ERIC.RAMBERG@spps.org) Date: Wed, 18 Sep 2013 08:14:35 -0500 Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience In-Reply-To: References: , <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> Message-ID: From j.vadeboncoeur@ubc.ca Wed Sep 18 09:34:04 2013 From: j.vadeboncoeur@ubc.ca (Vadeboncoeur, Jennifer) Date: Wed, 18 Sep 2013 16:34:04 +0000 Subject: [Xmca-l] Re: Direct link to article for discussion In-Reply-To: References: , <38BB0917-783D-479F-BE40-12C34A62FEB6@mail.ubc.ca> Message-ID: Hi Phillip, Always good to hear your voice! I agree with your point about "irreducible tensions," I'm not searching for consensus, or a solution. And I know that often great ideas don't work out so well in practice, or were never intended to do what the person using them had hoped. Jeannie Oakes was speaking, brilliantly at AERA, about the continuous possibility that ideas and actions that are intended to increase access and equity, actually do the opposite, and the importance of ongoing evaluation of what the effects of our ideas and actions are (difficult, and Arendt advised "letting go" in some respects here, nevertheless being as mindful, critical as possible). I've been thinking through and appreciating the pieces by Kevin O'Connor and Bill Penuel in the NSSE Yearbook 2010, and also Kevin's work with Anna-Ruth Allen as well, though there are lots of really solid pieces to choose from in this yearbook, Barron's work is another favourite. O'Connor and Penuel borrow from Charles Taylor in their introductory piece to note, "human beings exist 'inescapably in a space of ethical questions' (Taylor, 1992b, p. 305)" (p. 4). I have colleagues who would agree with this statement in general, but disagree with in in relation to science and research, which after all is all about objectivity and assuming value neutrality. Critical theory and Vygotsky's work, I feel, foreground values again. And it seems like most people in North America are a bit reticent about talking about values .. maybe a connection to the "separation of church and state," maybe motivated about concerns about diversity with a rationale like this: since we are so diverse, best not to discuss values, wouldn't want to step on anyone's toes. This assumes in advance of discussion that we won't agree. Now I'm almost completely off topic, the paper is about foregrounding Vygotsky's ideas as a way of grounding our approach to teaching and learning for and with the whole child, rather than propagating a program for x, a program for y, and a program for z. I'm trying to using why we do the things we do, in spite of what we "know" (these are messy problematic statements, over simplified, but ...), and to get at that inconsistency, and I think it relates to values ... again the very things we aren't comfortable talking about. Just thoughts here, maybe this is obvious? Best - jen On 2013-09-16, at 11:13 AM, White, Phillip wrote: > Jennifer, in response to your 4 questions, as well as Larry?s initial comments, I want to both respond and situate myself so that my response is as transparent as I can at this point make it. although, this runs the risk of a response being far too long - but i'm still going to plunge forth. > > Wertsch writes about ?irreducible tensions? in his 1998 ?Mind as Action?, which I find to be a problem of practice in all of your questions ? that your questions are illustrative of the irreducible tensions within the cultural activities you are questioning. > > Also, Larry?s emphasis on the Vygotsky quote ? to permeate school environments the school has to penetrate and envelop the life of the child. > > Such a position is highly totalitarian ? which really is no surprise considering the larger political project that Vygotsky was involved in ? the new soviet man. On one hand, of course, one wants to move away from the prerevolutionary social construction of a citizen to a new citizen ? but already Lenin had reinvigorated the secret police as a tool against the ?enemies of the state?. Remember, in Stanton Wortham?s 2006 ?Learning Identity: the joint emergence of social identification and academic learning? where William is identified as the ?prototypical unpromising male student? ? which I see as a fine example of school penetrating and enveloping the life of the child. > > I think that we make the error that Vygotsky?s work is liberatory, whereas his theories can certainly be used to underpin a highly repressive schooling system. > > Irreducible tensions. > > And at the same time, again, irreducible tensions for me, I find your paper to be as personally valuable as Gregory Bateson?s work, Steps to an Ecology of the Mind (1972), Michel Foucault?s Discipline and Punish: The Birth of the Prison (1975), Jean Lave?s Teaching as Learning in Practice,(1996) V 3, N 3, Mind, Culture and Activity, and Virginia Woolf?s Mrs. Dalloway (1925) - which have all been seminal texts for me, amongst others ? so now, yes, I want to add Locating Social and Emotional Learning in Schooled Environments: A Vygotskian Perspective on Learning as Unified by Jennifer A. Vadeboncoeur and Rebecca J. Collie. > > I think that you and Collie are advocating for a more complex holistic approach in education: ?Schools must become places for engaging in unified experiences and, for this to occur, the reunification of learning must be valued by the school and outside community. However, drawing attention to perezhivanie, emotional experience, the unity of child and social environment, as well as the importance of the meanings made by the child through developing word meaning and sense, the unity of speech, thinking, and feeling, and the role of narrative and dialogue in both, the contradictions between Vygotsky?s perspective and the way that schools are currently constructed could not be more blatant.? > > For such holistic unities, I am in total agreement. I also recognize that, contemporary attempts in valuing unity of affect and intellect the have been both problematic and ineffective. As you two point out, ?In broad strokes these reforms (a) overemphasize standardized assessments, what is important in education is what can be measured on specific sorts of assessments under specific conditions, what is countable becomes what counts (Green & Luke, 2006; Ladwig, 2010); (b) marginalize prevention programs and programs that have nonacademic goals, like social and emotional learning (Meier & Wood, 2004); and (c) erase factors that influence students? performance that are not linked to teaching and are outside of teachers? control, like the evidence of growing inequalities between groups and communities, the social reasons for early school leaving, and a loss of economic infrastructure in both rural and abandoned urban areas (Sizer, 2004). > > But for me, and this is being personally proleptic, I attempt to put into practice singularly within the small community in which I have a full or partial participant (again, Lave & Wenger) those practices within a unity of affect and intellect. > > And at the same time I continue to see a world of irreducible tensions. You and Collie also wrote, ?He (Vygotsky) highlighted the potential of education to foster the development of individuals with social, cognitive, and emotional competencies as well as a disposition toward ethical action. One noted goal of education was the development of citizens for an international, and now global, world. At the center of the educational process was the social environment of the school.? > > This excerpt reminds me of a bitterly ironic joke from the old soviet bloc: > > An internationalist speaks one language. > A nationalist speaks at least two languages. > > So, what does this joke mean? It means that the Russians who described themselves as participating within the international communist soviet union could speak only Russian. Those individuals, who spoke not only Russian but their own native language, who loudly/quietly protested against the Russian hegemony were branded as nationalist, who failed to recognize the international unity of Russian communism. > > Irreducible tensions. > > phillip > ________________________________________ > From: xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Vadeboncoeur, Jennifer [j.vadeboncoeur@ubc.ca] > Sent: Friday, September 13, 2013 10:50 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Direct link to article for discussion > > Dear Larry, and anyone interested in this discussion, :) , > > I often feel like I have been struggling with the same ideas for years, sometimes they gel. But more often I get hung up on ideas that I feel like I may just sort through eventually, but haven't yet. Thanks for reminding me of the piece I wrote 10 years ago now. It feels like 10 years or more, and there's proof that it has been at least that long! I'm not sure if I'm making any progress sorting things out, but these are issues that become even more compelling as I watch my daughters grow and begin formal schooling. > >> From the beginning, the piece tried to cover, perhaps, too much ground, and we carved it in several different ways as we revised it. The first section was much longer initially, but it was reduced so that we could get at explicating and extending some ideas a bit. I'll share a couple thoughts here in relation to what you've written, Larry, and see what, if anything is interesting to folks to discuss. > > 1) In Vancouver, where I live, there is currently lots of attention to social and emotional learning, and many of my colleagues are ecstatic, but it is very much as an add on, very much about skill sets, and 8 week programs. Larry, what you've noted below about developing "dispositions" through "shared ideals" that "permeate" the culture of the school sits easily with Vygotsky's ideas, but for some reason, for many reasons, it is almost impossible for some people to imagine. Why is this? Is it because of our cultural values regarding individualism? Is it because we are concerned about talking about shared ideals? Is it because we are quite happy to dichotomize thinking and feeling, there are some benefits to doing so? What other reasons are influencing this situation? > > 2) This is the place where I begin to get stuck: what can we do differently, what can we do to challenge fragmenting learning and development and reducing social and emotional learning to skill sets? I have colleagues that tell me that social and emotional learning is undertheorized, that their work is largely atheoretical, and this in part motivated the work on this piece. Here is a theory that could ground social and emotional learning and development and ground it in a way that doesn't simply carve another type of learning and development from whole children and adults. I wonder, what are the possibilities of Vygotsky's ideas for rethinking how we teach, how we engage, how we do things in schools? Who will take up these ideas? > > 3) Another place where I get stuck: what happens if we as a society don't really want to change things in schools? What happens if part of the "way schools work" is that they fragment learning and children? The children who can sort out how to survive in spite of the social environment move forward, so this fragmentation of whole children is functional as a sorting function, rather than disfunctional. > > 4) And this leads to the central issue of ethics, and I'm still stuck: A final concept that both fascinates and troubles me is linked with prolepsis. It fascinates because of the potential, the possibilities, and it troubles me because of the responsibility. > > If we can see possible futures in a child's present, in the lived experiences and living conditions within which that child grows, what is our responsibility for acting in ways that improve the range of or conditions for possible futures? Who decides and how do we decide on actions? Are there ways in which to tease out issues around cultural differences and "what ought to be done for/with this particular child"? > > I'll come back to this tomorrow with a fresh set of eyes, so many interconnected issues - best to all - jen > > On 2013-09-13, at 7:53 AM, Larry Purss wrote: > >> Jennifer, Rachael, >> Focusing on 3 words that carry relational meanings as *spirit* or *ideal* I >> want to foreground three words used by Vygotsky in a quote on page 203: >> to *PERMEATE* school environments >> The school has to *PENETRATE* and *ENVELOP* THE LIFE OF THE CHILD . >> >> These three words, to permeate, penetrate, and envelop as KEYSTONE IDEALS >> which lead to dispositions developing moral character within the intimate >> and friendly interpsychological plane of school environments. >> THIS is a radicalization of the purposes of learning leading develop and is >> clarifying a radical shift or turn in re-purposing school environments. >> I appreciate your opening the article with this particular Vygotskian quote >> to focus the theme of the paper. >> Larry > From j.vadeboncoeur@ubc.ca Wed Sep 18 09:48:47 2013 From: j.vadeboncoeur@ubc.ca (Vadeboncoeur, Jennifer) Date: Wed, 18 Sep 2013 16:48:47 +0000 Subject: [Xmca-l] Re: Interpreting videos In-Reply-To: References: <1F3A303FB8B8A9429CE2720B7C8D4B73404E2C07@BY2PRD0610MB354.namprd06.prod.outlook.com> Message-ID: Larry, the way you've woven in prolepsis, past and future in the present, and developing agency is so clear here, so strong. What is striking to me is that these experiences are potentially significant for each individual, for each generation, something that must be learned again and again. What is also striking is the video's potential permanence, it's stasis, and the possibility that it may "outlive" its intended use by the participants and the makers of the video. Gynda Hull's work with DUSTY has surfaced some of these concerns: what are the effects of videos that "outlive" their usefulness? What are the effects of this video on the people portrayed? Is this something we need to learn more about? Best - jen On 2013-09-15, at 11:47 PM, Larry Purss wrote: > Mike, > While watching the video, I was also reflecting on Jennifer and Rachael's > article being discussed. > The sense of agency which develops and is expressed through the > conversations where *we* are referencing *our* school. Jennifer mentioned > the concept of prolepsis [anticipatory AS IF perspective] as an ethical > weight carrying the responsibility of guiding the students through the act > of creating *spaces/places which supports the students [and instructors] > shifting perspectives. Students are expressing their ability to act in > concert. Developing a felt *agency* as a genetic process. Also the concept > of analepsis was displayed in the film AS the invoking of past experiences > WITHIN current experience. This prolepsis/analepsis couplet as a genre or > motif which invites the students to imagine themselves differently through > their shared conversations with each other. I'm suggesting the film can be > viewed through the lens of communicative praxis. This conversational > *space* permeating and enveloping ways of talking which express a unity of > both discourse AND action. This way of talking about *our school* mediating > shifts in identification within the *school* culture. Mediating a felt > sense of belonging to the school as a contributing member of the school > community. > Larry > > > > > On Sun, Sep 15, 2013 at 9:23 PM, David H Kirshner wrote: > >> Mike, >> There's not much context given, but one assumes this change in the culture >> at Lincoln High is a result of a concerted effort by one or more >> individuals. >> The changes seem to include some pretty dramatic reorientations in >> identity structure of some students. >> These changes seem to have to do with a social analysis of some sort, >> reminiscent of Freire's work. >> The kids who have changed have come to see themselves as authors of change. >> The question I'd like to take up concerns scale-up. Can whatever was done >> at Lincoln be transported to other locations? >> If one puts on blinders (which sociohistorical theory warns us against), >> it seems possible to think in terms of the demographic at Lincoln, perhaps >> the management structure at Lincoln, and other internal factors. Perhaps >> the prospects for replication are good if change agents of similar >> perspective and talent are available. >> However, taking off the blinders, the success at Lincoln probably has a >> lot to do with the fact that the school is a singleton. I'm thinking not >> just of the energy and enthusiasm this produces for the initiators of >> change, but to the possibility that students' identity projects also have >> been marshaled by the uniqueness of the situation. In this respect, the >> conditions that are required for replication may never again exist. >> It seems to me, the only way in which this process of transformation can >> scale up is if it becomes part of a broad social movement (in the spirit of >> the U.S. Civil Rights era of the 1960). Approached at the level of the >> individual school this is likely to sputter and fade. >> David >> >> >> -----Original Message----- >> From: xmca-l-bounces@mailman.ucsd.edu [mailto: >> xmca-l-bounces@mailman.ucsd.edu] On Behalf Of mike cole >> Sent: Sunday, September 15, 2013 10:32 PM >> To: eXtended Mind, Culture,Activity >> Subject: [Xmca-l] Interpreting videos >> >> It would be very helpful to folks at LCHC if people on XMCA could check >> out this video and see what they can make of it. >> If you have 5 mins, take a peek. >> >> mike >> >> https://www.youtube.com/watch?v=bheM3NVRIdg >> >> >> >> From ERIC.RAMBERG@spps.org Wed Sep 18 12:52:08 2013 From: ERIC.RAMBERG@spps.org (ERIC.RAMBERG@spps.org) Date: Wed, 18 Sep 2013 14:52:08 -0500 Subject: [Xmca-l] Re: Luria research in Frontiers in Human Neuroscience In-Reply-To: <523904F9.5000803@mira.net> References: <523904F9.5000803@mira.net>, <84F3DE1E-AD1F-4E4B-AF79-BABC5B67EDEE@gmail.com> Message-ID: From lsmolucha@hotmail.com Wed Sep 18 18:01:56 2013 From: lsmolucha@hotmail.com (larry smolucha) Date: Wed, 18 Sep 2013 20:01:56 -0500 Subject: [Xmca-l] Re: Play and symbolic thought -- In-Reply-To: References: , , Message-ID: Message from Francine Smolucha: Beth, According to Vygotsky, object substitutions in pretend play (such as riding on a stick as if it were a horse) are the pivot for separating meaning from object. The ability to make the gesture with a non-replica object leads to more abstract symbols such as using pictorial representation (such as stick people and stick animals in drawings, i. e., line drawings) to words made out of alphabet letters and numerical notations. I do not know of any one longitudinal study that documented this progression, but there are certainly studies thatfocused on specific components. My doctoral dissertation University of Chicago 1991documented how objects changed their names and functions in pretend play (a longitudinal study of toddlers aged 14- to 28- months.) Isn't that the basic definition of a symbol - that one object can stand for another (re-present another)??? Are you thinking of something along these lines? > Date: Wed, 18 Sep 2013 12:31:41 +0200 > From: bferholt@gmail.com > To: xmca-l@mailman.ucsd.edu > Subject: [Xmca-l] Re: Play and symbolic thought -- > > We are wondering if there is anything actually showing that play allows for > the development of symbolic thought ... we do not have an idea what this > experiment could look like : ) ... anytime it was done is fine! Beth > > > On Tue, Sep 17, 2013 at 7:18 PM, Hansen, Monica < > monica.hansen@vandals.uidaho.edu> wrote: > > > Beth, > > What specifically about Vygotsky's claims and the relationship between > > play and symbolic thought are you looking for research to substantiate? Are > > you looking for contemporary research? What kind of research? The path is > > not always easy or direct because Vygotsky's thoughts encompassed larger > > ideas within which a myriad of approaches to research on this topic can be > > framed and approached. At least this has been my experience in hunting it > > down :) > > --The other Monica > > > > -----Original Message----- > > From: xmca-l-bounces@mailman.ucsd.edu [mailto: > > xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Beth Ferholt > > Sent: Tuesday, September 17, 2013 10:06 AM > > To: eXtended Mind, Culture, Activity > > Cc: xmca-l@ucsd.edu > > Subject: [Xmca-l] Play and symbolic thought -- > > > > Monica and I have been talking about Vygotsky's work on the relationship > > between play and symbolic thought and been being challenged by Swedish > > preschool teachers. Is there an experiment that shows Vygotsky was correct > > in his claims about this relationship? We can't find any! > > Tanks, > > Beth > > -- > > Beth Ferholt > > Assistant Professor > > School of Education > > Brooklyn College, City University of New York > > 2900 Bedford Avenue > > Brooklyn, NY 11210-2889 > > > > Email: bferholt@brooklyn.cuny.edu > > Phone: (718) 951-5205 > > Fax: (718) 951-4816 > > > > > > > -- > Beth Ferholt > Assistant Professor > School of Education > Brooklyn College, City University of New York > 2900 Bedford Avenue > Brooklyn, NY 11210-2889 > > Email: bferholt@brooklyn.cuny.edu > Phone: (718) 951-5205 > Fax: (718) 951-4816 From lpscholar2@gmail.com Wed Sep 18 22:36:11 2013 From: lpscholar2@gmail.com (Larry Purss) Date: Wed, 18 Sep 2013 22:36:11 -0700 Subject: [Xmca-l] Re: Interpreting videos In-Reply-To: References: <1F3A303FB8B8A9429CE2720B7C8D4B73404E2C07@BY2PRD0610MB354.namprd06.prod.outlook.com> Message-ID: Jen, In my answer to your question I want to play with the notions of *situated* & *resituated* as occurring within different *types* of spaces [metaphorical] I want to re-turn to the event of my starting my response to this months article by quoting what you wrote 10 years ago. I *picture* that I was displaying your *spirit* or your *value* or your *disposition* AS analepsis WITHIN a communicative praxis AS discourse and action. Jen, your response was so amazingly *alive* that this *texture* that we were composing took me by surprise. This texture was a living *example* or *case* of the unity of cognition/feeling WITHIN dialogical *spaces* as unfolding *presence*. You asked "Who is speaking/writing/acting?" WITHIN THIS MEDIUM [this medial voice] unfolding within this dialogical *space*. Jen, what may have felt *dead* [your words written 10 years ago] came alive as a presentation [not a RE-presentation] with a vibrancy and also a deep PERSONAL reflection on *stuckness*. I wonder if the video's permanence as "stasis"/presence AS OBJECT is actually a mode, or genre of encounter? IF we *picture* our unfolding speaking/writing/acting praxis AS unfolding analepsis/prolepsis *unity* AS SPACES forming speakers/author's/agents THEN the preservation/invention couplet remains a living *phenomena*. [not stasis] However if our perceived *subjectivity* is located within a different *space* expressed within a genre of *presence* as undergirded by essence, or substance, or elements, or foundations we are within alternative genres expressing realms of metaphysics and realms of epistemological *knowing* AS IF [prolepsis] empirical facticity OR rational conceptual truths which assumes that *presence* is manifesting what IS underneath, behind, or in front of *the* subject AS *presence*. This is a genre, a way of talking that concretizes social practices expressing particular values AS IF factual. Jen, re-turning to analepsis, I wonder how significant the cognitive/felt unity of your 4 questions answering my questions can be *pictured* as keeping metaphorical space *open* AS answerability [Bahktin]. Our conversation as expression is an *example* of a profound *truth*, the truth of analepsis/prolepsis as it is now unfolding within this conversation. Cognitive/emotive unity AS *texture/disposition*. I understand this way of proceeding as an ethical orientation that can be understood as a shared ethical disposition. Philip, mentioned the tension of totalizing within your 4 questions and also within my quoting Vygotsky on permeating/penetrating/enveloping school environments. However, the tension of implicit *values* [expressed as possessive individualism] I believe are already unfolding shared value suppositions as dispositions. I recognize that I also feel *stuck* because the potential to imagine alternative SHARED possibilities that would emerge within communicative praxis seems difficult to imagine. The impression I have when I attempt to introduce articles [such as your article] to other counsellors is that others respect my position as my idiosyncratic truth. I question if this TYPE of response is *hearing* my proposal through particular genres that privilege individual interior *minds*. I do see a thematic *unity* between this video which expresses an alternative communicative *space* [can it be referred to as a *zone*?] and your appeal for us to reflect on school environments as situated [and resituated] spaces. On Wed, Sep 18, 2013 at 9:48 AM, Vadeboncoeur, Jennifer < j.vadeboncoeur@ubc.ca> wrote: > Larry, the way you've woven in prolepsis, past and future in the present, > and developing agency is so clear here, so strong. > > What is striking to me is that these experiences are potentially > significant for each individual, for each generation, something that must > be learned again and again. > > What is also striking is the video's potential permanence, it's stasis, > and the possibility that it may "outlive" its intended use by the > participants and the makers of the video. Gynda Hull's work with DUSTY has > surfaced some of these concerns: what are the effects of videos that > "outlive" their usefulness? What are the effects of this video on the > people portrayed? Is this something we need to learn more about? > > Best - jen > > > > > > > > On 2013-09-15, at 11:47 PM, Larry Purss wrote: > > > Mike, > > While watching the video, I was also reflecting on Jennifer and Rachael's > > article being discussed. > > The sense of agency which develops and is expressed through the > > conversations where *we* are referencing *our* school. Jennifer mentioned > > the concept of prolepsis [anticipatory AS IF perspective] as an ethical > > weight carrying the responsibility of guiding the students through the > act > > of creating *spaces/places which supports the students [and instructors] > > shifting perspectives. Students are expressing their ability to act in > > concert. Developing a felt *agency* as a genetic process. Also the > concept > > of analepsis was displayed in the film AS the invoking of past > experiences > > WITHIN current experience. This prolepsis/analepsis couplet as a genre or > > motif which invites the students to imagine themselves differently > through > > their shared conversations with each other. I'm suggesting the film can > be > > viewed through the lens of communicative praxis. This conversational > > *space* permeating and enveloping ways of talking which express a unity > of > > both discourse AND action. This way of talking about *our school* > mediating > > shifts in identification within the *school* culture. Mediating a felt > > sense of belonging to the school as a contributing member of the school > > community. > > Larry > > > > > > > > > > On Sun, Sep 15, 2013 at 9:23 PM, David H Kirshner > wrote: > > > >> Mike, > >> There's not much context given, but one assumes this change in the > culture > >> at Lincoln High is a result of a concerted effort by one or more > >> individuals. > >> The changes seem to include some pretty dramatic reorientations in > >> identity structure of some students. > >> These changes seem to have to do with a social analysis of some sort, > >> reminiscent of Freire's work. > >> The kids who have changed have come to see themselves as authors of > change. > >> The question I'd like to take up concerns scale-up. Can whatever was > done > >> at Lincoln be transported to other locations? > >> If one puts on blinders (which sociohistorical theory warns us against), > >> it seems possible to think in terms of the demographic at Lincoln, > perhaps > >> the management structure at Lincoln, and other internal factors. Perhaps > >> the prospects for replication are good if change agents of similar > >> perspective and talent are available. > >> However, taking off the blinders, the success at Lincoln probably has a > >> lot to do with the fact that the school is a singleton. I'm thinking not > >> just of the energy and enthusiasm this produces for the initiators of > >> change, but to the possibility that students' identity projects also > have > >> been marshaled by the uniqueness of the situation. In this respect, the > >> conditions that are required for replication may never again exist. > >> It seems to me, the only way in which this process of transformation can > >> scale up is if it becomes part of a broad social movement (in the > spirit of > >> the U.S. Civil Rights era of the 1960). Approached at the level of the > >> individual school this is likely to sputter and fade. > >> David > >> > >> > >> -----Original Message----- > >> From: xmca-l-bounces@mailman.ucsd.edu [mailto: > >> xmca-l-bounces@mailman.ucsd.edu] On Behalf Of mike cole > >> Sent: Sunday, September 15, 2013 10:32 PM > >> To: eXtended Mind, Culture,Activity > >> Subject: [Xmca-l] Interpreting videos > >> > >> It would be very helpful to folks at LCHC if people on XMCA could check > >> out this video and see what they can make of it. > >> If you have 5 mins, take a peek. > >> > >> mike > >> > >> https://www.youtube.com/watch?v=bheM3NVRIdg > >> > >> > >> > >> > > > From bferholt@gmail.com Thu Sep 19 01:34:28 2013 From: bferholt@gmail.com (Beth Ferholt) Date: Thu, 19 Sep 2013 10:34:28 +0200 Subject: [Xmca-l] Re: Play and symbolic thought -- In-Reply-To: References: Message-ID: We will look at your dissertation, from 1991, this is helpful. And yes, this is what we are thinking about. Your response makes me think more broadly about the challenge the teachers we are working with are posing to our conception of the importance of play in child development ... I think we must be more clear about this before we can answer my question, above. I don't think we want to say play is essential, so then we need to ask why we want to say it is hard to replace, or particularly efficient at what it does -- The response will not be found in one experiment. Thank you! Beth On Thu, Sep 19, 2013 at 3:01 AM, larry smolucha wrote: > Message from Francine Smolucha: > Beth, > According to Vygotsky, object substitutions in pretend play (such as > riding on a stick as if it were a horse) are the pivot for separating > meaning from object. The ability to make the gesture with a non-replica > object leads to more abstract symbols such as using pictorial > representation (such as stick people and stick animals in drawings, i. e., > line drawings) to words made out of alphabet letters and numerical > notations. I do not know of any one longitudinal study that documented this > progression, but there are certainly studies thatfocused on specific > components. My doctoral dissertation University of Chicago 1991documented > how objects changed their names and functions in pretend play (a > longitudinal study of toddlers aged 14- to 28- months.) Isn't that the > basic definition of a symbol - that one object can stand for another > (re-present another)??? > Are you thinking of something along these lines? > > Date: Wed, 18 Sep 2013 12:31:41 +0200 > > From: bferholt@gmail.com > > To: xmca-l@mailman.ucsd.edu > > Subject: [Xmca-l] Re: Play and symbolic thought -- > > > > We are wondering if there is anything actually showing that play allows > for > > the development of symbolic thought ... we do not have an idea what this > > experiment could look like : ) ... anytime it was done is fine! Beth > > > > > > On Tue, Sep 17, 2013 at 7:18 PM, Hansen, Monica < > > monica.hansen@vandals.uidaho.edu> wrote: > > > > > Beth, > > > What specifically about Vygotsky's claims and the relationship between > > > play and symbolic thought are you looking for research to > substantiate? Are > > > you looking for contemporary research? What kind of research? The path > is > > > not always easy or direct because Vygotsky's thoughts encompassed > larger > > > ideas within which a myriad of approaches to research on this topic > can be > > > framed and approached. At least this has been my experience in hunting > it > > > down :) > > > --The other Monica > > > > > > -----Original Message----- > > > From: xmca-l-bounces@mailman.ucsd.edu [mailto: > > > xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Beth Ferholt > > > Sent: Tuesday, September 17, 2013 10:06 AM > > > To: eXtended Mind, Culture, Activity > > > Cc: xmca-l@ucsd.edu > > > Subject: [Xmca-l] Play and symbolic thought -- > > > > > > Monica and I have been talking about Vygotsky's work on the > relationship > > > between play and symbolic thought and been being challenged by Swedish > > > preschool teachers. Is there an experiment that shows Vygotsky was > correct > > > in his claims about this relationship? We can't find any! > > > Tanks, > > > Beth > > > -- > > > Beth Ferholt > > > Assistant Professor > > > School of Education > > > Brooklyn College, City University of New York > > > 2900 Bedford Avenue > > > Brooklyn, NY 11210-2889 > > > > > > Email: bferholt@brooklyn.cuny.edu > > > Phone: (718) 951-5205 > > > Fax: (718) 951-4816 > > > > > > > > > > > > -- > > Beth Ferholt > > Assistant Professor > > School of Education > > Brooklyn College, City University of New York > > 2900 Bedford Avenue > > Brooklyn, NY 11210-2889 > > > > Email: bferholt@brooklyn.cuny.edu > > Phone: (718) 951-5205 > > Fax: (718) 951-4816 > > -- Beth Ferholt Assistant Professor School of Education Brooklyn College, City University of New York 2900 Bedford Avenue Brooklyn, NY 11210-2889 Email: bferholt@brooklyn.cuny.edu Phone: (718) 951-5205 Fax: (718) 951-4816 From ERIC.RAMBERG@spps.org Thu Sep 19 09:51:32 2013 From: ERIC.RAMBERG@spps.org (ERIC.RAMBERG@spps.org) Date: Thu, 19 Sep 2013 11:51:32 -0500 Subject: [Xmca-l] Re: Interpreting videos In-Reply-To: References: , <1F3A303FB8B8A9429CE2720B7C8D4B73404E2C07@BY2PRD0610MB354.namprd06.prod.outlook.com> Message-ID: From smago@uga.edu Thu Sep 19 11:33:12 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Thu, 19 Sep 2013 18:33:12 +0000 Subject: [Xmca-l] =?utf-8?q?FW=3A_Invitaci=C3=B3n_a_autores?= In-Reply-To: References: Message-ID: I used an internet translater to produce: The Kayana education magazine invites all those who are dedicated to education or research in education to ship your items until Wednesday 30 October 2013 through its web site: www.octaedro.org/ kayana The sections of the inaugural number will be: -Theoretical or reflective analysis -Description of a method or technique -An educator profile -Review of a case of success. Kayana is an independent initiative proposed and conducted by a group of researchers and academic stakeholders in creating a non-partisan and non-political debate which brings critical, creative and life-giving experience to the educational process in the Ecuador and the region. Learn more about us here: www.octaedro.org/ kayana Kayana will be presented to the public during the classroom open education Conference, to which we also invite teachers participate as lecturers or participants (more information: www.octaedro.org/ Congress). I enclose herewith our standards of publication. Many greetings, Irene Torres Director, Kayana Editorial Board From: Hillocks [mailto:HILLOCKS@LISTSERV.UGA.EDU] On Behalf Of Steven Wille Sent: Thursday, September 19, 2013 1:47 PM To: HILLOCKS@LISTSERV.UGA.EDU Subject: Fwd: Invitaci?n a autores Dear friends, My friend and colleague Irene Torres in Quito, Ecuador, is looking for articles. You'll have to talk to her about the question of language--she's fluent in English. I hope some of you will share your wonderful insights with scholars in Ecuador, where educational reform is both afire and unilluminated. Warm regards from the Equator. Steven Wille MAT 1982 Begin forwarded message: From: Irene Torres > Subject: Invitaci?n a autores Date: September 19, 2013 11:49:43 AM GMT-05:00 To: Steven Wille >, Mark Odenwelder > La Revista de Educaci?n Kayana invita a todas las personas que se dedican a la educaci?n o a la investigaci?n en educaci?n a enviar sus art?culos hasta el mi?rcoles 30 de octubre del 2013 a trav?s de su sitio web: www.octaedro.org/kayana Las secciones del n?mero inaugural ser?n: - An?lisis te?rico o de reflexi?n - Descripci?n de un m?todo o t?cnica - Perfil de un educador - Rese?a de un caso de ?xito. Kayana es una iniciativa independiente propuesta y conducida por un grupo de investigadoras y acad?micas interesadas en crear un espacio de debate apol?tico y apartidista que aporte con experiencias vivificantes, cr?ticas y creativas al proceso educativo en el Ecuador y la regi?n. Conozca m?s sobre nosotros aqu?: www.octaedro.org/kayana Kayana ser? presentada al p?blico durante el Congreso de Educaci?n AULA ABIERTA, al cual tambi?n invitamos a profesores y profesoras para que participen como conferencistas o asistentes (m?s informaci?n: www.octaedro.org/congreso). Adjunto a la presente nuestras normas de publicaci?n. Muchos saludos, Irene Torres DIRECTORA, Consejo Editorial de Kayana info@kayana.org From lsmolucha@hotmail.com Thu Sep 19 18:18:02 2013 From: lsmolucha@hotmail.com (larry smolucha) Date: Thu, 19 Sep 2013 20:18:02 -0500 Subject: [Xmca-l] Re: Play and symbolic thought -- In-Reply-To: References: , , , , Message-ID: Message from Francine Smolucha: Beth, I would not hesitate to say that play is essential for development(cognitive, social, emotional,and neurological). Elena Bodrova and Deborah Leong's Tools of the Mind Preschool Curriculumhas also provided supporting evidence that spans these four domains.They have an ongoing study with the University of Chicago.While their focus is on self-regulation which itself courses all four domains,they also teach the preschool teachers how to teach the children to use object substitutions in pretend play. There is much potential here for a systematic study of the role of object substitutions in learning to use symbol systems. > Date: Thu, 19 Sep 2013 10:34:28 +0200 > From: bferholt@gmail.com > To: xmca-l@mailman.ucsd.edu > Subject: [Xmca-l] Re: Play and symbolic thought -- > > We will look at your dissertation, from 1991, this is helpful. And yes, > this is what we are thinking about. Your response makes me think more > broadly about the challenge the teachers we are working with are posing to > our conception of the importance of play in child development ... I think > we must be more clear about this before we can answer my question, above. > I don't think we want to say play is essential, so then we need to ask why > we want to say it is hard to replace, or particularly efficient at what it > does -- The response will not be found in one experiment. Thank you! Beth > > > On Thu, Sep 19, 2013 at 3:01 AM, larry smolucha wrote: > > > Message from Francine Smolucha: > > Beth, > > According to Vygotsky, object substitutions in pretend play (such as > > riding on a stick as if it were a horse) are the pivot for separating > > meaning from object. The ability to make the gesture with a non-replica > > object leads to more abstract symbols such as using pictorial > > representation (such as stick people and stick animals in drawings, i. e., > > line drawings) to words made out of alphabet letters and numerical > > notations. I do not know of any one longitudinal study that documented this > > progression, but there are certainly studies thatfocused on specific > > components. My doctoral dissertation University of Chicago 1991documented > > how objects changed their names and functions in pretend play (a > > longitudinal study of toddlers aged 14- to 28- months.) Isn't that the > > basic definition of a symbol - that one object can stand for another > > (re-present another)??? > > Are you thinking of something along these lines? > > > Date: Wed, 18 Sep 2013 12:31:41 +0200 > > > From: bferholt@gmail.com > > > To: xmca-l@mailman.ucsd.edu > > > Subject: [Xmca-l] Re: Play and symbolic thought -- > > > > > > We are wondering if there is anything actually showing that play allows > > for > > > the development of symbolic thought ... we do not have an idea what this > > > experiment could look like : ) ... anytime it was done is fine! Beth > > > > > > > > > On Tue, Sep 17, 2013 at 7:18 PM, Hansen, Monica < > > > monica.hansen@vandals.uidaho.edu> wrote: > > > > > > > Beth, > > > > What specifically about Vygotsky's claims and the relationship between > > > > play and symbolic thought are you looking for research to > > substantiate? Are > > > > you looking for contemporary research? What kind of research? The path > > is > > > > not always easy or direct because Vygotsky's thoughts encompassed > > larger > > > > ideas within which a myriad of approaches to research on this topic > > can be > > > > framed and approached. At least this has been my experience in hunting > > it > > > > down :) > > > > --The other Monica > > > > > > > > -----Original Message----- > > > > From: xmca-l-bounces@mailman.ucsd.edu [mailto: > > > > xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Beth Ferholt > > > > Sent: Tuesday, September 17, 2013 10:06 AM > > > > To: eXtended Mind, Culture, Activity > > > > Cc: xmca-l@ucsd.edu > > > > Subject: [Xmca-l] Play and symbolic thought -- > > > > > > > > Monica and I have been talking about Vygotsky's work on the > > relationship > > > > between play and symbolic thought and been being challenged by Swedish > > > > preschool teachers. Is there an experiment that shows Vygotsky was > > correct > > > > in his claims about this relationship? We can't find any! > > > > Tanks, > > > > Beth > > > > -- > > > > Beth Ferholt > > > > Assistant Professor > > > > School of Education > > > > Brooklyn College, City University of New York > > > > 2900 Bedford Avenue > > > > Brooklyn, NY 11210-2889 > > > > > > > > Email: bferholt@brooklyn.cuny.edu > > > > Phone: (718) 951-5205 > > > > Fax: (718) 951-4816 > > > > > > > > > > > > > > > > > -- > > > Beth Ferholt > > > Assistant Professor > > > School of Education > > > Brooklyn College, City University of New York > > > 2900 Bedford Avenue > > > Brooklyn, NY 11210-2889 > > > > > > Email: bferholt@brooklyn.cuny.edu > > > Phone: (718) 951-5205 > > > Fax: (718) 951-4816 > > > > > > > > -- > Beth Ferholt > Assistant Professor > School of Education > Brooklyn College, City University of New York > 2900 Bedford Avenue > Brooklyn, NY 11210-2889 > > Email: bferholt@brooklyn.cuny.edu > Phone: (718) 951-5205 > Fax: (718) 951-4816 From daviddpreiss@gmail.com Thu Sep 19 21:40:31 2013 From: daviddpreiss@gmail.com (David Preiss) Date: Fri, 20 Sep 2013 00:40:31 -0400 Subject: [Xmca-l] Jerome Bruner interview in APS Message-ID: <00391DB4-7C77-4220-B06B-8819627653AA@gmail.com> Of interest for this list, DP http://www.psychologicalscience.org/index.php/video/inside-the-psychologists-studio-bruners-groundbreaking-contributions-to-cognitive-psychology.html From vygotsky@unm.edu Fri Sep 20 09:05:55 2013 From: vygotsky@unm.edu (Vera John-Steiner) Date: Fri, 20 Sep 2013 10:05:55 -0600 Subject: [Xmca-l] Re: Jerome Bruner interview in APS In-Reply-To: <00391DB4-7C77-4220-B06B-8819627653AA@gmail.com> References: <00391DB4-7C77-4220-B06B-8819627653AA@gmail.com> Message-ID: <000b01ceb61b$4b455410$e1cffc30$@edu> Thanks for this link, he is amazingly clear-minded for a man in his nineties. Vera -----Original Message----- From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of David Preiss Sent: Thursday, September 19, 2013 10:41 PM To: Activity eXtended Mind Culture Subject: [Xmca-l] Jerome Bruner interview in APS Of interest for this list, DP http://www.psychologicalscience.org/index.php/video/inside-the-psychologists -studio-bruners-groundbreaking-contributions-to-cognitive-psychology.html From bruce@brucerob.eu Sat Sep 21 02:55:35 2013 From: bruce@brucerob.eu (Bruce Robinson) Date: Sat, 21 Sep 2013 12:55:35 +0300 Subject: [Xmca-l] Tweet from Union Solidarity Int (@USILive) Message-ID: <63ffe3d2-2cbc-49f8-a85f-724f066b6f6f@email.android.com> Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep 13: Death of an adjunct post-gazette.com/stories/opinio? < powerful story via @DrDonnaYates: #ZeroHours professor dies in poverty @MahmoonaShah (https://twitter.com/USILive/status/381355561293332482) Get the official Twitter app at https://twitter.com/download -- Sent from Kaiten Mail. Please excuse my brevity. From bruce@brucerob.eu Sat Sep 21 02:58:51 2013 From: bruce@brucerob.eu (Bruce Robinson) Date: Sat, 21 Sep 2013 12:58:51 +0300 Subject: [Xmca-l] ZeroHours professor dies in poverty Message-ID: <15302a45-3c03-46d9-8d29-da8414085220@email.android.com> Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep 13: Death of an adjunct post-gazette.com/stories/opinio? < powerful story via @DrDonnaYates: #ZeroHours professor dies in poverty @MahmoonaShah (https://twitter.com/USILive/status/381355561293332482) Alternative link: https://t.co/redirect?url=http%3A%2F%2Ft.co%2FXIw32rqlcy&sig=19807c98edb2246f68730727d01a897b7b95fadc&uid=90759395&iid=80557aab-cde7-4aeb-a08d-c78c45dad949&nid=12+300+20130919&t=1 Get the official Twitter app at https://twitter.com/download -- Sent from Kaiten Mail. Please excuse my brevity. From bruce@brucerob.eu Sat Sep 21 02:55:35 2013 From: bruce@brucerob.eu (Bruce Robinson) Date: Sat, 21 Sep 2013 12:55:35 +0300 Subject: [Xmca-l] Tweet from Union Solidarity Int (@USILive) Message-ID: <63ffe3d2-2cbc-49f8-a85f-724f066b6f6f@email.android.com> Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep 13: Death of an adjunct post-gazette.com/stories/opinio? < powerful story via @DrDonnaYates: #ZeroHours professor dies in poverty @MahmoonaShah (https://twitter.com/USILive/status/381355561293332482) Get the official Twitter app at https://twitter.com/download -- Sent from Kaiten Mail. Please excuse my brevity. From bruce@brucerob.eu Sat Sep 21 03:37:58 2013 From: bruce@brucerob.eu (Bruce Robinson) Date: Sat, 21 Sep 2013 13:37:58 +0300 Subject: [Xmca-l] Re: ZeroHours professor dies in poverty In-Reply-To: <15302a45-3c03-46d9-8d29-da8414085220@email.android.com> References: <15302a45-3c03-46d9-8d29-da8414085220@email.android.com> Message-ID: <1ba94c62-5882-4a6b-8c5a-2bb0368f80da@email.android.com> Apologies for sending this multiple times. Phone and Twitter feed not working transparently together... Bruce Robinson Bruce Robinson wrote: >Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep 13: > >Death of an adjunct post-gazette.com/stories/opinio? < powerful story >via @DrDonnaYates: #ZeroHours professor dies in poverty @MahmoonaShah >(https://twitter.com/USILive/status/381355561293332482) > >Alternative link: >https://t.co/redirect?url=http%3A%2F%2Ft.co%2FXIw32rqlcy&sig=19807c98edb2246f68730727d01a897b7b95fadc&uid=90759395&iid=80557aab-cde7-4aeb-a08d-c78c45dad949&nid=12+300+20130919&t=1 > >Get the official Twitter app at https://twitter.com/download > > >-- >Sent from Kaiten Mail. Please excuse my brevity. -- Sent from Kaiten Mail. Please excuse my brevity. From mpacker@uniandes.edu.co Sat Sep 21 06:21:09 2013 From: mpacker@uniandes.edu.co (Martin John Packer) Date: Sat, 21 Sep 2013 13:21:09 +0000 Subject: [Xmca-l] Re: ZeroHours professor dies in poverty In-Reply-To: <15302a45-3c03-46d9-8d29-da8414085220@email.android.com> References: <15302a45-3c03-46d9-8d29-da8414085220@email.android.com> Message-ID: <129BBF53-EA5B-4348-AE3E-8D72F2335E18@uniandes.edu.co> Bruce, I don't know this case personally, and I do think that adjuncts are treated poorly, but the university has responded to some of the specific claims made in the article you linked to. Martin On Sep 21, 2013, at 4:58 AM, Bruce Robinson wrote: > Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep 13: > > Death of an adjunct post-gazette.com/stories/opinio? < powerful story via @DrDonnaYates: #ZeroHours professor dies in poverty @MahmoonaShah (https://twitter.com/USILive/status/381355561293332482) > > Alternative link: https://t.co/redirect?url=http%3A%2F%2Ft.co%2FXIw32rqlcy&sig=19807c98edb2246f68730727d01a897b7b95fadc&uid=90759395&iid=80557aab-cde7-4aeb-a08d-c78c45dad949&nid=12+300+20130919&t=1 > > Get the official Twitter app at https://twitter.com/download > > > -- > Sent from Kaiten Mail. Please excuse my brevity. > From jennamcjenna@gmail.com Sat Sep 21 06:47:19 2013 From: jennamcjenna@gmail.com (Jenna McWilliams) Date: Sat, 21 Sep 2013 09:47:19 -0400 Subject: [Xmca-l] Re: ZeroHours professor dies in poverty In-Reply-To: <129BBF53-EA5B-4348-AE3E-8D72F2335E18@uniandes.edu.co> References: <15302a45-3c03-46d9-8d29-da8414085220@email.android.com> <129BBF53-EA5B-4348-AE3E-8D72F2335E18@uniandes.edu.co> Message-ID: <6E2CC762-49A2-463F-AC14-BC83874B1F95@gmail.com> I've seen this article make the rounds through Facebook and Twitter this week. My academic friends are particularly outraged...as if "this" (poverty, homelessness, death by poverty) shouldn't happen to "us" (academics rooted firmly in the middle class). I imagine the truth of this story, if a truth can be located, is somewhere between the two stories that Bruce and Martin sent out. I also think it takes a particular kind of hubris to get up in arms about poverty only (especially) when it hits "one of our own." Where is the general outrage about poverty, homelessness, and death by poverty when it attacks the people it more typically attacks--the ones who we assume to be different from "us" in ways that keep "us" safe from "their" fate? Jenna McWilliams Cultural-Historical Research SIG Communications Chair Learning Sciences Program, Indiana University ~ jenmcwil@indiana.edu jennamcjenna@gmail.com On Sep 21, 2013, at 9:21 AM, Martin John Packer wrote: > Bruce, > > I don't know this case personally, and I do think that adjuncts are treated poorly, but the university has responded to some of the specific claims made in the article you linked to. > > > > Martin > > On Sep 21, 2013, at 4:58 AM, Bruce Robinson wrote: > >> Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep 13: >> >> Death of an adjunct post-gazette.com/stories/opinio? < powerful story via @DrDonnaYates: #ZeroHours professor dies in poverty @MahmoonaShah (https://twitter.com/USILive/status/381355561293332482) >> >> Alternative link: https://t.co/redirect?url=http%3A%2F%2Ft.co%2FXIw32rqlcy&sig=19807c98edb2246f68730727d01a897b7b95fadc&uid=90759395&iid=80557aab-cde7-4aeb-a08d-c78c45dad949&nid=12+300+20130919&t=1 >> >> Get the official Twitter app at https://twitter.com/download >> >> >> -- >> Sent from Kaiten Mail. Please excuse my brevity. >> > > > From julian.williams@manchester.ac.uk Sat Sep 21 14:52:42 2013 From: julian.williams@manchester.ac.uk (Julian Williams) Date: Sat, 21 Sep 2013 21:52:42 +0000 Subject: [Xmca-l] Re: ZeroHours professor dies in poverty In-Reply-To: <6E2CC762-49A2-463F-AC14-BC83874B1F95@gmail.com> References: <15302a45-3c03-46d9-8d29-da8414085220@email.android.com> <129BBF53-EA5B-4348-AE3E-8D72F2335E18@uniandes.edu.co>, <6E2CC762-49A2-463F-AC14-BC83874B1F95@gmail.com> Message-ID: <2B03EB96-3ED8-454F-B360-13A019884AEA@manchester.ac.uk> Jenna I find your reaction depressing: so are you for the unionisation of 'adjuncts' or not? Do you see the sympathies of these outraged middle class (presumably contemptible) colleagues progressive (whether self interested and middle class or not) and potentially transformative or not? Do we require colleagues to hold perfect moral positions on all questions before we welcome them to the cause of unionisation? (if it had been so, we would never have had unions - they are of course essentially bourgeois institutions). I read the two positions posted and I don't see how the truth can be somewhere 'between' the two.. On the contrary They both tell the same story. The university says there were many kindnesses shown by its staff (im sure there were) and the case is being used for ulterior purposes (i certainly hope it is) ... but the unionist said only that she should have had some minimal rights (I'm guessing health and pension support) and the adjuncts need to unionise to fight for such rights and against exploitation, (right?). I just don't see how there is a truth somewhere in the middle here: it seems so simple. Based on the two links, but maybe you know something different. Which side of this fight are we on, exploiters or exploited.. Surely it's that basic. Julian Ps I just love the idea i could join a steelworkers union... Unfortunately we don't have any of those left here - they we're all more or less closed down some time ago. On 21 Sep 2013, at 14:48, "Jenna McWilliams" wrote: > I've seen this article make the rounds through Facebook and Twitter this week. My academic friends are particularly outraged...as if "this" (poverty, homelessness, death by poverty) shouldn't happen to "us" (academics rooted firmly in the middle class). > > I imagine the truth of this story, if a truth can be located, is somewhere between the two stories that Bruce and Martin sent out. I also think it takes a particular kind of hubris to get up in arms about poverty only (especially) when it hits "one of our own." Where is the general outrage about poverty, homelessness, and death by poverty when it attacks the people it more typically attacks--the ones who we assume to be different from "us" in ways that keep "us" safe from "their" fate? > > > > > > Jenna McWilliams > Cultural-Historical Research SIG Communications Chair > Learning Sciences Program, Indiana University > > ~ > jenmcwil@indiana.edu > jennamcjenna@gmail.com > > > > On Sep 21, 2013, at 9:21 AM, Martin John Packer wrote: > >> Bruce, >> >> I don't know this case personally, and I do think that adjuncts are treated poorly, but the university has responded to some of the specific claims made in the article you linked to. >> >> >> >> Martin >> >> On Sep 21, 2013, at 4:58 AM, Bruce Robinson wrote: >> >>> Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep 13: >>> >>> Death of an adjunct post-gazette.com/stories/opinio? < powerful story via @DrDonnaYates: #ZeroHours professor dies in poverty @MahmoonaShah (https://twitter.com/USILive/status/381355561293332482) >>> >>> Alternative link: https://t.co/redirect?url=http%3A%2F%2Ft.co%2FXIw32rqlcy&sig=19807c98edb2246f68730727d01a897b7b95fadc&uid=90759395&iid=80557aab-cde7-4aeb-a08d-c78c45dad949&nid=12+300+20130919&t=1 >>> >>> Get the official Twitter app at https://twitter.com/download >>> >>> >>> -- >>> Sent from Kaiten Mail. Please excuse my brevity. >>> >> >> >> > From jennamcjenna@gmail.com Sat Sep 21 15:08:26 2013 From: jennamcjenna@gmail.com (Jenna McWilliams) Date: Sat, 21 Sep 2013 18:08:26 -0400 Subject: [Xmca-l] Re: ZeroHours professor dies in poverty In-Reply-To: <2B03EB96-3ED8-454F-B360-13A019884AEA@manchester.ac.uk> References: <15302a45-3c03-46d9-8d29-da8414085220@email.android.com> <129BBF53-EA5B-4348-AE3E-8D72F2335E18@uniandes.edu.co>, <6E2CC762-49A2-463F-AC14-BC83874B1F95@gmail.com> <2B03EB96-3ED8-454F-B360-13A019884AEA@manchester.ac.uk> Message-ID: Julian, Surely we know by now that it's nearly never a simple question of exploiter vs. exploited. Oppressions intersect, and it's disappointing that my response would be read as opposition to unionization. My frustration is with academic colleagues who avoid making eye contact with the homeless people in their college towns but react with loquacious rage when what they believe to be a safeguard against poverty--education, and lots of it!--doesn't keep the wolves at bay. I've heard faculty members at my local university rage about how "the bums are ruining our downtown culture"; I've heard those same faculty rage about the death of an adjunct. I worked as an adjunct instructor in Massachusetts back in the middle years of the last decade. When Massachusetts passed its law mandating health insurance for all, I cheered with everybody else, then turned around and gave notice to my institutions that I would be resigning at the end of the semester. My adjunct gigs didn't qualify me for insurance, and I couldn't afford to pay for it on my adjunct salary. Certainly I'm in favor of unionization of adjuncts. I'm also in favor of academics caring about social issues, even when those issues don't hit uncomfortably close to home. Wishing peace, joy, and hope for all. Jenna McWilliams Cultural-Historical Research SIG Communications Chair Learning Sciences Program, Indiana University ~ jenmcwil@indiana.edu jennamcjenna@gmail.com On Sep 21, 2013, at 5:52 PM, Julian Williams wrote: > Jenna > > I find your reaction depressing: so are you for the unionisation of 'adjuncts' or not? Do you see the sympathies of these outraged middle class (presumably contemptible) colleagues progressive (whether self interested and middle class or not) and potentially transformative or not? Do we require colleagues to hold perfect moral positions on all questions before we welcome them to the cause of unionisation? (if it had been so, we would never have had unions - they are of course essentially bourgeois institutions). > > I read the two positions posted and I don't see how the truth can be somewhere 'between' the two.. On the contrary They both tell the same story. The university says there were many kindnesses shown by its staff (im sure there were) and the case is being used for ulterior purposes (i certainly hope it is) ... but the unionist said only that she should have had some minimal rights (I'm guessing health and pension support) and the adjuncts need to unionise to fight for such rights and against exploitation, (right?). > > I just don't see how there is a truth somewhere in the middle here: it seems so simple. Based on the two links, but maybe you know something different. > > Which side of this fight are we on, exploiters or exploited.. Surely it's that basic. > > Julian > > > Ps I just love the idea i could join a steelworkers union... Unfortunately we don't have any of those left here - they we're all more or less closed down some time ago. > > > > > > > On 21 Sep 2013, at 14:48, "Jenna McWilliams" wrote: > >> I've seen this article make the rounds through Facebook and Twitter this week. My academic friends are particularly outraged...as if "this" (poverty, homelessness, death by poverty) shouldn't happen to "us" (academics rooted firmly in the middle class). >> >> I imagine the truth of this story, if a truth can be located, is somewhere between the two stories that Bruce and Martin sent out. I also think it takes a particular kind of hubris to get up in arms about poverty only (especially) when it hits "one of our own." Where is the general outrage about poverty, homelessness, and death by poverty when it attacks the people it more typically attacks--the ones who we assume to be different from "us" in ways that keep "us" safe from "their" fate? >> >> >> >> >> >> Jenna McWilliams >> Cultural-Historical Research SIG Communications Chair >> Learning Sciences Program, Indiana University >> >> ~ >> jenmcwil@indiana.edu >> jennamcjenna@gmail.com >> >> >> >> On Sep 21, 2013, at 9:21 AM, Martin John Packer wrote: >> >>> Bruce, >>> >>> I don't know this case personally, and I do think that adjuncts are treated poorly, but the university has responded to some of the specific claims made in the article you linked to. >>> >>> >>> >>> Martin >>> >>> On Sep 21, 2013, at 4:58 AM, Bruce Robinson wrote: >>> >>>> Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep 13: >>>> >>>> Death of an adjunct post-gazette.com/stories/opinio? < powerful story via @DrDonnaYates: #ZeroHours professor dies in poverty @MahmoonaShah (https://twitter.com/USILive/status/381355561293332482) >>>> >>>> Alternative link: https://t.co/redirect?url=http%3A%2F%2Ft.co%2FXIw32rqlcy&sig=19807c98edb2246f68730727d01a897b7b95fadc&uid=90759395&iid=80557aab-cde7-4aeb-a08d-c78c45dad949&nid=12+300+20130919&t=1 >>>> >>>> Get the official Twitter app at https://twitter.com/download >>>> >>>> >>>> -- >>>> Sent from Kaiten Mail. Please excuse my brevity. >>>> >>> >>> >>> >> > From helenaworthen@gmail.com Sat Sep 21 15:56:59 2013 From: helenaworthen@gmail.com (Helena Worthen) Date: Sat, 21 Sep 2013 15:56:59 -0700 Subject: [Xmca-l] Re: ZeroHours professor dies in poverty In-Reply-To: <2B03EB96-3ED8-454F-B360-13A019884AEA@manchester.ac.uk> Message-ID: Hello, all: An 83-year old woman dying in abject poverty after working as an adjunct for years and years makes a horrifying snapshot. With 75% of college professors working as adjuncts, however, it's not surprising. I know adjuncts who sleep in their cars. I'll bet there are people in that exact situation at every single institution represented on this list, and we just don't hear about them. Or talk about them. So yes, it makes a ghastly a snapshot but what's also important is the flip side of the story -- how to change things so that it doesn't happen again and again. This is not a snapshot. It's a long, long story. But it's the same story. The two need to be told together. Please pay attention to what is happening at City College of San Francisco right now. Unionization has been in place there for decades; the union got strong in the 1990s, got good contracts and good shared governance; adjuncts there can make 90% pro-rata pay and have some job security and benefits. An adjunct can make a living and retire with a pension from CCSF. Then along comes "reform." "Reform" means a tight focus on degrees and credentials, eliminating non-credit adult ed, cutting classes. It's like what's happening in K-12; "student learning outcomes" or SLO's are the stand-in for standardized tests. The hammer of reform in San Francisco turns out to be the ACCJC (Accrediting Commission for Junior and Community Colleges) which gets funds from the Gates and Lumina foundations as well as other places including member dues. In July 2013 the ACCJC announced it would strip CCSF of accreditation. This would effectively shut the college down. http://blogs.kqed.org/newsfix/2013/09/19/ccsf-accreditation/ The ACCJC does NOT have any criticisms of the quality of education provided by CCSF. Instead, its problems are with the democratic shared governance of the college, the strong role of the faculty, and the slow process by which the college has been reluctantly jumping through the hoops set up by the ACCJC. The elected Board of Trustees has been fired and a "czar" or super-trustee installed. This has resulted in a major push back from the constituencies of CCSF. CCSF is enormously popular in the Bay Area. It has a real base: A special parcel tax was passed in 2012 just to keep classes open at CCSF. The depth of the base is demonstrated by the breadth and range of the fight back against the ACCJC: Students have been arrested for sitting in the Mayor's office, the union has filed a complaint with the Dept of Education, the Dept of Education has agreed with the complaint and is investigating the ACCJC, the State auditor's office has started an audit of the ACCJC, the San Francisco Attorney General has filed an lawsuit and an injunction against the ACCJC and the Chancellor's office (statewide community college chancellor) is doing a review of the accreditation process. Each in it's own way, the whole range of players is responding. Julian says "Which side are you on?" He's talking about the death of Mary Margaret, but CCSF is a place where she would have had job security and retirement and health benefits, so being on her side means supporting places that have won decent job conditions over many years of strong union activism and good public education. Then, when the fight gets going and comes out into the public eye, you get a chance to see who comes out on the OTHER side. If you're going to have an institution of higher education that does NOT exploit adjuncts, all kinds of entities come onto the field that you might not have thought of. One of the first things people started asking, when ACCJC came up with their decision, was "Who benefits from this?" Because City College is beloved, popular, cheap, good quality, enrolls over 100,000 students (although the threat of closure has reduced enrollment this semester), and 35-65& of people who live in SF have gone there. Who in their right mind would benefit from shutting it down? Well, one answer is the for-profits. CCSF has many career programs like culinary and fashion merchandising, etc that if closed would turn hundreds of students over to for-profits. Another answer is any entity that profits from student debt. Another answer is that it's a model of a good, democratic unionized college that is an inspiration for other organizing attempts. (People from CCSF for example were at a conference at Duquense last spring, talking about their contract and working with the USW on strategy.) So the achievements of CCSF get exported to other colleges that are considering unionizing, and it would be useful to make an example of it. The sides, pro and con, are not monolithic or un-fractured. But what's happening right now is that you can see that, with enough good leadership and activism and people having the guts to do things -- especially if they've had some practice in the past -- you can mount a fightback that makes the bad guys at least slow down for a while. A great deal has been and is being written about this struggle (some by me, full disclosure) and is available on the web. The link here is just a teaser: http://www.sfgate.com/education/article/Feds-cite-faults-with-CCSF-accredit ation-panel-4730398.php Helena Worthen On 9/21/13 2:52 PM, "Julian Williams" wrote: >Jenna > >I find your reaction depressing: so are you for the unionisation of >'adjuncts' or not? Do you see the sympathies of these outraged middle >class (presumably contemptible) colleagues progressive (whether self >interested and middle class or not) and potentially transformative or >not? Do we require colleagues to hold perfect moral positions on all >questions before we welcome them to the cause of unionisation? (if it had >been so, we would never have had unions - they are of course essentially >bourgeois institutions). > >I read the two positions posted and I don't see how the truth can be >somewhere 'between' the two.. On the contrary They both tell the same >story. The university says there were many kindnesses shown by its staff >(im sure there were) and the case is being used for ulterior purposes (i >certainly hope it is) ... but the unionist said only that she should have >had some minimal rights (I'm guessing health and pension support) and the >adjuncts need to unionise to fight for such rights and against >exploitation, (right?). > >I just don't see how there is a truth somewhere in the middle here: it >seems so simple. Based on the two links, but maybe you know something >different. > >Which side of this fight are we on, exploiters or exploited.. Surely it's >that basic. > >Julian > > >Ps I just love the idea i could join a steelworkers union... >Unfortunately we don't have any of those left here - they we're all more >or less closed down some time ago. > > > > > > >On 21 Sep 2013, at 14:48, "Jenna McWilliams" >wrote: > >> I've seen this article make the rounds through Facebook and Twitter >>this week. My academic friends are particularly outraged...as if "this" >>(poverty, homelessness, death by poverty) shouldn't happen to "us" >>(academics rooted firmly in the middle class). >> >> I imagine the truth of this story, if a truth can be located, is >>somewhere between the two stories that Bruce and Martin sent out. I also >>think it takes a particular kind of hubris to get up in arms about >>poverty only (especially) when it hits "one of our own." Where is the >>general outrage about poverty, homelessness, and death by poverty when >>it attacks the people it more typically attacks--the ones who we assume >>to be different from "us" in ways that keep "us" safe from "their" fate? >> >> >> >> >> >> Jenna McWilliams >> Cultural-Historical Research SIG Communications Chair >> Learning Sciences Program, Indiana University >> >> ~ >> jenmcwil@indiana.edu >> jennamcjenna@gmail.com >> >> >> >> On Sep 21, 2013, at 9:21 AM, Martin John Packer wrote: >> >>> Bruce, >>> >>> I don't know this case personally, and I do think that adjuncts are >>>treated poorly, but the university has responded to some of the >>>specific claims made in the article you linked to. >>> >>> >>>>>aims-over-death-of-adjunct-professor-704143/> >>> >>> Martin >>> >>> On Sep 21, 2013, at 4:58 AM, Bruce Robinson wrote: >>> >>>> Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep 13: >>>> >>>> Death of an adjunct post-gazette.com/stories/opinio? < powerful story >>>>via @DrDonnaYates: #ZeroHours professor dies in poverty @MahmoonaShah >>>>(https://twitter.com/USILive/status/381355561293332482) >>>> >>>> Alternative link: >>>>https://t.co/redirect?url=http%3A%2F%2Ft.co%2FXIw32rqlcy&sig=19807c98ed >>>>b2246f68730727d01a897b7b95fadc&uid=90759395&iid=80557aab-cde7-4aeb-a08d >>>>-c78c45dad949&nid=12+300+20130919&t=1 >>>> >>>> Get the official Twitter app at https://twitter.com/download >>>> >>>> >>>> -- >>>> Sent from Kaiten Mail. Please excuse my brevity. >>>> >>> >>> >>> >> > From info@arto.me Sat Sep 21 16:02:15 2013 From: info@arto.me (info@arto.me) Date: Sat, 21 Sep 2013 19:02:15 -0400 Subject: [Xmca-l] Re: ZeroHours professor dies in poverty In-Reply-To: References: <15302a45-3c03-46d9-8d29-da8414085220@email.android.com> <129BBF53-EA5B-4348-AE3E-8D72F2335E18@uniandes.edu.co>, <6E2CC762-49A2-463F-AC14-BC83874B1F95@gmail.com> <2B03EB96-3ED8-454F-B360-13A019884AEA@manchester.ac.uk> Message-ID: <523E2577.8040701@arto.me> I disagree. It is most definitely a question of exploiter vs. exploited. But, aside from that position, I fail to see the connection of college workers being outraged in this particular instance, with the accusation that college workers don't make enough eye contact with homeless people. But what is true, in my experience, is the failure of many so-called "full-time" professors, from caring about the plight of our adjunct colleagues. That's the most depressing part of this sad story. Arto Aritnian BMCC - CUNY On 09/21/2013 06:08 PM, Jenna McWilliams wrote: > Julian, Surely we know by now that it's nearly never a simple > question of exploiter vs. exploited. Oppressions intersect, and it's > disappointing that my response would be read as opposition to > unionization. My frustration is with academic colleagues who avoid > making eye contact with the homeless people in their college towns > but react with loquacious rage when what they believe to be a > safeguard against poverty--education, and lots of it!--doesn't keep > the wolves at bay. I've heard faculty members at my local university > rage about how "the bums are ruining our downtown culture"; I've > heard those same faculty rage about the death of an adjunct. > > I worked as an adjunct instructor in Massachusetts back in the middle > years of the last decade. When Massachusetts passed its law mandating > health insurance for all, I cheered with everybody else, then turned > around and gave notice to my institutions that I would be resigning > at the end of the semester. My adjunct gigs didn't qualify me for > insurance, and I couldn't afford to pay for it on my adjunct salary. > Certainly I'm in favor of unionization of adjuncts. I'm also in favor > of academics caring about social issues, even when those issues don't > hit uncomfortably close to home. > > > Wishing peace, joy, and hope for all. > > > Jenna McWilliams Cultural-Historical Research SIG Communications > Chair Learning Sciences Program, Indiana University > > ~ jenmcwil@indiana.edu jennamcjenna@gmail.com > > > > On Sep 21, 2013, at 5:52 PM, Julian Williams wrote: > >> Jenna >> >> I find your reaction depressing: so are you for the unionisation of >> 'adjuncts' or not? Do you see the sympathies of these outraged >> middle class (presumably contemptible) colleagues progressive >> (whether self interested and middle class or not) and potentially >> transformative or not? Do we require colleagues to hold perfect >> moral positions on all questions before we welcome them to the >> cause of unionisation? (if it had been so, we would never have had >> unions - they are of course essentially bourgeois institutions). >> >> I read the two positions posted and I don't see how the truth can >> be somewhere 'between' the two.. On the contrary They both tell the >> same story. The university says there were many kindnesses shown by >> its staff (im sure there were) and the case is being used for >> ulterior purposes (i certainly hope it is) ... but the unionist >> said only that she should have had some minimal rights (I'm >> guessing health and pension support) and the adjuncts need to >> unionise to fight for such rights and against exploitation, >> (right?). >> >> I just don't see how there is a truth somewhere in the middle here: >> it seems so simple. Based on the two links, but maybe you know >> something different. >> >> Which side of this fight are we on, exploiters or exploited.. >> Surely it's that basic. >> >> Julian >> >> >> Ps I just love the idea i could join a steelworkers union... >> Unfortunately we don't have any of those left here - they we're all >> more or less closed down some time ago. >> >> >> >> >> >> >> On 21 Sep 2013, at 14:48, "Jenna McWilliams" >> wrote: >> >>> I've seen this article make the rounds through Facebook and >>> Twitter this week. My academic friends are particularly >>> outraged...as if "this" (poverty, homelessness, death by poverty) >>> shouldn't happen to "us" (academics rooted firmly in the middle >>> class). >>> >>> I imagine the truth of this story, if a truth can be located, is >>> somewhere between the two stories that Bruce and Martin sent out. >>> I also think it takes a particular kind of hubris to get up in >>> arms about poverty only (especially) when it hits "one of our >>> own." Where is the general outrage about poverty, homelessness, >>> and death by poverty when it attacks the people it more typically >>> attacks--the ones who we assume to be different from "us" in ways >>> that keep "us" safe from "their" fate? >>> >>> >>> >>> >>> >>> Jenna McWilliams Cultural-Historical Research SIG Communications >>> Chair Learning Sciences Program, Indiana University >>> >>> ~ jenmcwil@indiana.edu jennamcjenna@gmail.com >>> >>> >>> >>> On Sep 21, 2013, at 9:21 AM, Martin John Packer wrote: >>> >>>> Bruce, >>>> >>>> I don't know this case personally, and I do think that adjuncts >>>> are treated poorly, but the university has responded to some of >>>> the specific claims made in the article you linked to. >>>> >>>> >>>> >>>> >>>> Martin >>>> >>>> On Sep 21, 2013, at 4:58 AM, Bruce Robinson >>>> wrote: >>>> >>>>> Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep >>>>> 13: >>>>> >>>>> Death of an adjunct post-gazette.com/stories/opinio? < >>>>> powerful story via @DrDonnaYates: #ZeroHours professor dies >>>>> in poverty @MahmoonaShah >>>>> (https://twitter.com/USILive/status/381355561293332482) >>>>> >>>>> Alternative link: >>>>> https://t.co/redirect?url=http%3A%2F%2Ft.co%2FXIw32rqlcy&sig=19807c98edb2246f68730727d01a897b7b95fadc&uid=90759395&iid=80557aab-cde7-4aeb-a08d-c78c45dad949&nid=12+300+20130919&t=1 >>>>> >>>>> >>>>> Get the official Twitter app at https://twitter.com/download >>>>> >>>>> >>>>> -- Sent from Kaiten Mail. Please excuse my brevity. >>>>> >>>> >>>> >>>> >>> >> > From helenaworthen@gmail.com Sat Sep 21 16:06:28 2013 From: helenaworthen@gmail.com (Helena Worthen) Date: Sat, 21 Sep 2013 16:06:28 -0700 Subject: [Xmca-l] Re: ZeroHours professor dies in poverty In-Reply-To: <523E2577.8040701@arto.me> Message-ID: Hello, all: An 83-year old woman dying in abject poverty after working as an adjunct for years and years makes a horrifying snapshot. With 75% of college professors working as adjuncts, however, it's not surprising. I know adjuncts who sleep in their cars. I'll bet there are people in that exact situation at every single institution represented on this list, and we just don't hear about them. Or talk about them. So yes, it makes a ghastly a snapshot but what's also important is the flip side of the story -- how to change things so that it doesn't happen again and again. This is not a snapshot. It's a long, long story. But it's the same story. The two need to be told together. Please pay attention to what is happening at City College of San Francisco right now. Unionization has been in place there for decades; the union got strong in the 1990s, got good contracts and good shared governance; adjuncts there can make 90% pro-rata pay and have some job security and benefits. An adjunct can make a living and retire with a pension from CCSF. Then along comes "reform." "Reform" means a tight focus on degrees and credentials, eliminating non-credit adult ed, cutting classes. It's like what's happening in K-12; "student learning outcomes" or SLO's are the stand-in for standardized tests. The hammer of reform in San Francisco turns out to be the ACCJC (Accrediting Commission for Junior and Community Colleges) which gets funds from the Gates and Lumina foundations as well as other places including member dues. In July 2013 the ACCJC announced it would strip CCSF of accreditation. This would effectively shut the college down. http://blogs.kqed.org/newsfix/2013/09/19/ccsf-accreditation/ The ACCJC does NOT have any criticisms of the quality of education provided by CCSF. Instead, its problems are with the democratic shared governance of the college, the strong role of the faculty, and the slow process by which the college has been reluctantly jumping through the hoops set up by the ACCJC. The elected Board of Trustees has been fired and a "czar" or super-trustee installed. This has resulted in a major push back from the constituencies of CCSF. CCSF is enormously popular in the Bay Area. It has a real base: A special parcel tax was passed in 2012 just to keep classes open at CCSF. The depth of the base is demonstrated by the breadth and range of the fight back against the ACCJC: Students have been arrested for sitting in the Mayor's office, the union has filed a complaint with the Dept of Education, the Dept of Education has agreed with the complaint and is investigating the ACCJC, the State auditor's office has started an audit of the ACCJC, the San Francisco Attorney General has filed an lawsuit and an injunction against the ACCJC and the Chancellor's office (statewide community college chancellor) is doing a review of the accreditation process. Each in it's own way, the whole range of players is responding. Julian says "Which side are you on?" He's talking about the death of Mary Margaret, but CCSF is a place where she would have had job security and retirement and health benefits, so being on her side means supporting places that have won decent job conditions over many years of strong union activism and good public education. Then, when the fight gets going and comes out into the public eye, you get a chance to see who comes out on the OTHER side. If you're going to have an institution of higher education that does NOT exploit adjuncts, all kinds of entities come onto the field that you might not have thought of. One of the first things people started asking, when ACCJC came up with their decision, was "Who benefits from this?" Because City College is beloved, popular, cheap, good quality, enrolls over 100,000 students (although the threat of closure has reduced enrollment this semester), and 35-65& of people who live in SF have gone there. Who in their right mind would benefit from shutting it down? Well, one answer is the for-profits. CCSF has many career programs like culinary and fashion merchandising, etc that if closed would turn hundreds of students over to for-profits. Another answer is any entity that profits from student debt. Another answer is that it's a model of a good, democratic unionized college that is an inspiration for other organizing attempts. (People from CCSF for example were at a conference at Duquense last spring, talking about their contract and working with the USW on strategy.) So the achievements of CCSF get exported to other colleges that are considering unionizing, and it would be useful to make an example of it. The sides, pro and con, are not monolithic or un-fractured. But what's happening right now is that you can see that, with enough good leadership and activism and people having the guts to do things -- especially if they've had some practice in the past -- you can mount a fightback that makes the bad guys at least slow down for a while. A great deal has been and is being written about this struggle (some by me, full disclosure) and is available on the web. The link here is just a teaser: http://www.sfgate.com/education/article/Feds-cite-faults-with-CCSF-accredit ation-panel-4730398.php Helena Worthen On 9/21/13 4:02 PM, "info@arto.me" wrote: >I disagree. It is most definitely a question of exploiter vs. exploited. > >But, aside from that position, I fail to see the connection of college >workers being outraged in this particular instance, with the accusation >that college workers don't make enough eye contact with homeless people. > >But what is true, in my experience, is the failure of many so-called >"full-time" professors, from caring about the plight of our adjunct >colleagues. That's the most depressing part of this sad story. > >Arto Aritnian >BMCC - CUNY > >On 09/21/2013 06:08 PM, Jenna McWilliams wrote: >> Julian, Surely we know by now that it's nearly never a simple >> question of exploiter vs. exploited. Oppressions intersect, and it's >> disappointing that my response would be read as opposition to >> unionization. My frustration is with academic colleagues who avoid >> making eye contact with the homeless people in their college towns >> but react with loquacious rage when what they believe to be a >> safeguard against poverty--education, and lots of it!--doesn't keep >> the wolves at bay. I've heard faculty members at my local university >> rage about how "the bums are ruining our downtown culture"; I've >> heard those same faculty rage about the death of an adjunct. >> >> I worked as an adjunct instructor in Massachusetts back in the middle >> years of the last decade. When Massachusetts passed its law mandating >> health insurance for all, I cheered with everybody else, then turned >> around and gave notice to my institutions that I would be resigning >> at the end of the semester. My adjunct gigs didn't qualify me for >> insurance, and I couldn't afford to pay for it on my adjunct salary. >> Certainly I'm in favor of unionization of adjuncts. I'm also in favor >> of academics caring about social issues, even when those issues don't >> hit uncomfortably close to home. >> >> >> Wishing peace, joy, and hope for all. >> >> >> Jenna McWilliams Cultural-Historical Research SIG Communications >> Chair Learning Sciences Program, Indiana University >> >> ~ jenmcwil@indiana.edu jennamcjenna@gmail.com >> >> >> >> On Sep 21, 2013, at 5:52 PM, Julian Williams wrote: >> >>> Jenna >>> >>> I find your reaction depressing: so are you for the unionisation of >>> 'adjuncts' or not? Do you see the sympathies of these outraged >>> middle class (presumably contemptible) colleagues progressive >>> (whether self interested and middle class or not) and potentially >>> transformative or not? Do we require colleagues to hold perfect >>> moral positions on all questions before we welcome them to the >>> cause of unionisation? (if it had been so, we would never have had >>> unions - they are of course essentially bourgeois institutions). >>> >>> I read the two positions posted and I don't see how the truth can >>> be somewhere 'between' the two.. On the contrary They both tell the >>> same story. The university says there were many kindnesses shown by >>> its staff (im sure there were) and the case is being used for >>> ulterior purposes (i certainly hope it is) ... but the unionist >>> said only that she should have had some minimal rights (I'm >>> guessing health and pension support) and the adjuncts need to >>> unionise to fight for such rights and against exploitation, >>> (right?). >>> >>> I just don't see how there is a truth somewhere in the middle here: >>> it seems so simple. Based on the two links, but maybe you know >>> something different. >>> >>> Which side of this fight are we on, exploiters or exploited.. >>> Surely it's that basic. >>> >>> Julian >>> >>> >>> Ps I just love the idea i could join a steelworkers union... >>> Unfortunately we don't have any of those left here - they we're all >>> more or less closed down some time ago. >>> >>> >>> >>> >>> >>> >>> On 21 Sep 2013, at 14:48, "Jenna McWilliams" >>> wrote: >>> >>>> I've seen this article make the rounds through Facebook and >>>> Twitter this week. My academic friends are particularly >>>> outraged...as if "this" (poverty, homelessness, death by poverty) >>>> shouldn't happen to "us" (academics rooted firmly in the middle >>>> class). >>>> >>>> I imagine the truth of this story, if a truth can be located, is >>>> somewhere between the two stories that Bruce and Martin sent out. >>>> I also think it takes a particular kind of hubris to get up in >>>> arms about poverty only (especially) when it hits "one of our >>>> own." Where is the general outrage about poverty, homelessness, >>>> and death by poverty when it attacks the people it more typically >>>> attacks--the ones who we assume to be different from "us" in ways >>>> that keep "us" safe from "their" fate? >>>> >>>> >>>> >>>> >>>> >>>> Jenna McWilliams Cultural-Historical Research SIG Communications >>>> Chair Learning Sciences Program, Indiana University >>>> >>>> ~ jenmcwil@indiana.edu jennamcjenna@gmail.com >>>> >>>> >>>> >>>> On Sep 21, 2013, at 9:21 AM, Martin John Packer wrote: >>>> >>>>> Bruce, >>>>> >>>>> I don't know this case personally, and I do think that adjuncts >>>>> are treated poorly, but the university has responded to some of >>>>> the specific claims made in the article you linked to. >>>>> >>>>> >>>>>>>>>claims-over-death-of-adjunct-professor-704143/> >>>>> >>>>> >>>>> >Martin >>>>> >>>>> On Sep 21, 2013, at 4:58 AM, Bruce Robinson >>>>> wrote: >>>>> >>>>>> Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep >>>>>> 13: >>>>>> >>>>>> Death of an adjunct post-gazette.com/stories/opinio? < >>>>>> powerful story via @DrDonnaYates: #ZeroHours professor dies >>>>>> in poverty @MahmoonaShah >>>>>> (https://twitter.com/USILive/status/381355561293332482) >>>>>> >>>>>> Alternative link: >>>>>> >>>>>>https://t.co/redirect?url=http%3A%2F%2Ft.co%2FXIw32rqlcy&sig=19807c98 >>>>>>edb2246f68730727d01a897b7b95fadc&uid=90759395&iid=80557aab-cde7-4aeb- >>>>>>a08d-c78c45dad949&nid=12+300+20130919&t=1 >>>>>> >>>>>> >>>>>> >Get the official Twitter app at https://twitter.com/download >>>>>> >>>>>> >>>>>> -- Sent from Kaiten Mail. Please excuse my brevity. >>>>>> >>>>> >>>>> >>>>> >>>> >>> >> > From lpscholar2@gmail.com Sun Sep 22 06:50:51 2013 From: lpscholar2@gmail.com (Larry Purss) Date: Sun, 22 Sep 2013 06:50:51 -0700 Subject: [Xmca-l] Re: ZeroHours professor dies in poverty In-Reply-To: References: <2B03EB96-3ED8-454F-B360-13A019884AEA@manchester.ac.uk> Message-ID: Helena, I wanted to write to thank you for the way you answered and extended and resituated this critical theme. The distinctions you configure are compelling and also very concrete. If 35 to 65 % of San Francisco's population has experienced the benefits of this institution it may be possible [prolepsis] that this *case* may be a *catalyst* to as you say re-configure and -re-situate the *sides* that become exposed. I heard that Elizabeth Warren will be a key player in carrying the progressive voice as a distinct theme of within the Democratic Party in deciding the next presidential nominee for the Democratic Party. The theme of "social injustice" may become the central issue as the Irag war was central to electing Obama. I read your commentary of exposing *sides* as a consequence of voices being heard as central to this more general theme If this *case* becomes a rallying call that clarifies the stark distinctions, as a narrative, it may become key to the larger re-situating the central focus on social injustice. It may even change which side people are on. Helena, thank you for your answer as *answerability* and as prolepsis, [anticipatory as if structure] Larry On Sat, Sep 21, 2013 at 3:56 PM, Helena Worthen wrote: > Hello, all: > > An 83-year old woman dying in abject poverty after working as an adjunct > for years and years makes a horrifying snapshot. With 75% of college > professors working as adjuncts, however, it's not surprising. I know > adjuncts who sleep in their cars. I'll bet there are people in that exact > situation at every single institution represented on this list, and we > just don't hear about them. Or talk about them. > > So yes, it makes a ghastly a snapshot but what's also important is the > flip side of the story -- how to change things so that it doesn't happen > again and again. This is not a snapshot. It's a long, long story. But it's > the same story. The two need to be told together. > > Please pay attention to what is happening at City College of San Francisco > right now. Unionization has been in place there for decades; the union got > strong in the 1990s, got good contracts and good shared governance; > adjuncts there can make 90% pro-rata pay and have some job security and > benefits. An adjunct can make a living and retire with a pension from > CCSF. Then along comes "reform." "Reform" means a tight focus on degrees > and credentials, eliminating non-credit adult ed, cutting classes. It's > like what's happening in K-12; "student learning outcomes" or SLO's are > the stand-in for standardized tests. The hammer of reform in San Francisco > turns out to be the ACCJC (Accrediting Commission for Junior and Community > Colleges) which gets funds from the Gates and Lumina foundations as well > as other places including member dues. In July 2013 the ACCJC announced it > would strip CCSF of accreditation. This would effectively shut the college > down. > > http://blogs.kqed.org/newsfix/2013/09/19/ccsf-accreditation/ > > The ACCJC does NOT have any criticisms of the quality of education > provided by CCSF. Instead, its problems are with the democratic shared > governance of the college, the strong role of the faculty, and the slow > process by which the college has been reluctantly jumping through the > hoops set up by the ACCJC. The elected Board of Trustees has been fired > and a "czar" or super-trustee installed. > > This has resulted in a major push back from the constituencies of CCSF. > CCSF is enormously popular in the Bay Area. It has a real base: A special > parcel tax was passed in 2012 just to keep classes open at CCSF. The depth > of the base is demonstrated by the breadth and range of the fight back > against the ACCJC: Students have been arrested for sitting in the Mayor's > office, the union has filed a complaint with the Dept of Education, the > Dept of Education has agreed with the complaint and is investigating the > ACCJC, the State auditor's office has started an audit of the ACCJC, the > San Francisco Attorney General has filed an lawsuit and an injunction > against the ACCJC and the Chancellor's office (statewide community college > chancellor) is doing a review of the accreditation process. Each in it's > own way, the whole range of players is responding. > > Julian says "Which side are you on?" He's talking about the death of Mary > Margaret, but CCSF is a place where she would have had job security and > retirement and health benefits, so being on her side means supporting > places that have won decent job conditions over many years of strong union > activism and good public education. Then, when the fight gets going and > comes out into the public eye, you get a chance to see who comes out on > the OTHER side. If you're going to have an institution of higher > education that does NOT exploit adjuncts, all kinds of entities come onto > the field that you might not have thought of. > > One of the first things people started asking, when ACCJC came up with > their decision, was "Who benefits from this?" Because City College is > beloved, popular, cheap, good quality, enrolls over 100,000 students > (although the threat of closure has reduced enrollment this semester), and > 35-65& of people who live in SF have gone there. Who in their right mind > would benefit from shutting it down? > > Well, one answer is the for-profits. CCSF has many career programs like > culinary and fashion merchandising, etc that if closed would turn hundreds > of students over to for-profits. > > Another answer is any entity that profits from student debt. > > Another answer is that it's a model of a good, democratic unionized > college that is an inspiration for other organizing attempts. (People from > CCSF for example were at a conference at Duquense last spring, talking > about their contract and working with the USW on strategy.) So the > achievements of CCSF get exported to other colleges that are considering > unionizing, and it would be useful to make an example of it. > > The sides, pro and con, are not monolithic or un-fractured. But what's > happening right now is that you can see that, with enough good leadership > and activism and people having the guts to do things -- especially if > they've had some practice in the past -- you can mount a fightback that > makes the bad guys at least slow down for a while. > > A great deal has been and is being written about this struggle (some by > me, full disclosure) and is available on the web. The link here is just a > teaser: > > http://www.sfgate.com/education/article/Feds-cite-faults-with-CCSF-accredit > ation-panel-4730398.php > > > Helena Worthen > > > > On 9/21/13 2:52 PM, "Julian Williams" > wrote: > > >Jenna > > > >I find your reaction depressing: so are you for the unionisation of > >'adjuncts' or not? Do you see the sympathies of these outraged middle > >class (presumably contemptible) colleagues progressive (whether self > >interested and middle class or not) and potentially transformative or > >not? Do we require colleagues to hold perfect moral positions on all > >questions before we welcome them to the cause of unionisation? (if it had > >been so, we would never have had unions - they are of course essentially > >bourgeois institutions). > > > >I read the two positions posted and I don't see how the truth can be > >somewhere 'between' the two.. On the contrary They both tell the same > >story. The university says there were many kindnesses shown by its staff > >(im sure there were) and the case is being used for ulterior purposes (i > >certainly hope it is) ... but the unionist said only that she should have > >had some minimal rights (I'm guessing health and pension support) and the > >adjuncts need to unionise to fight for such rights and against > >exploitation, (right?). > > > >I just don't see how there is a truth somewhere in the middle here: it > >seems so simple. Based on the two links, but maybe you know something > >different. > > > >Which side of this fight are we on, exploiters or exploited.. Surely it's > >that basic. > > > >Julian > > > > > >Ps I just love the idea i could join a steelworkers union... > >Unfortunately we don't have any of those left here - they we're all more > >or less closed down some time ago. > > > > > > > > > > > > > >On 21 Sep 2013, at 14:48, "Jenna McWilliams" > >wrote: > > > >> I've seen this article make the rounds through Facebook and Twitter > >>this week. My academic friends are particularly outraged...as if "this" > >>(poverty, homelessness, death by poverty) shouldn't happen to "us" > >>(academics rooted firmly in the middle class). > >> > >> I imagine the truth of this story, if a truth can be located, is > >>somewhere between the two stories that Bruce and Martin sent out. I also > >>think it takes a particular kind of hubris to get up in arms about > >>poverty only (especially) when it hits "one of our own." Where is the > >>general outrage about poverty, homelessness, and death by poverty when > >>it attacks the people it more typically attacks--the ones who we assume > >>to be different from "us" in ways that keep "us" safe from "their" fate? > >> > >> > >> > >> > >> > >> Jenna McWilliams > >> Cultural-Historical Research SIG Communications Chair > >> Learning Sciences Program, Indiana University > >> > >> ~ > >> jenmcwil@indiana.edu > >> jennamcjenna@gmail.com > >> > >> > >> > >> On Sep 21, 2013, at 9:21 AM, Martin John Packer wrote: > >> > >>> Bruce, > >>> > >>> I don't know this case personally, and I do think that adjuncts are > >>>treated poorly, but the university has responded to some of the > >>>specific claims made in the article you linked to. > >>> > >>> > >>>< > http://www.post-gazette.com/stories/news/education/duquesne-disputes-cl > >>>aims-over-death-of-adjunct-professor-704143/> > >>> > >>> Martin > >>> > >>> On Sep 21, 2013, at 4:58 AM, Bruce Robinson wrote: > >>> > >>>> Union Solidarity Int (@USILive) tweeted at 2:18pm - 19 Sep 13: > >>>> > >>>> Death of an adjunct post-gazette.com/stories/opinio?< powerful story > >>>>via @DrDonnaYates: #ZeroHours professor dies in poverty @MahmoonaShah > >>>>(https://twitter.com/USILive/status/381355561293332482) > >>>> > >>>> Alternative link: > >>>> > https://t.co/redirect?url=http%3A%2F%2Ft.co%2FXIw32rqlcy&sig=19807c98ed > >>>>b2246f68730727d01a897b7b95fadc&uid=90759395&iid=80557aab-cde7-4aeb-a08d > >>>>-c78c45dad949&nid=12+300+20130919&t=1 > >>>> > >>>> Get the official Twitter app at https://twitter.com/download > >>>> > >>>> > >>>> -- > >>>> Sent from Kaiten Mail. Please excuse my brevity. > >>>> > >>> > >>> > >>> > >> > > > > > > From lpscholar2@gmail.com Sun Sep 22 08:31:08 2013 From: lpscholar2@gmail.com (Larry Purss) Date: Sun, 22 Sep 2013 08:31:08 -0700 Subject: [Xmca-l] Unity of cognition and affect Message-ID: I have been waiting to hear further reflections on this months article. I have noticed that as I am reading other articles I hear Jennifer's voice calling me to listen for distinctions within unities and not reify these fluid distinctions into discrete dichotomies. I would like to offer further reflections on my musings. Dewey wrote a book titled "Experience AND Nature* as conductive concepts. I have read Vygotskian commentary suggesting *nature* does not capture the centrality of tools and artifacts. Would the title "Experience AND Artifacts" be a useful working title? Other titles that came to mind were "Experience AND Mediation" or "Experience AND Activity". I am proposing that *experience* and the conjunctive concepts as distinctions can be played with in our models of human nature. I am also aware that Dewey re-considered [analepsis] the choice of the concept *experience* in his model. However, with the exploration of the unity of cognition AND feeling I wonder if *experience* can still be a concept which we can *live through* as a meaningfully shared concept to explore analytical distinctions WITHIN unities? The concept *word meaning* was proposed as a central concept used by Vygotsky which as an aspect of experience unifies cognition and affect WITHIN experience as situated. This insight is exploring the place of *concepts* within experience [as situated]. Calvin Schrag has explored Merleau-Ponty's theme of the centrality of the *visual FIELD* and proposes that M-P's insights exploring the visual field within experience can be extended to other *fields* such as the other perceptual fields [touch hearing, taste] AND conceptual fields, and valuational fields. The key insight M-P offers is that these multiple fields [perceptual, conceptual, valuational] WITHIN experience are neither "outer worlds* of re-presented or re-constituted objective properties and relations on the one hand, nor are these multiple fields [perceptual, conceptual, valuational] an "abstracted inner world" as transcendentally accessed. The experiential world [as situated] M-P describes as a *lived-through world*. Consciousness, [the theme Vygotsky was turning towards before his early death], is NEVER ENCLOSED WITHIN ITSELF. It is from the beginning lodged within the world as an intentional unity with figures [and con-figurations] positioned or located against backgrounds [Gestalts]. Gestalt has also been proposed on this xmca site as where Vygotsky was turning. Schrag suggests M-P privileged the *visual field* but his key insight can be expanded beyond the visual to multiple fields. Schrag suggests the visual field is not *truer* or displays a *richer* structure than do the other multiple fields. The visual field of sight does have the advantage of providing more direct conditions for objectification. I would add that the conceptual field also has this distinct benefit of distanciation of figure and ground. Schrag points out that this benefit however, by virtue of the distant and disembodied potential of the visual sense [I would add conceptual field as sense] is prone to become separated from the concrete *experiencer* and the dynamic fields [as Gestalts] Schrag highlights a word [aisthesis] which points to the phenomena which MEDIATES all the senses. THIS full bodied is most overtly displayed and manifested particularly WITHIN the perceptual field of touch AS tactile sensation. This is Schrag's key point [and may also be put in conjunction with the unity of cognition and affect]. Full-bodied aisthesis CONTINUES TO BE OPERATIVE in the visual [and conceptual] fields, and by virtue of aisthesis retains a unity WITHIN experience. This insight not does mean an inversion of visual and conceptual fields to the nonvisual tactile or auditory fields. Touch and hearing are neither truer or richer in structure than sight or concepts. No sense should be elevated above the others. Sight and concepts without the full bodied aisthesis of the other senses divests *experience* of its vibrancy, as the other senses without the visual and conceptual which provide distance tend to enslave experience within immediacy. Schrag and the current article are emphasizing unity and the multidimensional texture of experience as cognition AND affect. As Schrag writes, "The multidimensional texture of experience is displayed not only in the plurality of perceptual fields, but also in the variegated deployment of conceptual and valuational fields. Conceiving and valuing, as assuredly as perceiving, occur WITHIN a figure-ground context. Experience is always broader in its reach than perceptual fields." M-P's privileging the visual sense is not his central insight. His central insight is that the multiple fields of sense DISPLAYS a figure-ground relation AND an intentional structure REVEALING its intended figures at EVERY level of experience. Jennifer, I enjoyed crisscrossing your insights and extensions of the unity of cognition AND affect with Schrag's descriptions within a phenomenology of experience. I apologize if this is going off topic but your article is *in my mind* as I am reading Schrag's theme of unity of the senses. Larry From krisgu@ucla.edu Sun Sep 22 18:09:29 2013 From: krisgu@ucla.edu (Kris Gutierrez) Date: Sun, 22 Sep 2013 19:09:29 -0600 Subject: [Xmca-l] article request In-Reply-To: References: Message-ID: Does anyone have a pdf of Problems of developmental teaching : the experience of theoretical and experimental psychological research Davydov, V. V. 1988 I can't seem to find my copy. thanks. Kris D. Guti?rrez, Ph.D. Inaugural Provost's Chair Professor of Learning Sciences and Literacy School of Education University of Colorado at Boulder Education Building 249 UCB Boulder, CO 80309-0249 Professor Emerita Social Research Methodology GSE&IS UCLA On Sep 22, 2013, at 9:31 AM, Larry Purss wrote: > I have been waiting to hear further reflections on this months article. > I have noticed that as I am reading other articles I hear Jennifer's voice > calling me to listen for distinctions within unities and not reify these > fluid distinctions into discrete dichotomies. > I would like to offer further reflections on my musings. > Dewey wrote a book titled "Experience AND Nature* as conductive concepts. > I have read Vygotskian commentary suggesting *nature* does not capture the > centrality of tools and artifacts. Would the title "Experience AND > Artifacts" be a useful working title? > Other titles that came to mind were "Experience AND Mediation" or > "Experience AND Activity". > I am proposing that *experience* and the conjunctive concepts as > distinctions can be played with in our models of human nature. > I am also aware that Dewey re-considered [analepsis] the choice of the > concept *experience* in his model. However, with the exploration of the > unity of cognition AND feeling I wonder if *experience* can still be a > concept which we can *live through* as a meaningfully shared concept to > explore analytical distinctions WITHIN unities? > > The concept *word meaning* was proposed as a central concept used by > Vygotsky which as an aspect of experience unifies cognition and affect > WITHIN experience as situated. > This insight is exploring the place of *concepts* within experience [as > situated]. > Calvin Schrag has explored Merleau-Ponty's theme of the centrality of the > *visual FIELD* and proposes that M-P's insights exploring the visual field > within experience can be extended to other *fields* such as the other > perceptual fields [touch hearing, taste] AND conceptual fields, and > valuational fields. > The key insight M-P offers is that these multiple fields [perceptual, > conceptual, valuational] WITHIN experience are neither "outer worlds* of > re-presented or re-constituted objective properties and relations on the > one hand, nor are these multiple fields [perceptual, conceptual, > valuational] an "abstracted inner world" as transcendentally accessed. > The experiential world [as situated] M-P describes as a *lived-through > world*. > Consciousness, [the theme Vygotsky was turning towards before his early > death], is NEVER ENCLOSED WITHIN ITSELF. It is from the beginning lodged > within the world as an intentional unity with figures [and con-figurations] > positioned or located against backgrounds [Gestalts]. Gestalt has also been > proposed on this xmca site as where Vygotsky was turning. > Schrag suggests M-P privileged the *visual field* but his key insight can > be expanded beyond the visual to multiple fields. Schrag suggests the > visual field is not *truer* or displays a *richer* structure than do the > other multiple fields. The visual field of sight does have the advantage of > providing more direct conditions for objectification. I would add that the > conceptual field also has this distinct benefit of distanciation of figure > and ground. Schrag points out that this benefit however, by virtue of the > distant and disembodied potential of the visual sense [I would add > conceptual field as sense] is prone to become separated from the concrete > *experiencer* and the dynamic fields [as Gestalts] > > Schrag highlights a word [aisthesis] which points to the phenomena which > MEDIATES all the senses. THIS full bodied is most overtly displayed and > manifested particularly WITHIN the perceptual field of touch AS tactile > sensation. > > This is Schrag's key point [and may also be put in conjunction with the > unity of cognition and affect]. > Full-bodied aisthesis CONTINUES TO BE OPERATIVE in the visual [and > conceptual] fields, and by virtue of aisthesis retains a unity WITHIN > experience. > This insight not does mean an inversion of visual and conceptual fields to > the nonvisual tactile or auditory fields. Touch and hearing are neither > truer or richer in structure than sight or concepts. No sense should be > elevated above the others. Sight and concepts without the full bodied > aisthesis of the other senses divests *experience* of its vibrancy, as the > other senses without the visual and conceptual which provide distance tend > to enslave experience within immediacy. > > Schrag and the current article are emphasizing unity and the > multidimensional texture of experience as cognition AND affect. As Schrag > writes, > "The multidimensional texture of experience is displayed not only in the > plurality of perceptual fields, but also in the variegated deployment of > conceptual and valuational fields. Conceiving and valuing, as assuredly as > perceiving, occur WITHIN a figure-ground context. Experience is always > broader in its reach than perceptual fields." > > M-P's privileging the visual sense is not his central insight. His central > insight is that the multiple fields of sense DISPLAYS a figure-ground > relation AND an intentional structure REVEALING its intended figures at > EVERY level of experience. > > Jennifer, I enjoyed crisscrossing your insights and extensions of the unity > of cognition AND affect with Schrag's descriptions within a phenomenology > of experience. > > I apologize if this is going off topic but your article is *in my mind* as > I am reading Schrag's theme of unity of the senses. > Larry From krisgu@ucla.edu Sun Sep 22 18:09:29 2013 From: krisgu@ucla.edu (Kris Gutierrez) Date: Sun, 22 Sep 2013 19:09:29 -0600 Subject: [Xmca-l] article request In-Reply-To: References: Message-ID: Does anyone have a pdf of Problems of developmental teaching : the experience of theoretical and experimental psychological research Davydov, V. V. 1988 I can't seem to find my copy. thanks. Kris D. Guti?rrez, Ph.D. Inaugural Provost's Chair Professor of Learning Sciences and Literacy School of Education University of Colorado at Boulder Education Building 249 UCB Boulder, CO 80309-0249 Professor Emerita Social Research Methodology GSE&IS UCLA On Sep 22, 2013, at 9:31 AM, Larry Purss wrote: > I have been waiting to hear further reflections on this months article. > I have noticed that as I am reading other articles I hear Jennifer's voice > calling me to listen for distinctions within unities and not reify these > fluid distinctions into discrete dichotomies. > I would like to offer further reflections on my musings. > Dewey wrote a book titled "Experience AND Nature* as conductive concepts. > I have read Vygotskian commentary suggesting *nature* does not capture the > centrality of tools and artifacts. Would the title "Experience AND > Artifacts" be a useful working title? > Other titles that came to mind were "Experience AND Mediation" or > "Experience AND Activity". > I am proposing that *experience* and the conjunctive concepts as > distinctions can be played with in our models of human nature. > I am also aware that Dewey re-considered [analepsis] the choice of the > concept *experience* in his model. However, with the exploration of the > unity of cognition AND feeling I wonder if *experience* can still be a > concept which we can *live through* as a meaningfully shared concept to > explore analytical distinctions WITHIN unities? > > The concept *word meaning* was proposed as a central concept used by > Vygotsky which as an aspect of experience unifies cognition and affect > WITHIN experience as situated. > This insight is exploring the place of *concepts* within experience [as > situated]. > Calvin Schrag has explored Merleau-Ponty's theme of the centrality of the > *visual FIELD* and proposes that M-P's insights exploring the visual field > within experience can be extended to other *fields* such as the other > perceptual fields [touch hearing, taste] AND conceptual fields, and > valuational fields. > The key insight M-P offers is that these multiple fields [perceptual, > conceptual, valuational] WITHIN experience are neither "outer worlds* of > re-presented or re-constituted objective properties and relations on the > one hand, nor are these multiple fields [perceptual, conceptual, > valuational] an "abstracted inner world" as transcendentally accessed. > The experiential world [as situated] M-P describes as a *lived-through > world*. > Consciousness, [the theme Vygotsky was turning towards before his early > death], is NEVER ENCLOSED WITHIN ITSELF. It is from the beginning lodged > within the world as an intentional unity with figures [and con-figurations] > positioned or located against backgrounds [Gestalts]. Gestalt has also been > proposed on this xmca site as where Vygotsky was turning. > Schrag suggests M-P privileged the *visual field* but his key insight can > be expanded beyond the visual to multiple fields. Schrag suggests the > visual field is not *truer* or displays a *richer* structure than do the > other multiple fields. The visual field of sight does have the advantage of > providing more direct conditions for objectification. I would add that the > conceptual field also has this distinct benefit of distanciation of figure > and ground. Schrag points out that this benefit however, by virtue of the > distant and disembodied potential of the visual sense [I would add > conceptual field as sense] is prone to become separated from the concrete > *experiencer* and the dynamic fields [as Gestalts] > > Schrag highlights a word [aisthesis] which points to the phenomena which > MEDIATES all the senses. THIS full bodied is most overtly displayed and > manifested particularly WITHIN the perceptual field of touch AS tactile > sensation. > > This is Schrag's key point [and may also be put in conjunction with the > unity of cognition and affect]. > Full-bodied aisthesis CONTINUES TO BE OPERATIVE in the visual [and > conceptual] fields, and by virtue of aisthesis retains a unity WITHIN > experience. > This insight not does mean an inversion of visual and conceptual fields to > the nonvisual tactile or auditory fields. Touch and hearing are neither > truer or richer in structure than sight or concepts. No sense should be > elevated above the others. Sight and concepts without the full bodied > aisthesis of the other senses divests *experience* of its vibrancy, as the > other senses without the visual and conceptual which provide distance tend > to enslave experience within immediacy. > > Schrag and the current article are emphasizing unity and the > multidimensional texture of experience as cognition AND affect. As Schrag > writes, > "The multidimensional texture of experience is displayed not only in the > plurality of perceptual fields, but also in the variegated deployment of > conceptual and valuational fields. Conceiving and valuing, as assuredly as > perceiving, occur WITHIN a figure-ground context. Experience is always > broader in its reach than perceptual fields." > > M-P's privileging the visual sense is not his central insight. His central > insight is that the multiple fields of sense DISPLAYS a figure-ground > relation AND an intentional structure REVEALING its intended figures at > EVERY level of experience. > > Jennifer, I enjoyed crisscrossing your insights and extensions of the unity > of cognition AND affect with Schrag's descriptions within a phenomenology > of experience. > > I apologize if this is going off topic but your article is *in my mind* as > I am reading Schrag's theme of unity of the senses. > Larry From haydizulfei@rocketmail.com Mon Sep 23 03:23:22 2013 From: haydizulfei@rocketmail.com (Haydi Zulfei) Date: Mon, 23 Sep 2013 11:23:22 +0100 (BST) Subject: [Xmca-l] Re: Reminding the Chilean 9/11 In-Reply-To: <1378865744.65099.YahooMailNeo@web181202.mail.ne1.yahoo.com> References: <1378865744.65099.YahooMailNeo@web181202.mail.ne1.yahoo.com> Message-ID: <1379931802.82292.YahooMailNeo@web172301.mail.ir2.yahoo.com> THERE'S A MISPRINT IN THE TITLE , PEG : ?IT SAYS CHILEAN DICTATORSHIP !! ?THE ACTUAL SPELLING IS 'AMERICAN' . THE WHOLE WORLD OR AT LEAST THE MIDEAST RIGHT NOW TELLS OBAMA : YANKEE ! GO HOME ! "BE TU CHE??" "IT'S NONE OF YOUR BUSINESS !!"? DAVID ! IT'S NOT NIXON OR OBAMA OR WHOEVER YOU WELL KNOW AS THE ACTUAL FIGURES THEY ARE MAYBE ADORNABLE PER SE ; IT'S THE MONSTROUS , DEVOURING , HORRIFIC CREATURE BORN OF THE ILLEGITIMATE CAPITAL WHO'S HIDDEN HERSELF BEHIND THE MASK OF ADAM !!? NO THEORY WILL DO IF THIS IS NOT TAKEN INTO ACCOUNT . THE AMERICAN GOVERNMENT IS EXHAUSTING THE AMERICAN PEOPLE'S ENERGIES , TOO . ? THESE GUNS WILL AIM THE AMERICAN CITIZENS !!! THE MASSES OF THE REGION ARE MORE TERRIBLY WOUNDED OVER THE CHEMICAL MASSACRE BUT THEIR IDENTITY HAVE LONG BEEN STOLEN FROM THEM BY THE INTERVENTIONISTS OF ALL COLOURS AND HUES ; REDDISH HAVE BEEN OVERSCATTERED ON THE PAGES OF OUR HISTORY? THANKS MILLION !! FOR THE HUMANITARIAN REMINDER !! ________________________________ From: Peg Griffin To: "xmca-l@ucsd.edu" ; David Preiss Sent: Wednesday, 11 September 2013, 6:45:44 Subject: [Xmca-l] Re: Reminding the Chilean 9/11 Thanks, David.? Maybe people in the US could also think about adding their names to the petition to extradite Pedro Barrientos from Florida to Chile so that he can go on trial in the case of the killing of Victor Jara following the September 11, 1973 coup d'etat. ?http://org.salsalabs.com/o/727/p/dia/action3/common/public/?action_KEY=14250 PG ________________________________ From: David Preiss To: Sent: Tuesday, September 10, 2013 11:04 PM Subject: Reminding the Chilean 9/11 Dear friends, As we commemorate tomorrow in Chile 40 years of Pinochet's coup d'etat, I wanted to mark the occasion sharing?the following links: http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm Chile and the United States: Declassified Documents Relating to the Military Coup, September 11, 1973 http://especiales2.cooperativa.cl/2013/exposicion-fotografica-david-burnett/ Pictures of American Photographer David Burnett http://www.fundacionsalvado rallende.cl/en/salvador-allende/linea-del-tiempo/# Salvador Allende Timeline http://www.youtube.com/watch?v=ZxRlhggVGoQ La Batalla de Chile by Patricio Guzman (Long documentary in Spanish). http://books.google.cl/books?id=vWs4wT5kv-0C&printsec=frontcover&dq=los+poetas+y+el+general&hl=es&sa=X&ei=978vUq2XBYGriAKnjoGoBQ&ved=0CEEQ6AEwBA#v=onepage&q=los%20poetas%20y%20el%20general&f=false Poetry about the dictatorship Take a minute or more than a minute to join us in reminding by clicking on any of these links. David From smago@uga.edu Mon Sep 23 03:26:37 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Mon, 23 Sep 2013 10:26:37 +0000 Subject: [Xmca-l] Re: article request In-Reply-To: References: Message-ID: Excerpts at Problems of Developmental Teaching: The Experience of ... books.google.com/.../Problems_of_Developmental_Teaching.html?id=Z...? Problems of Developmental Teaching: The Experience of Theoretical and Experimental Psychological Research : Excerpts. Front Cover. V. V.. Davydov. -----Original Message----- From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Kris Gutierrez Sent: Sunday, September 22, 2013 9:09 PM To: eXtended Mind, Culture, Activity Cc: eXtended Mind, Culture Activity Subject: [Xmca-l] article request Does anyone have a pdf of Problems of developmental teaching : the experience of theoretical and experimental psychological research Davydov, V. V. 1988 I can't seem to find my copy. thanks. Kris D. Guti?rrez, Ph.D. Inaugural Provost's Chair Professor of Learning Sciences and Literacy School of Education University of Colorado at Boulder Education Building 249 UCB Boulder, CO 80309-0249 Professor Emerita Social Research Methodology GSE&IS UCLA On Sep 22, 2013, at 9:31 AM, Larry Purss wrote: > I have been waiting to hear further reflections on this months article. > I have noticed that as I am reading other articles I hear Jennifer's > voice calling me to listen for distinctions within unities and not > reify these fluid distinctions into discrete dichotomies. > I would like to offer further reflections on my musings. > Dewey wrote a book titled "Experience AND Nature* as conductive concepts. > I have read Vygotskian commentary suggesting *nature* does not capture > the centrality of tools and artifacts. Would the title "Experience AND > Artifacts" be a useful working title? > Other titles that came to mind were "Experience AND Mediation" or > "Experience AND Activity". > I am proposing that *experience* and the conjunctive concepts as > distinctions can be played with in our models of human nature. > I am also aware that Dewey re-considered [analepsis] the choice of the > concept *experience* in his model. However, with the exploration of > the unity of cognition AND feeling I wonder if *experience* can still > be a concept which we can *live through* as a meaningfully shared > concept to explore analytical distinctions WITHIN unities? > > The concept *word meaning* was proposed as a central concept used by > Vygotsky which as an aspect of experience unifies cognition and affect > WITHIN experience as situated. > This insight is exploring the place of *concepts* within experience > [as situated]. > Calvin Schrag has explored Merleau-Ponty's theme of the centrality of > the *visual FIELD* and proposes that M-P's insights exploring the > visual field within experience can be extended to other *fields* such > as the other perceptual fields [touch hearing, taste] AND conceptual > fields, and valuational fields. > The key insight M-P offers is that these multiple fields [perceptual, > conceptual, valuational] WITHIN experience are neither "outer worlds* > of re-presented or re-constituted objective properties and relations > on the one hand, nor are these multiple fields [perceptual, > conceptual, valuational] an "abstracted inner world" as transcendentally accessed. > The experiential world [as situated] M-P describes as a *lived-through > world*. > Consciousness, [the theme Vygotsky was turning towards before his > early death], is NEVER ENCLOSED WITHIN ITSELF. It is from the > beginning lodged within the world as an intentional unity with figures > [and con-figurations] positioned or located against backgrounds > [Gestalts]. Gestalt has also been proposed on this xmca site as where Vygotsky was turning. > Schrag suggests M-P privileged the *visual field* but his key insight > can be expanded beyond the visual to multiple fields. Schrag suggests > the visual field is not *truer* or displays a *richer* structure than > do the other multiple fields. The visual field of sight does have the > advantage of providing more direct conditions for objectification. I > would add that the conceptual field also has this distinct benefit of > distanciation of figure and ground. Schrag points out that this > benefit however, by virtue of the distant and disembodied potential of > the visual sense [I would add conceptual field as sense] is prone to > become separated from the concrete > *experiencer* and the dynamic fields [as Gestalts] > > Schrag highlights a word [aisthesis] which points to the phenomena > which MEDIATES all the senses. THIS full bodied is most overtly > displayed and manifested particularly WITHIN the perceptual field of > touch AS tactile sensation. > > This is Schrag's key point [and may also be put in conjunction with > the unity of cognition and affect]. > Full-bodied aisthesis CONTINUES TO BE OPERATIVE in the visual [and > conceptual] fields, and by virtue of aisthesis retains a unity WITHIN > experience. > This insight not does mean an inversion of visual and conceptual > fields to the nonvisual tactile or auditory fields. Touch and hearing > are neither truer or richer in structure than sight or concepts. No > sense should be elevated above the others. Sight and concepts without > the full bodied aisthesis of the other senses divests *experience* of > its vibrancy, as the other senses without the visual and conceptual > which provide distance tend to enslave experience within immediacy. > > Schrag and the current article are emphasizing unity and the > multidimensional texture of experience as cognition AND affect. As > Schrag writes, "The multidimensional texture of experience is > displayed not only in the plurality of perceptual fields, but also in > the variegated deployment of conceptual and valuational fields. > Conceiving and valuing, as assuredly as perceiving, occur WITHIN a > figure-ground context. Experience is always broader in its reach than > perceptual fields." > > M-P's privileging the visual sense is not his central insight. His > central insight is that the multiple fields of sense DISPLAYS a > figure-ground relation AND an intentional structure REVEALING its > intended figures at EVERY level of experience. > > Jennifer, I enjoyed crisscrossing your insights and extensions of the > unity of cognition AND affect with Schrag's descriptions within a > phenomenology of experience. > > I apologize if this is going off topic but your article is *in my > mind* as I am reading Schrag's theme of unity of the senses. > Larry From smago@uga.edu Mon Sep 23 08:07:14 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Mon, 23 Sep 2013 15:07:14 +0000 Subject: [Xmca-l] Re: article request In-Reply-To: <388666BD-77F0-4463-B3D5-08076E2B9C13@ucla.edu> References: <388666BD-77F0-4463-B3D5-08076E2B9C13@ucla.edu> Message-ID: http://books.google.com/books/about/Problems_of_Developmental_Teaching.html?id=Z_PxtgAACAAJ sorry, some of the URL got cut from my first send?.p From: Kris Gutierrez [mailto:krisgu@ucla.edu] Sent: Monday, September 23, 2013 10:03 AM To: Peter Smagorinsky Subject: Re: [Xmca-l] Re: article request got this message Peter when I go to Link 404. That?s an error. The requested URL /.../Problems_of_Developmental_Teaching.html?id=Z was not found on this server. That?s all we know. Kris D. Guti?rrez, Ph.D. Inaugural Provost's Chair Professor of Learning Sciences and Literacy School of Education University of Colorado at Boulder Education Building 249 UCB Boulder, CO 80309-0249 Professor Emerita Social Research Methodology GSE&IS UCLA On Sep 23, 2013, at 4:26 AM, Peter Smagorinsky > wrote: Excerpts at Problems of Developmental Teaching: The Experience of ... books.google.com/.../Problems_of_Developmental_Teaching.html?id=Z...? Problems of Developmental Teaching: The Experience of Theoretical and Experimental Psychological Research : Excerpts. Front Cover. V. V.. Davydov. -----Original Message----- From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Kris Gutierrez Sent: Sunday, September 22, 2013 9:09 PM To: eXtended Mind, Culture, Activity Cc: eXtended Mind, Culture Activity Subject: [Xmca-l] article request Does anyone have a pdf of Problems of developmental teaching : the experience of theoretical and experimental psychological research Davydov, V. V. 1988 I can't seem to find my copy. thanks. Kris D. Guti?rrez, Ph.D. Inaugural Provost's Chair Professor of Learning Sciences and Literacy School of Education University of Colorado at Boulder Education Building 249 UCB Boulder, CO 80309-0249 Professor Emerita Social Research Methodology GSE&IS UCLA On Sep 22, 2013, at 9:31 AM, Larry Purss > wrote: I have been waiting to hear further reflections on this months article. I have noticed that as I am reading other articles I hear Jennifer's voice calling me to listen for distinctions within unities and not reify these fluid distinctions into discrete dichotomies. I would like to offer further reflections on my musings. Dewey wrote a book titled "Experience AND Nature* as conductive concepts. I have read Vygotskian commentary suggesting *nature* does not capture the centrality of tools and artifacts. Would the title "Experience AND Artifacts" be a useful working title? Other titles that came to mind were "Experience AND Mediation" or "Experience AND Activity". I am proposing that *experience* and the conjunctive concepts as distinctions can be played with in our models of human nature. I am also aware that Dewey re-considered [analepsis] the choice of the concept *experience* in his model. However, with the exploration of the unity of cognition AND feeling I wonder if *experience* can still be a concept which we can *live through* as a meaningfully shared concept to explore analytical distinctions WITHIN unities? The concept *word meaning* was proposed as a central concept used by Vygotsky which as an aspect of experience unifies cognition and affect WITHIN experience as situated. This insight is exploring the place of *concepts* within experience [as situated]. Calvin Schrag has explored Merleau-Ponty's theme of the centrality of the *visual FIELD* and proposes that M-P's insights exploring the visual field within experience can be extended to other *fields* such as the other perceptual fields [touch hearing, taste] AND conceptual fields, and valuational fields. The key insight M-P offers is that these multiple fields [perceptual, conceptual, valuational] WITHIN experience are neither "outer worlds* of re-presented or re-constituted objective properties and relations on the one hand, nor are these multiple fields [perceptual, conceptual, valuational] an "abstracted inner world" as transcendentally accessed. The experiential world [as situated] M-P describes as a *lived-through world*. Consciousness, [the theme Vygotsky was turning towards before his early death], is NEVER ENCLOSED WITHIN ITSELF. It is from the beginning lodged within the world as an intentional unity with figures [and con-figurations] positioned or located against backgrounds [Gestalts]. Gestalt has also been proposed on this xmca site as where Vygotsky was turning. Schrag suggests M-P privileged the *visual field* but his key insight can be expanded beyond the visual to multiple fields. Schrag suggests the visual field is not *truer* or displays a *richer* structure than do the other multiple fields. The visual field of sight does have the advantage of providing more direct conditions for objectification. I would add that the conceptual field also has this distinct benefit of distanciation of figure and ground. Schrag points out that this benefit however, by virtue of the distant and disembodied potential of the visual sense [I would add conceptual field as sense] is prone to become separated from the concrete *experiencer* and the dynamic fields [as Gestalts] Schrag highlights a word [aisthesis] which points to the phenomena which MEDIATES all the senses. THIS full bodied is most overtly displayed and manifested particularly WITHIN the perceptual field of touch AS tactile sensation. This is Schrag's key point [and may also be put in conjunction with the unity of cognition and affect]. Full-bodied aisthesis CONTINUES TO BE OPERATIVE in the visual [and conceptual] fields, and by virtue of aisthesis retains a unity WITHIN experience. This insight not does mean an inversion of visual and conceptual fields to the nonvisual tactile or auditory fields. Touch and hearing are neither truer or richer in structure than sight or concepts. No sense should be elevated above the others. Sight and concepts without the full bodied aisthesis of the other senses divests *experience* of its vibrancy, as the other senses without the visual and conceptual which provide distance tend to enslave experience within immediacy. Schrag and the current article are emphasizing unity and the multidimensional texture of experience as cognition AND affect. As Schrag writes, "The multidimensional texture of experience is displayed not only in the plurality of perceptual fields, but also in the variegated deployment of conceptual and valuational fields. Conceiving and valuing, as assuredly as perceiving, occur WITHIN a figure-ground context. Experience is always broader in its reach than perceptual fields." M-P's privileging the visual sense is not his central insight. His central insight is that the multiple fields of sense DISPLAYS a figure-ground relation AND an intentional structure REVEALING its intended figures at EVERY level of experience. Jennifer, I enjoyed crisscrossing your insights and extensions of the unity of cognition AND affect with Schrag's descriptions within a phenomenology of experience. I apologize if this is going off topic but your article is *in my mind* as I am reading Schrag's theme of unity of the senses. Larry From lchcmike@gmail.com Mon Sep 23 12:11:47 2013 From: lchcmike@gmail.com (mike cole) Date: Mon, 23 Sep 2013 12:11:47 -0700 Subject: [Xmca-l] Fwd: [COGDEVSOC] Univ of Delaware - Learning Sciences PhD program In-Reply-To: References: Message-ID: ---------- Forwarded message ---------- From: *Jaswal, Vikram (vj8n)* Date: Monday, September 23, 2013 Subject: [COGDEVSOC] Univ of Delaware - Learning Sciences PhD program To: cogdevsoc@virginia.edu DOCTORAL PROGRAM YOU AND YOUR STUDENTS SHOULD KNOW ABOUT NEW LEARNING SCIENCES PH.D. UNIVERSITY OF DELAWARE http://www.education.udel.edu/doctoral/phd/ls/ Dear Colleague, Do you have undergraduate or masters students who would like to go to graduate school? Students who would like to make a difference in society? Please think of recommending our newly revised PhD program in Learning Sciences. Graduates of the Learning Sciences are seriously in demand given the state of American education and society. Our program is for students who wish to receive broad training. We fully recognize that the Learning Sciences require an understanding of the interplay between cultural context, cognition and development, and the architecture of learning environments ? both in schools and in other venues like homes and after school programs. We offer an interdisciplinary focus, including cognitive science, psychology and human development as well as a rich methodological toolkit for developing and assessing outcomes of laboratory research, investigations relating to learning and teaching, and interventions of all types. We have a strong faculty that focus on development, schooling, and learning at all ages and educational levels. Many of us hold grants from NIH, NSF, and the Institute of Education Sciences and are eager to mentor students who want to do research in the field. We generally support our students in good standing for 4-5 years of study and equip them to become leaders in their fields. Our track record for placing our graduates is excellent. Please urge your students to consider the University of Delaware, School of Education at www.education.udel.edu/doctoral/phd/ls/. We would be happy to speak with them! All best and have a great semester! Roberta Golinkoff -------------- next part -------------- =========== To post to the CDS listserv, send your message to: cogdevsoc@virginia.edu (If you belong to the listserv and have not included any large attachments, your message will be posted without moderation--so be careful!) To leave the CDS listserv, send a message to sympa@virginia.edu. The subject line should read: "unsubscribe cogdevsoc" (no quotes). Leave the message body blank. For other information about the listserv, including how to update your email address and how to subscribe, visit http://www.cogdevsoc.org/listserv.php ============ From smago@uga.edu Mon Sep 23 13:10:54 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Mon, 23 Sep 2013 20:10:54 +0000 Subject: [Xmca-l] FW: Conference on Writing Research 2014 & Research School: Submission now open! In-Reply-To: <001a11c3ec6cf1ff6804e712872c@google.com> References: <001a11c3ec6cf1ff6804e712872c@google.com> Message-ID: THIS IS A FORWARDED MESSAGE. PLEASE DO NOT REPLY TO THE SENDER. READ THE MESSAGE CAREFULLY FOR INFORMATION ON THE ORIGINAL SENDER From: Monica Koster [mailto:cowr2014@gmail.com] Sent: Monday, September 23, 2013 4:05 PM To: Peter Smagorinsky Subject: Conference on Writing Research 2014 & Research School: Submission now open! Dear JoWR reader, We are pleased to inform you that the submission for contributions for the Conference on Writing Research 2014 (CoWR) is now open. The CoWR is an international writing research event in the tradition of the biennial EARLI SIG Writing Conferences, hosted by the University of Amsterdam and Utrecht University in Amsterdam, from 27-29 August 2014. During this conference, the Special Interest Group (SIG) Writing of EARLI will celebrate its 25th anniversary. Our motto: Writing is fun, and writing research is even more fun! We would like to draw your special attention to the two-day preconference Research School on Writing Research for junior researchers, on August 25 and 26, 2014 in Utrecht. Theme of the Research School is Conceptualization of Writing: Urgent Issues and Best Solutions. The Research School provides a unique opportunity to meet with experts, discuss research issues and get valuable feedback. The call for contributions is attached to this message, please feel free to spread this call among any junior researchers who might be interested in participating. Proposal submission for the CoWR and the Research School is open until December 15, 2013, both calls are attached to this message. Further information can be found on our website: www.cowr.org You can also follow us on Facebook and Twitter (@cowr2014) for the latest news and updates. We hope to welcome you in Utrecht and/or Amsterdam next year! Kind regards, Monica Koster on behalf of the organizing team: Gert Rijlaarsdam Huub van den Bergh Renske Bouwer Saskia Rietdijk -------------- next part -------------- A non-text attachment was scrubbed... Name: CFPResearchSchool.pdf Type: application/pdf Size: 233110 bytes Desc: CFPResearchSchool.pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130923/a0b6f700/attachment.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: CFPCOWR2014.pdf Type: application/pdf Size: 239302 bytes Desc: CFPCOWR2014.pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130923/a0b6f700/attachment-0001.pdf From lpscholar2@gmail.com Tue Sep 24 06:43:05 2013 From: lpscholar2@gmail.com (Larry Purss) Date: Tue, 24 Sep 2013 06:43:05 -0700 Subject: [Xmca-l] Re: Unity of cognition and affect In-Reply-To: References: Message-ID: I am going to attempt to re-situate *experience* as key to understanding the unity cognitive and affective processes. However, I will stay closer to the way these themes are presented in Jennifer and Rebecca's article. I agree with Philip that this article has the potential to anticipate future directions for exploring and re-searching human nature. I chose to put section 2 [Returning to Vygotsky's framework] to one side to highlight section 1 which situated the article as asking "Where do we locate or place social emotional learning in school environments. I am now wondering if that opening may have shifted the conversation to a concrete example [SEL] and if Vygotsky's framework should have been the opening move? I believe the topic is central to understanding and developing schooled environments that show or express *concern* that I will try to engage others on the topic of section 2 - Vygotsky's framework. On page 205 Jennifer and Rebecca situation the framework by weaving together two subsections: 1] unity and analysis by units 2] consciousness AS a unity of intellect and affect. Vygotsky's framework embraces unity as grounding his central theoretical concepts in a dialectical relationship. Now, I want to draw out and highlight the concept of *experience* as also central to the notion of unity. I will add this word *experience* to the multiple phrases & sentences Jennifer and Rebecca wrote on p. 205 to make my point. " unified psychological functions in human relationships and experience" " the unity of social experience and cognitive experience and emotional experience" "the unity of speech experience and thinking experience" The use of the grammatical conjunctive *and* to highlight the processes linking experience AS unity. The central theme is that *experience* as unity cannot be distorted by cutting the *elements* of this unity. For example speech experience and thinking experience cannot be decomposed into separate granular elements without destroying the unity [analogy to water loosing its unity when researchers decompose and describe the elements hydrogen and water through an analytical separation into granular fragments] Jennifer and Rebecca are calling our attention to experience as dynamic processes in contrast to analytic fossilized static frameworks which reify experience. Therefore experiences must retain the properties that are characteristic of the whole [including intellectual experience and affective experience]rather than experience being reduced to elements within dissected fragmentary *discrete* notions of experience as *intellectual experience* OR *affective experience* In this amplification of the concept/word *experience* I want to keep centrally in the foreground Dewey's questioning and regret at his using this concept *experience* as biased towards idealism and encapsulated subjectivity. Jennifer and Rebecca's article is operating within a different and distinct *zone* of proximal development. Zone can also be imagined as *horizon* or *space* or *place* as experiential *zones*. *Experience* within THIS Vygotskian *zone* is unified and experience does not exist within an interiorized *mind* ITSELF. In addition to experience retaining unified properties of the whole [gestalts?] the units can be analyzed [with caution to not reify elements as static] to explore the tensions of the elements within the unity. This tension which allow the units [notice the grammar of *the* units reifies] to change and transform. Jennifer and Rebecca write [p.206] to BE "a LIVING part of the whole" [reference to Zinchenko.] THIS changing unity [both parts and wholes are changing] can be researched by focusing on distinct *units of analysis" [which are not discrete units of analysis] This analytical dynamic process also is developing WITHIN *experience* which is always exceeding the horizon of any framework of conceptualization. Experience exists within temporality [analepsis & prolepsis] and historical *consciousness* but that is for another conversation. I hope my shifting to section 2 [frameworks and concepts such as *word meaning* and *perezhivanie*] will generate further commentary. Other frameworks are also exploring experience AS LIVING PROLEPSIS and ANALEPSIS [as gestalts] but they all share a common passion for unity and questioning where we locate social emotional learning. School environments is one *arena* or *stage* but the questions touch [as social experience, cognitive experience, emotional experience] all levels and realms of aesthesis as living experience. Jennifer and Rebecca are opening wider zones of proximal development and I'm enjoying the expansiveness of the *view* [privileging ocular perceiving] Larry On Sun, Sep 22, 2013 at 8:31 AM, Larry Purss wrote: > I have been waiting to hear further reflections on this months article. > I have noticed that as I am reading other articles I hear Jennifer's voice > calling me to listen for distinctions within unities and not reify these > fluid distinctions into discrete dichotomies. > I would like to offer further reflections on my musings. > Dewey wrote a book titled "Experience AND Nature* as conductive concepts. > I have read Vygotskian commentary suggesting *nature* does not capture the > centrality of tools and artifacts. Would the title "Experience AND > Artifacts" be a useful working title? > Other titles that came to mind were "Experience AND Mediation" or > "Experience AND Activity". > I am proposing that *experience* and the conjunctive concepts as > distinctions can be played with in our models of human nature. > I am also aware that Dewey re-considered [analepsis] the choice of the > concept *experience* in his model. However, with the exploration of the > unity of cognition AND feeling I wonder if *experience* can still be a > concept which we can *live through* as a meaningfully shared concept to > explore analytical distinctions WITHIN unities? > > The concept *word meaning* was proposed as a central concept used by > Vygotsky which as an aspect of experience unifies cognition and affect > WITHIN experience as situated. > This insight is exploring the place of *concepts* within experience [as > situated]. > Calvin Schrag has explored Merleau-Ponty's theme of the centrality of the > *visual FIELD* and proposes that M-P's insights exploring the visual field > within experience can be extended to other *fields* such as the other > perceptual fields [touch hearing, taste] AND conceptual fields, and > valuational fields. > The key insight M-P offers is that these multiple fields [perceptual, > conceptual, valuational] WITHIN experience are neither "outer worlds* of > re-presented or re-constituted objective properties and relations on the > one hand, nor are these multiple fields [perceptual, conceptual, > valuational] an "abstracted inner world" as transcendentally accessed. > The experiential world [as situated] M-P describes as a *lived-through > world*. > Consciousness, [the theme Vygotsky was turning towards before his early > death], is NEVER ENCLOSED WITHIN ITSELF. It is from the beginning lodged > within the world as an intentional unity with figures [and con-figurations] > positioned or located against backgrounds [Gestalts]. Gestalt has also been > proposed on this xmca site as where Vygotsky was turning. > Schrag suggests M-P privileged the *visual field* but his key insight can > be expanded beyond the visual to multiple fields. Schrag suggests the > visual field is not *truer* or displays a *richer* structure than do the > other multiple fields. The visual field of sight does have the advantage of > providing more direct conditions for objectification. I would add that the > conceptual field also has this distinct benefit of distanciation of figure > and ground. Schrag points out that this benefit however, by virtue of the > distant and disembodied potential of the visual sense [I would add > conceptual field as sense] is prone to become separated from the concrete > *experiencer* and the dynamic fields [as Gestalts] > > Schrag highlights a word [aisthesis] which points to the phenomena which > MEDIATES all the senses. THIS full bodied is most overtly displayed and > manifested particularly WITHIN the perceptual field of touch AS tactile > sensation. > > This is Schrag's key point [and may also be put in conjunction with the > unity of cognition and affect]. > Full-bodied aisthesis CONTINUES TO BE OPERATIVE in the visual [and > conceptual] fields, and by virtue of aisthesis retains a unity WITHIN > experience. > This insight not does mean an inversion of visual and conceptual fields to > the nonvisual tactile or auditory fields. Touch and hearing are neither > truer or richer in structure than sight or concepts. No sense should be > elevated above the others. Sight and concepts without the full bodied > aisthesis of the other senses divests *experience* of its vibrancy, as the > other senses without the visual and conceptual which provide distance tend > to enslave experience within immediacy. > > Schrag and the current article are emphasizing unity and the > multidimensional texture of experience as cognition AND affect. As Schrag > writes, > "The multidimensional texture of experience is displayed not only in the > plurality of perceptual fields, but also in the variegated deployment of > conceptual and valuational fields. Conceiving and valuing, as assuredly as > perceiving, occur WITHIN a figure-ground context. Experience is always > broader in its reach than perceptual fields." > > M-P's privileging the visual sense is not his central insight. His central > insight is that the multiple fields of sense DISPLAYS a figure-ground > relation AND an intentional structure REVEALING its intended figures at > EVERY level of experience. > > Jennifer, I enjoyed crisscrossing your insights and extensions of the > unity of cognition AND affect with Schrag's descriptions within a > phenomenology of experience. > > I apologize if this is going off topic but your article is *in my mind* as > I am reading Schrag's theme of unity of the senses. > Larry > > From lpscholar2@gmail.com Wed Sep 25 06:03:57 2013 From: lpscholar2@gmail.com (Larry Purss) Date: Wed, 25 Sep 2013 06:03:57 -0700 Subject: [Xmca-l] Re: Unity of cognition and affect In-Reply-To: References: Message-ID: I want to add one further expansion to my commentary exploring the unity of cognition and affect. Working as a counselor in public schools I believe this month's article is opening a central theme which is currently *concealed*. A key Vygotskian concept that has wide currency in schools is *zone of proximal development. I am attaching an article on early preschool education, which develops 3 key concepts: social interaction; cultural tools; and zone of proximal development. [please delete the other attachment dated September 23 2013 - it was accidentally selected] On page 73 of the article Vygotsky is quoted: " We propose that an essential feature of learning is that it creates the zone of proximal development; that is, learning awakes a variety of internal developmental processes that are able to operate ONLY when the child is interacting with people in his environment and in cooperation with peers" Now the grammatical term *the* ZPD carries a possible confusion that conceals a tension. ZPD can be *read* to signal a *method* or a *tool* for *learning*. This concept can be captured and turned into a tool for taking knowledge which I the instructor *have* or are in *possession* of and depositing this possession in your *hands* through the method of picking up and using THE ZPD to give you the knowledge I *have*. Brostrom, challenges the metaphor of THE zone as a tool and a method by referencing Holzman's cautionary recommendation.. Bergstrom writes, "Though the idea of ZPD has resulted in many forms of creative education, there is also a risk of simplification and using the idea AS a mechanical INSTRUMENT. (Holman 1997, p.60) Holman warns us this is NOT AT ALL A ZONE BUT A LIFE SPACE, which human beings are INVOLVED IN, and THROUGH WHICH higher mental functions arise and develop." [page 73] We now have two radically distinct meanings of ZPD: 1] a *method* or an *instrument* which we can pick up and HAVE to use as a utensils in order to dish out knowledge which we also have and possess. This can remain within theory of learning as a transcendental/empirical doublet as a particular model/genre of learning which incorporates *THE* ZPD to its instrumental USE VALUES. 2] ZPD as a LIVING SPACE which is more INCLUSIVE than a concept of instruments and preconceived methods USED to dish out sediment2d, granular *knowledge* using conceptual utensils. Both meanings incorporate the metaphor of *zone* but within distinct genres of learning. One is a possessive image while *living SPACE* incarnated a radically different texture or tone within a space that becomes LIVED THROUGH. Bergstrom also ventriloquates Cole & Griffin, Engstrom, and Stetsenko to continue the caution to view ZPD as a simple method or cultural tool for learning EXISTING knowledge. I hope this expansion of the meaning and sense of ZPD fits within the texture of Jennifer and Rebecca's article and section 2 where the Vygotskian framework is developed. Turning to notions of *a living SPACE as not at all *an* instrumental possessive *zone* highlights the tensions within metaphors that conceal as they reveal. Human beings are always existing and LIVING THROUGH experiences WITHIN *living zones* and within these living spaces [metaphorical not geographical] higher mental functions arise and develop AS UNITIES of cognition and affect. A return through analepsis/prolepsis to exploring social emotional learning as existing in THE ZPD as possessive instrumental *methods* as a distinct approach [disposition]or exploring social emotional learning existing WITHIN LIVING ZONES of proximal development [as disposition] Also a return to being *stuck* trying to *figure out* ways to open these types of questioning within public schools as places of learning and development in ways that generate living response? Stuck Larry On Tue, Sep 24, 2013 at 6:43 AM, Larry Purss wrote: > I am going to attempt to re-situate *experience* as key to understanding > the unity cognitive and affective processes. > However, I will stay closer to the way these themes are presented in > Jennifer and Rebecca's article. I agree with Philip that this article has > the potential to anticipate future directions for exploring and > re-searching human nature. > I chose to put section 2 [Returning to Vygotsky's framework] to one side > to highlight section 1 which situated the article as asking "Where do we > locate or place social emotional learning in school environments. > I am now wondering if that opening may have shifted the conversation to a > concrete example [SEL] and if Vygotsky's framework should have been the > opening move? I believe the topic is central to understanding and > developing schooled environments that show or express *concern* that I will > try to engage others on the topic of section 2 - Vygotsky's framework. > > On page 205 Jennifer and Rebecca situation the framework by weaving > together two subsections: > 1] unity and analysis by units > 2] consciousness AS a unity of intellect and affect. > > Vygotsky's framework embraces unity as grounding his central theoretical > concepts in a dialectical relationship. > Now, I want to draw out and highlight the concept of *experience* as also > central to the notion of unity. I will add this word *experience* to the > multiple phrases & sentences Jennifer and Rebecca wrote on p. 205 to make > my point. > " unified psychological functions in human relationships and experience" > " the unity of social experience and cognitive experience and emotional > experience" > "the unity of speech experience and thinking experience" > > The use of the grammatical conjunctive *and* to highlight the processes > linking experience AS unity. The central theme is that *experience* as > unity cannot be distorted by cutting the *elements* of this unity. For > example speech experience and thinking experience cannot be decomposed into > separate granular elements without destroying the unity [analogy to water > loosing its unity when researchers decompose and describe the elements > hydrogen and water through an analytical separation into granular > fragments] > > Jennifer and Rebecca are calling our attention to experience as dynamic > processes in contrast to analytic fossilized static frameworks which reify > experience. > > Therefore experiences must retain the properties that are characteristic > of the whole [including intellectual experience and affective > experience]rather than experience being reduced to elements within > dissected fragmentary *discrete* notions of experience as *intellectual > experience* OR *affective experience* > > In this amplification of the concept/word *experience* I want to keep > centrally in the foreground Dewey's questioning and regret at his using > this concept *experience* as biased towards idealism and encapsulated > subjectivity. Jennifer and Rebecca's article is operating within a > different and distinct *zone* of proximal development. Zone can also be > imagined as *horizon* or *space* or *place* as experiential *zones*. > *Experience* within THIS Vygotskian *zone* is unified and experience does > not exist within an interiorized *mind* ITSELF. > In addition to experience retaining unified properties of the whole > [gestalts?] the units can be analyzed [with caution to not reify elements > as static] to explore the tensions of the elements within the unity. This > tension which allow the units [notice the grammar of *the* units reifies] > to change and transform. > Jennifer and Rebecca write [p.206] > to BE "a LIVING part of the whole" [reference to Zinchenko.] > > THIS changing unity [both parts and wholes are changing] can be researched > by focusing on distinct *units of analysis" [which are not discrete units > of analysis] This analytical dynamic process also is developing WITHIN > *experience* which is always exceeding the horizon of any framework of > conceptualization. > Experience exists within temporality [analepsis & prolepsis] and > historical *consciousness* but that is for another conversation. > > I hope my shifting to section 2 [frameworks and concepts such as *word > meaning* and *perezhivanie*] will generate further commentary. Other > frameworks are also exploring experience AS LIVING PROLEPSIS and ANALEPSIS > [as gestalts] but they all share a common passion for unity and questioning > where we locate social emotional learning. > School environments is one *arena* or *stage* but the questions touch [as > social experience, cognitive experience, emotional experience] all levels > and realms of aesthesis as living experience. > Jennifer and Rebecca are opening wider zones of proximal development and > I'm enjoying the expansiveness of the *view* [privileging ocular perceiving] > Larry > > > On Sun, Sep 22, 2013 at 8:31 AM, Larry Purss wrote: > >> I have been waiting to hear further reflections on this months article. >> I have noticed that as I am reading other articles I hear Jennifer's >> voice calling me to listen for distinctions within unities and not reify >> these fluid distinctions into discrete dichotomies. >> I would like to offer further reflections on my musings. >> Dewey wrote a book titled "Experience AND Nature* as conductive concepts. >> I have read Vygotskian commentary suggesting *nature* does not capture >> the centrality of tools and artifacts. Would the title "Experience AND >> Artifacts" be a useful working title? >> Other titles that came to mind were "Experience AND Mediation" or >> "Experience AND Activity". >> I am proposing that *experience* and the conjunctive concepts as >> distinctions can be played with in our models of human nature. >> I am also aware that Dewey re-considered [analepsis] the choice of the >> concept *experience* in his model. However, with the exploration of the >> unity of cognition AND feeling I wonder if *experience* can still be a >> concept which we can *live through* as a meaningfully shared concept to >> explore analytical distinctions WITHIN unities? >> >> The concept *word meaning* was proposed as a central concept used by >> Vygotsky which as an aspect of experience unifies cognition and affect >> WITHIN experience as situated. >> This insight is exploring the place of *concepts* within experience [as >> situated]. >> Calvin Schrag has explored Merleau-Ponty's theme of the centrality of >> the *visual FIELD* and proposes that M-P's insights exploring the visual >> field within experience can be extended to other *fields* such as the other >> perceptual fields [touch hearing, taste] AND conceptual fields, and >> valuational fields. >> The key insight M-P offers is that these multiple fields [perceptual, >> conceptual, valuational] WITHIN experience are neither "outer worlds* of >> re-presented or re-constituted objective properties and relations on the >> one hand, nor are these multiple fields [perceptual, conceptual, >> valuational] an "abstracted inner world" as transcendentally accessed. >> The experiential world [as situated] M-P describes as a *lived-through >> world*. >> Consciousness, [the theme Vygotsky was turning towards before his early >> death], is NEVER ENCLOSED WITHIN ITSELF. It is from the beginning lodged >> within the world as an intentional unity with figures [and con-figurations] >> positioned or located against backgrounds [Gestalts]. Gestalt has also been >> proposed on this xmca site as where Vygotsky was turning. >> Schrag suggests M-P privileged the *visual field* but his key insight can >> be expanded beyond the visual to multiple fields. Schrag suggests the >> visual field is not *truer* or displays a *richer* structure than do the >> other multiple fields. The visual field of sight does have the advantage of >> providing more direct conditions for objectification. I would add that the >> conceptual field also has this distinct benefit of distanciation of figure >> and ground. Schrag points out that this benefit however, by virtue of the >> distant and disembodied potential of the visual sense [I would add >> conceptual field as sense] is prone to become separated from the concrete >> *experiencer* and the dynamic fields [as Gestalts] >> >> Schrag highlights a word [aisthesis] which points to the phenomena which >> MEDIATES all the senses. THIS full bodied is most overtly displayed and >> manifested particularly WITHIN the perceptual field of touch AS tactile >> sensation. >> >> This is Schrag's key point [and may also be put in conjunction with the >> unity of cognition and affect]. >> Full-bodied aisthesis CONTINUES TO BE OPERATIVE in the visual [and >> conceptual] fields, and by virtue of aisthesis retains a unity WITHIN >> experience. >> This insight not does mean an inversion of visual and conceptual fields >> to the nonvisual tactile or auditory fields. Touch and hearing are neither >> truer or richer in structure than sight or concepts. No sense should be >> elevated above the others. Sight and concepts without the full bodied >> aisthesis of the other senses divests *experience* of its vibrancy, as the >> other senses without the visual and conceptual which provide distance tend >> to enslave experience within immediacy. >> >> Schrag and the current article are emphasizing unity and the >> multidimensional texture of experience as cognition AND affect. As Schrag >> writes, >> "The multidimensional texture of experience is displayed not only in the >> plurality of perceptual fields, but also in the variegated deployment of >> conceptual and valuational fields. Conceiving and valuing, as assuredly as >> perceiving, occur WITHIN a figure-ground context. Experience is always >> broader in its reach than perceptual fields." >> >> M-P's privileging the visual sense is not his central insight. His >> central insight is that the multiple fields of sense DISPLAYS a >> figure-ground relation AND an intentional structure REVEALING its intended >> figures at EVERY level of experience. >> >> Jennifer, I enjoyed crisscrossing your insights and extensions of the >> unity of cognition AND affect with Schrag's descriptions within a >> phenomenology of experience. >> >> I apologize if this is going off topic but your article is *in my mind* >> as I am reading Schrag's theme of unity of the senses. >> Larry >> >> > > -------------- next part -------------- A non-text attachment was scrubbed... Name: SEPTEMBER 23 2013 STRAUS ERWIN PSYCHOLOGY OF THE HUMAN WORLD.pdf Type: application/pdf Size: 309015 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130925/42f188b5/attachment-0002.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: SEPTEMBER 25 2013 BROSTROM STIG Reading of Literature and Reflection by Means of Aesthetical Activities.pdf Type: application/pdf Size: 2235978 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130925/42f188b5/attachment-0003.pdf From smago@uga.edu Wed Sep 25 06:17:56 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Wed, 25 Sep 2013 13:17:56 +0000 Subject: [Xmca-l] FW: 3rd Annual International Conference on L3: Call For Papers 2014 In-Reply-To: <20130925130846.16028.413829609.swift@sgem01.webvis.net> References: <20130925130846.16028.413829609.swift@sgem01.webvis.net> Message-ID: Please view our online newsletter if you are unable to view the below message If you wish to stop receiving further updates pertaining to these conferences, please reply to unsubscribe@globalstf.org with the subject "Unsubscribe". CALL FOR PAPERS [http://www.l3-conference.org/call-for-papers/en/images/l3_banner.png] www.l3-conference.org | info@l3-conference.org Conference Topics Submit Paper Registration Venue & Travel CONFERENCE THEME Language is at a nexus of interrelationships between individuals, society and culture. The interface between language and literature has been the object of considerable interdisciplinary research on methods of analysis that can be applied across the two fields and their sub-areas. Less research has focused, however, on the influence of the new technologies on this interface, which transcends borders and cultures, with the process of translation adding yet another dimension to the already complex picture. The 3rd Annual International Conference on L3 will examine the various issues and factors that intervene at the interface of language and literature, not least the cultural context(s) in which it is situated. The conference will bring together multi-disciplinary expertise from all relevant fields. We invite submissions for an abstract of a research-based paper in any of the relevant fields, including but not limited to: ? Second-Language Acquisition ? Public Service Interpreting and Translation ? Comparative Literature ? Linguistics ? Translation and Interpreting ? Curriculum Design CONFERENCE HIGHLIGHTS 2 Keynote Addresses [http://www.l3-conference.org/images/Daniel_Newman.JPG] 1) Prof. Daniel Newman Head, Arabic Department Course Director, M.A. Arabic-English Translation and Interpreting School of Modern Languages and Cultures University of Durham, England [Lizeng] 2) Dr. Li Zeng Associate Professor of Chinese Advisor of Chinese Studies Dept. of Classical and Modern Languages University of Louisville [http://www.l3-conference.org/call-for-papers/en/images/bull.png]The Conference Proceedings (Print ISSN: 2251-3566, E-Periodical ISSN: 2251-3574) will be indexed by EBSCO, CrossRef, ProQuest, Ulrichsweb and will be submitted to Scopus, ScienceDirect and Cabell's Directories amongst others, where applicable. ? L3 2013 Accepted Papers ? L3 2012 Accepted Papers [http://www.l3-conference.org/call-for-papers/en/images/bull.png]Journal: Depending on their importance, originality, quality, relevance and other editorial considerations, eligible research articles will be invited for publication in the GSTF Journal on Education (JEd) (ISSN: 2345-7163) which is indexed by EBSCO, CrossRef, ProQuest & Ulrichsweb. [http://www.l3-conference.org/call-for-papers/en/images/bull.png]Best Paper Awards and Best Student Paper Awards will be conferred at the conference (in order to qualify for the award, the paper must be presented at the conference). [http://www.l3-conference.org/call-for-papers/en/images/bull.png]Book : Selected authors will be invited to contribute book chapters in "New Directions in Language and Literature" to be published by GSTF. The editor of the book is Prof. Daniel Newman from University of Durham, UK [http://www.l3-conference.org/call-for-papers/en/images/bull.png]L3 2014 will also constitute a Special Panel Session. [http://www.l3-conference.org/call-for-papers/en/images/bull.png]Panel Proposals are invited for submission to the L3 2014. A minimum of three papers centering on a specific topic will be accepted for submission under Panel Category. Important Dates Full Paper Submission Deadline: 6th December 2013 Final Paper (Camera-Ready) Submission Deadline: 7th February 2014 Early Bird Registration Deadline: 31st March 2014 Late Registration Deadline: 9th May 2014 Conference Dates: 9th - 10th June 2014 Additional Publication Opportunity [JEd] GSTF Journal on Education (JEd) (ISSN: 2345-7163) Depending on their importance, originality, quality, relevance and other editorial considerations, eligible research articles will be invited for publication in the GSTF Journal on Education (JEd) which is indexed by EBSCO, CrossRef, ProQuest & Ulrichsweb. L3 2014 PROGRAM COMMITTEE EDITOR-IN-CHIEF Prof. Daniel Newman Head, Arabic Department Course Director, M.A. Arabic-English Translation and Interpreting School of Modern Languages and Cultures, University of Durham, England PROGRAM COMMITTEE MEMBERS Dr. Cheung Yin Ling Nanyang Technological University Singapore Assoc. Prof. Alex Kostogriz Deakin University, Australia Dr. Pius Adesanmi Carleton University, Canada Dr. David Brookshaw Bristol University, UK Dr. Elena Semino Lancaster University, UK Dr. Maya Khemlani David University of Malaya, KL Malaysia Prof. Thomas Docherty University of Warwick, UK Dr. Peter Roberts The University of West Indies, Cavehill Barbados Dr. Yuhuan Wang Mount Royal University, Canada For a complete list of the Committee, please click here: http://www.l3-conference.org/Committee.html GSTF PARTNER UNIVERSITIES For a list of GSTF Partner Universities, please visit: http://www.globalstf.org/partner-universities.php [http://www.l3-conference.org/call-for-papers/en/images/edm_new_03.png] We support anti-spam and respect personal privacy. If you wish to stop receiving further updates pertaining to these conferences, Please reply to unsubscribe@globalstf.org with the subject "Unsubscribe". [http://sgem01.webvis.net/lt.php?nl=1656&c=2056&m=1673&s=25eaf8ebdc4fe6ff909a3be81b55b096&l=open] From smago@uga.edu Wed Sep 25 06:22:55 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Wed, 25 Sep 2013 13:22:55 +0000 Subject: [Xmca-l] FW: Online: Newman/Holzman's Revolutionary Vygotsky Starts Nov 11 In-Reply-To: <1114589052415.1101246158194.1835.5.18090032@scheduler.constantcontact.com> References: <1114589052415.1101246158194.1835.5.18090032@scheduler.constantcontact.com> Message-ID: [Like us on Facebook] Newman/Holzman's 'Revolutionary Vygotsky' An Online Seminar with Lois Holzman [Vygotsky] Monday-November 11-Monday, December 2** $135; Student/Retired $75; Unemployed $50 **Conversation is asynchronous -- participants are in different time zones and read/post messages according to their own schedule. Click here to register "[Vygotsky's] methodological breakthroughs are more relevant than ever to the efforts of more and more people to revolutionize the psychology of our day in order to solve the tasks history is raising for us." Lois Holzman, Lev Vygotsky Revolutionary Scientist (classic edition, 2013) Developmentalist and community builder Lois Holzman has traveled the world introducing Newman and Holzman's 'revolutionary Lev Vygotsky' as an indispensable partner to all eager to pursue a performatory, developmental methodology in psychotherapy, education, medicine, youth and organizational development and community organizing. This three-week seminar is a unique opportunity to study directly with Holzman and explore some of the breakthrough conceptions rooted in Vygotsky that she advances with Newman, including: the search for method; tool-and-result methodology; the (activity) zone of proximal development; creative completion; and the importance of play, pretense and pretending. The course will use as its text Newman and Holzman's Lev Vygotsky Revolutionary Scientist (classic edition, 2013). Lois Holzman, Ph.D., is the Institute's director and a founder and chief organizer of [Lois in Red] the biennial Performing the World conference. In addition to Lev Vygotsky Revolutionary Scientist, Holzman has written and edited nine books and over sixty articles on human development, psychology, education and social therapy - among them: Vygotsky at Work and Play; Psychological Investigations: A Clinician's Guide to Social Therapy; Performing Psychology: A Postmodern Culture of the Mind; and with Fred Newman, The End of Knowing and Unscientific Psychology. [Like us on Facebook] For more information, contact Melissa Meyer, mmeyer@eastsideinstitute.org, 212-941-8906 ext 304. 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East Side Institute | 920 Broadway | 14th Floor | New York | NY | 10010 From lchcmike@gmail.com Wed Sep 25 07:16:07 2013 From: lchcmike@gmail.com (mike cole) Date: Wed, 25 Sep 2013 07:16:07 -0700 Subject: [Xmca-l] =?windows-1252?q?Fwd=3A_Laszlo_Garai_uploaded_=22Vygotsky=92s_Dy?= =?windows-1252?q?ad_and_Rubinstein=92s_Tetrad=2E_An_Interview_with?= =?windows-1252?q?_L=E1szl=F3_Garai=22?= In-Reply-To: <000001414efad014-da0a1752-f3f7-43ae-bb71-97031c7b5da2-000000@email.amazonses.com> References: <000001414efad014-da0a1752-f3f7-43ae-bb71-97031c7b5da2-000000@email.amazonses.com> Message-ID: This article should prove of interest to xmcaophiles Mike ---------- Forwarded message ---------- From: *Academia.edu* Date: Tuesday, September 24, 2013 Subject: Laszlo Garai uploaded "Vygotsky?s Dyad and Rubinstein?s Tetrad. An Interview with L?szl? Garai" To: lchcmike@gmail.com [image: Academia.edu] Hi Mike, Laszlo Garai (University of Szeged, European Department of Economic Psychology) just uploaded a paper on Academia.edu: *Vygotsky?s Dyad and Rubinstein?s Tetrad. An Interview with L?szl? Garai* View Paper Thanks, The Academia.edu Team You can disable these alerts in your Notification Settings Academia.edu, 251 Kearny St., Suite 520, San Francisco, CA, 94108 From j.vadeboncoeur@ubc.ca Wed Sep 25 09:45:57 2013 From: j.vadeboncoeur@ubc.ca (Vadeboncoeur, Jennifer) Date: Wed, 25 Sep 2013 16:45:57 +0000 Subject: [Xmca-l] Re: Unity of cognition and affect In-Reply-To: References: Message-ID: <5B71F6E1-65D9-44B1-93FA-206EE6D4969D@mail.ubc.ca> There's so much here to pick up on, tease out, talk through, Larry. I've attached here another piece on zpd by Scrimsher and Tudge that I really appreciate, in part because it touches on what you highlight below, and also because it reminds us of what students bring to the relationship. I'm oversimplifying your ideas below, apologies for that, when I say that I think you are getting at the difference between seeing zpd as a teaching technique or skill and seeing it as a relationship. Even more than a relationship: a certain quality of a relationship between child and adult, student and teacher. This is something central to where I am stuck I think, is it as simple as saying the difference between a behavoural approach to teaching versus a Vygotskian approach, I'm not sure. Seeing zpd as teaching technique or skill might mean that it can be used by anyone and "done to" any child, it seems distanced from the people involved. Thinking about zpd as a relationship, this seems to mean that the people matter, are at the center, that perhaps for this specific child or this specific teacher no other person can engage them in quite this way. In all of my work with young people in alternative learning contexts, relationships are what matter most ... and not relationships with anyone and everyone, but relationships with one or two key people that then begin a process of enabling the young person to join in a new context or participate in a context in new ways. What is the quality at the center of these relationships? Is it about people "liking" each other? Appreciating each other? caring for each other? Is it about seeing children differently, as endlessly fascinating, as dynamic, changing, ultimately capable? Or having a disposition, as you note, toward engaging in a certain way, in a way of "living together with," rather than an instrumental way of "doing to"? What kind of relationship enables a zpd between people around a specific task? Bes to all - jen On 2013-09-25, at 6:03 AM, Larry Purss wrote: > I want to add one further expansion to my commentary exploring the unity of > cognition and affect. > Working as a counselor in public schools I believe this month's article is > opening a central theme which is currently *concealed*. > > A key Vygotskian concept that has wide currency in schools is *zone of > proximal development. I am attaching an article on early preschool > education, which develops 3 key concepts: social interaction; cultural > tools; and zone of proximal development. > > [please delete the other attachment dated September 23 2013 - it was > accidentally selected] > On page 73 of the article Vygotsky is quoted: " We propose that an > essential feature of learning is that it creates the zone of proximal > development; that is, learning awakes a variety of internal developmental > processes that are able to operate ONLY when the child is interacting with > people in his environment and in cooperation with peers" > > Now the grammatical term *the* ZPD carries a possible confusion that > conceals a tension. ZPD can be *read* to signal a *method* or a *tool* for > *learning*. This concept can be captured and turned into a tool for taking > knowledge which I the instructor *have* or are in *possession* of and > depositing this possession in your *hands* through the method of picking up > and using THE ZPD to give you the knowledge I *have*. > > Brostrom, challenges the metaphor of THE zone as a tool and a method by > referencing Holzman's cautionary recommendation.. > Bergstrom writes, > "Though the idea of ZPD has resulted in many forms of creative education, > there is also a risk of simplification and using the idea AS a mechanical > INSTRUMENT. (Holman 1997, p.60) Holman warns us this is NOT AT ALL A ZONE > BUT A LIFE SPACE, which human beings are INVOLVED IN, and THROUGH WHICH > higher mental functions arise and develop." [page 73] > > We now have two radically distinct meanings of ZPD: > 1] a *method* or an *instrument* which we can pick up and HAVE to use as a > utensils in order to dish out knowledge which we also have and possess. > This can remain within theory of learning as a transcendental/empirical > doublet as a particular model/genre of learning which incorporates *THE* > ZPD to its instrumental USE VALUES. > 2] ZPD as a LIVING SPACE which is more INCLUSIVE than a concept of > instruments and preconceived methods USED to dish out sediment2d, granular > *knowledge* using conceptual utensils. > Both meanings incorporate the metaphor of *zone* but within distinct genres > of learning. One is a possessive image while *living SPACE* incarnated a > radically different texture or tone within a space that becomes LIVED > THROUGH. > > Bergstrom also ventriloquates Cole & Griffin, Engstrom, and Stetsenko to > continue the caution to view ZPD as a simple method or cultural tool for > learning EXISTING knowledge. > > I hope this expansion of the meaning and sense of ZPD fits within the > texture of Jennifer and Rebecca's article and section 2 where the > Vygotskian framework is developed. > Turning to notions of *a living SPACE as not at all *an* instrumental > possessive *zone* highlights the tensions within metaphors that conceal as > they reveal. Human beings are always existing and LIVING THROUGH > experiences WITHIN *living zones* and within these living spaces > [metaphorical not geographical] higher mental functions arise and develop > AS UNITIES of cognition and affect. > A return through analepsis/prolepsis to exploring social emotional learning > as existing in THE ZPD as possessive instrumental *methods* as a distinct > approach [disposition]or exploring social emotional learning > existing WITHIN LIVING ZONES of proximal development [as disposition] > Also a return to being *stuck* trying to *figure out* ways to open these > types of questioning within public schools as places of learning and > development in ways that generate living response? > > Stuck > Larry > > > On Tue, Sep 24, 2013 at 6:43 AM, Larry Purss wrote: > >> I am going to attempt to re-situate *experience* as key to understanding >> the unity cognitive and affective processes. >> However, I will stay closer to the way these themes are presented in >> Jennifer and Rebecca's article. I agree with Philip that this article has >> the potential to anticipate future directions for exploring and >> re-searching human nature. >> I chose to put section 2 [Returning to Vygotsky's framework] to one side >> to highlight section 1 which situated the article as asking "Where do we >> locate or place social emotional learning in school environments. >> I am now wondering if that opening may have shifted the conversation to a >> concrete example [SEL] and if Vygotsky's framework should have been the >> opening move? I believe the topic is central to understanding and >> developing schooled environments that show or express *concern* that I will >> try to engage others on the topic of section 2 - Vygotsky's framework. >> >> On page 205 Jennifer and Rebecca situation the framework by weaving >> together two subsections: >> 1] unity and analysis by units >> 2] consciousness AS a unity of intellect and affect. >> >> Vygotsky's framework embraces unity as grounding his central theoretical >> concepts in a dialectical relationship. >> Now, I want to draw out and highlight the concept of *experience* as also >> central to the notion of unity. I will add this word *experience* to the >> multiple phrases & sentences Jennifer and Rebecca wrote on p. 205 to make >> my point. >> " unified psychological functions in human relationships and experience" >> " the unity of social experience and cognitive experience and emotional >> experience" >> "the unity of speech experience and thinking experience" >> >> The use of the grammatical conjunctive *and* to highlight the processes >> linking experience AS unity. The central theme is that *experience* as >> unity cannot be distorted by cutting the *elements* of this unity. For >> example speech experience and thinking experience cannot be decomposed into >> separate granular elements without destroying the unity [analogy to water >> loosing its unity when researchers decompose and describe the elements >> hydrogen and water through an analytical separation into granular >> fragments] >> >> Jennifer and Rebecca are calling our attention to experience as dynamic >> processes in contrast to analytic fossilized static frameworks which reify >> experience. >> >> Therefore experiences must retain the properties that are characteristic >> of the whole [including intellectual experience and affective >> experience]rather than experience being reduced to elements within >> dissected fragmentary *discrete* notions of experience as *intellectual >> experience* OR *affective experience* >> >> In this amplification of the concept/word *experience* I want to keep >> centrally in the foreground Dewey's questioning and regret at his using >> this concept *experience* as biased towards idealism and encapsulated >> subjectivity. Jennifer and Rebecca's article is operating within a >> different and distinct *zone* of proximal development. Zone can also be >> imagined as *horizon* or *space* or *place* as experiential *zones*. >> *Experience* within THIS Vygotskian *zone* is unified and experience does >> not exist within an interiorized *mind* ITSELF. >> In addition to experience retaining unified properties of the whole >> [gestalts?] the units can be analyzed [with caution to not reify elements >> as static] to explore the tensions of the elements within the unity. This >> tension which allow the units [notice the grammar of *the* units reifies] >> to change and transform. >> Jennifer and Rebecca write [p.206] >> to BE "a LIVING part of the whole" [reference to Zinchenko.] >> >> THIS changing unity [both parts and wholes are changing] can be researched >> by focusing on distinct *units of analysis" [which are not discrete units >> of analysis] This analytical dynamic process also is developing WITHIN >> *experience* which is always exceeding the horizon of any framework of >> conceptualization. >> Experience exists within temporality [analepsis & prolepsis] and >> historical *consciousness* but that is for another conversation. >> >> I hope my shifting to section 2 [frameworks and concepts such as *word >> meaning* and *perezhivanie*] will generate further commentary. Other >> frameworks are also exploring experience AS LIVING PROLEPSIS and ANALEPSIS >> [as gestalts] but they all share a common passion for unity and questioning >> where we locate social emotional learning. >> School environments is one *arena* or *stage* but the questions touch [as >> social experience, cognitive experience, emotional experience] all levels >> and realms of aesthesis as living experience. >> Jennifer and Rebecca are opening wider zones of proximal development and >> I'm enjoying the expansiveness of the *view* [privileging ocular perceiving] >> Larry >> >> >> On Sun, Sep 22, 2013 at 8:31 AM, Larry Purss wrote: >> >>> I have been waiting to hear further reflections on this months article. >>> I have noticed that as I am reading other articles I hear Jennifer's >>> voice calling me to listen for distinctions within unities and not reify >>> these fluid distinctions into discrete dichotomies. >>> I would like to offer further reflections on my musings. >>> Dewey wrote a book titled "Experience AND Nature* as conductive concepts. >>> I have read Vygotskian commentary suggesting *nature* does not capture >>> the centrality of tools and artifacts. Would the title "Experience AND >>> Artifacts" be a useful working title? >>> Other titles that came to mind were "Experience AND Mediation" or >>> "Experience AND Activity". >>> I am proposing that *experience* and the conjunctive concepts as >>> distinctions can be played with in our models of human nature. >>> I am also aware that Dewey re-considered [analepsis] the choice of the >>> concept *experience* in his model. However, with the exploration of the >>> unity of cognition AND feeling I wonder if *experience* can still be a >>> concept which we can *live through* as a meaningfully shared concept to >>> explore analytical distinctions WITHIN unities? >>> >>> The concept *word meaning* was proposed as a central concept used by >>> Vygotsky which as an aspect of experience unifies cognition and affect >>> WITHIN experience as situated. >>> This insight is exploring the place of *concepts* within experience [as >>> situated]. >>> Calvin Schrag has explored Merleau-Ponty's theme of the centrality of >>> the *visual FIELD* and proposes that M-P's insights exploring the visual >>> field within experience can be extended to other *fields* such as the other >>> perceptual fields [touch hearing, taste] AND conceptual fields, and >>> valuational fields. >>> The key insight M-P offers is that these multiple fields [perceptual, >>> conceptual, valuational] WITHIN experience are neither "outer worlds* of >>> re-presented or re-constituted objective properties and relations on the >>> one hand, nor are these multiple fields [perceptual, conceptual, >>> valuational] an "abstracted inner world" as transcendentally accessed. >>> The experiential world [as situated] M-P describes as a *lived-through >>> world*. >>> Consciousness, [the theme Vygotsky was turning towards before his early >>> death], is NEVER ENCLOSED WITHIN ITSELF. It is from the beginning lodged >>> within the world as an intentional unity with figures [and con-figurations] >>> positioned or located against backgrounds [Gestalts]. Gestalt has also been >>> proposed on this xmca site as where Vygotsky was turning. >>> Schrag suggests M-P privileged the *visual field* but his key insight can >>> be expanded beyond the visual to multiple fields. Schrag suggests the >>> visual field is not *truer* or displays a *richer* structure than do the >>> other multiple fields. The visual field of sight does have the advantage of >>> providing more direct conditions for objectification. I would add that the >>> conceptual field also has this distinct benefit of distanciation of figure >>> and ground. Schrag points out that this benefit however, by virtue of the >>> distant and disembodied potential of the visual sense [I would add >>> conceptual field as sense] is prone to become separated from the concrete >>> *experiencer* and the dynamic fields [as Gestalts] >>> >>> Schrag highlights a word [aisthesis] which points to the phenomena which >>> MEDIATES all the senses. THIS full bodied is most overtly displayed and >>> manifested particularly WITHIN the perceptual field of touch AS tactile >>> sensation. >>> >>> This is Schrag's key point [and may also be put in conjunction with the >>> unity of cognition and affect]. >>> Full-bodied aisthesis CONTINUES TO BE OPERATIVE in the visual [and >>> conceptual] fields, and by virtue of aisthesis retains a unity WITHIN >>> experience. >>> This insight not does mean an inversion of visual and conceptual fields >>> to the nonvisual tactile or auditory fields. Touch and hearing are neither >>> truer or richer in structure than sight or concepts. No sense should be >>> elevated above the others. Sight and concepts without the full bodied >>> aisthesis of the other senses divests *experience* of its vibrancy, as the >>> other senses without the visual and conceptual which provide distance tend >>> to enslave experience within immediacy. >>> >>> Schrag and the current article are emphasizing unity and the >>> multidimensional texture of experience as cognition AND affect. As Schrag >>> writes, >>> "The multidimensional texture of experience is displayed not only in the >>> plurality of perceptual fields, but also in the variegated deployment of >>> conceptual and valuational fields. Conceiving and valuing, as assuredly as >>> perceiving, occur WITHIN a figure-ground context. Experience is always >>> broader in its reach than perceptual fields." >>> >>> M-P's privileging the visual sense is not his central insight. His >>> central insight is that the multiple fields of sense DISPLAYS a >>> figure-ground relation AND an intentional structure REVEALING its intended >>> figures at EVERY level of experience. >>> >>> Jennifer, I enjoyed crisscrossing your insights and extensions of the >>> unity of cognition AND affect with Schrag's descriptions within a >>> phenomenology of experience. >>> >>> I apologize if this is going off topic but your article is *in my mind* >>> as I am reading Schrag's theme of unity of the senses. >>> Larry >>> >>> >> >> > -------------- next part -------------- A non-text attachment was scrubbed... Name: 19 Scrimsher & Tudge (2003).pdf Type: application/pdf Size: 119959 bytes Desc: 19 Scrimsher & Tudge (2003).pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130925/e2d429a5/attachment.pdf From lchcmike@gmail.com Thu Sep 26 04:38:39 2013 From: lchcmike@gmail.com (mike cole) Date: Thu, 26 Sep 2013 07:38:39 -0400 Subject: [Xmca-l] Symbolic Dev and play Message-ID: I am still away from home, but near email. While musing in the woods I was wondering where the query on recent research in cultural historical vein had gotten to. All I saw before disappearing from the grid was references to Vyg himself. Then I started to think about the work of Vivian Paley which I should think offers a plenitude of compelling examples relevant to this issue. Was this work discussed and I missed it? Mike From smago@uga.edu Fri Sep 27 06:50:48 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Fri, 27 Sep 2013 13:50:48 +0000 Subject: [Xmca-l] JoLLE 2014 Spring Conference Call for Proposals In-Reply-To: References: Message-ID: Please see the attached pdf file for a call for proposals for the 2nd annual Spring Conference hosted by the Journal of Language and Literacy Education. Proposals are due October 1. Thx,p Peter Smagorinsky Distinguished Research Professor of English Education Department of Language and Literacy Education The University of Georgia 315 Aderhold Hall Athens, GA 30602 [Description: http://jolle.coe.uga.edu/wp-content/uploads/2012/06/JoLLE_logo_MECHlores1.jpg] Advisor, Journal of Language and Literacy Education Follow JoLLE on twitter @Jolle_uga -------------- next part -------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 605134 bytes Desc: image001.jpg Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130927/40672adc/attachment-0001.jpg -------------- next part -------------- A non-text attachment was scrubbed... Name: jolle call for proposals (2).pdf Type: application/pdf Size: 336118 bytes Desc: jolle call for proposals (2).pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130927/40672adc/attachment-0001.pdf From smago@uga.edu Sat Sep 28 06:14:54 2013 From: smago@uga.edu (Peter Smagorinsky) Date: Sat, 28 Sep 2013 13:14:54 +0000 Subject: [Xmca-l] FW: [LRA] University of Illinois Job Posting In-Reply-To: References: <92bc30675dda4dcebd0d67ff167de0ac@BL2PRD0210HT003.namprd02.prod.outlook.com> Message-ID: THIS IS A FORWARDED MESSAGE. PLEASE DO NOT REPLY TO THE SENDER. READ THE MESSAGE CAREFULLY FOR INFORMATION ON THE ORIGINAL SENDER ---------- Forwarded message ---------- From: Bauer, Eurydice > The department of Curriculum and Instruction at The University of Illinois is looking for a faculty member in bilingual education and literacy. Please take a look at our position description and share it with as many people as possible. Thank you, Eurydice Bauer -------------- next part -------------- A non-text attachment was scrubbed... Name: Bilingual_Position_Description_2013.pdf Type: application/pdf Size: 13905 bytes Desc: Bilingual_Position_Description_2013.pdf Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130928/78748be3/attachment.pdf From sungwookim92@gmail.com Sat Sep 28 09:30:35 2013 From: sungwookim92@gmail.com (Sungwoo Kim) Date: Sun, 29 Sep 2013 01:30:35 +0900 Subject: [Xmca-l] Luria's Research and Flynn Effect Message-ID: I would like to share a talk, where the speaker connects the Flynn Effect with the increase and complexification in sociocultural and scientific categories, which have led us to use more classification systems, hypotheticals, and syllogisms. This would not be a news to the community, but it was interesting to me to see James Flynn citing Luria's research in Central Asia as the major mechanism for explaining his own theory. http://www.ted.com/talks/james_flynn_why_our_iq_levels_are_higher_than_our_grandparents.html (Sorry for a possible double post of the talk.) Peace, Sungwoo From lchcmike@gmail.com Sun Sep 29 12:48:02 2013 From: lchcmike@gmail.com (mike cole) Date: Sun, 29 Sep 2013 15:48:02 -0400 Subject: [Xmca-l] Re: Please share In-Reply-To: References: Message-ID: On Sunday, September 29, 2013, Carol Lee wrote: > Hi, > > Please share the job search for position at Northwestern on Learning and > Diversity on your list serves and networks. > > Thanks Carol > > Carol D. Lee, Ph.D. > > Edwina S. Tarry Professor of Education > Professor of African American Studies > Northwestern University - School of Education and Social Policy > Learning Sciences Program > 2120 Campus Drive > Evanston, IL 60208 > > cdlee@northwestern.edu 'cdlee@northwestern.edu');> > > > > Assistant Professor in Learning and Diversity > Description > > Northwestern University?s School of Education and Social Policy (SESP) > seeks a tenure-track assistant professor to contribute to research and > teaching in the Learning Sciences Program. Northwestern?s Learning Sciences > program, founded in 1992, was the first graduate program in learning > sciences and has played a leadership role in graduate training and research > in the field. > > We are looking for a scholar who conducts research on diversity and > learning to join our active research community. Culture, race/ethnicity, > language, and social contexts are critical aspects of learning across all > settings. Specific research interests might address, but are not limited > to, cultural contexts of learning, including how cultural processes > influence disciplinary learning in school or out of school settings; > neighborhood and family influences on learning; race/ethnic disparities in > student learning and attainment; immigration and learning; navigating > learning across school and out of school settings; design of culturally > responsive learning environments; resilience in the face of challenges > related to race/ethnicity and/or poverty; issues related to race/ethnicity > in student assessment. An interest in undergraduate as well as graduate > teaching is essential. > > Candidates with a Ph.D in learning sciences, education, linguistics, > literacy, language learning, cognitive science, psychology, human > development, anthropology, sociology, computer science, media studies, > public policy, and STEM disciplines are encouraged to apply. The ideal > candidate will be a cutting edge qualitative, quantitative, or > mixed-methods scholar with an innovative research program centered on > learning and diversity. Teaching and advising responsibilities will include > doctoral and masters students in Learning Sciences, as well as teaching > courses in the SESP?s undergraduate and teacher preparation programs. > > ContactApplicants should submit *electronically* a letter outlining their > research program and teaching experience, a current CV, representative > reprints, and three letters of reference, to Professors Carol Lee & James > Spillane (Search Committee Co-Chairs) at l-salus@northwestern.edu. > Review of materials will begin on October 7, 2013, and applicants are > strongly encouraged to submit their materials before that date. Minorities > and women are urged to apply. Northwestern University is an Equal > Opportunity, Affirmative Action employer. Hiring is contingent upon > eligibility to work in the United States. Northwestern University is > located in an attractive lakefront community adjacent to Chicago. For more > information about the School of Education and Social Policy, please visit > http://www.sesp.northwestern.edu/. > > From lchcmike@gmail.com Mon Sep 30 13:35:26 2013 From: lchcmike@gmail.com (mike cole) Date: Mon, 30 Sep 2013 13:35:26 -0700 Subject: [Xmca-l] Re: Luria's Research and Flynn Effect In-Reply-To: References: Message-ID: Thanks very much for posting this link to the Flynn effect, Sungwoo. The description of Luria's work is kind of iffy in its details, but not misleading in its core message. His explanation for historical change in psychological test performance in terms of the accumulation of more powerful tools through which to mediate our interactions with the world is also championed by Patricia Greenfield; an earlier report of her work on cultural/cognitive change in Chiapis appeared in an earlier issue of MCA and the recent work by Ashley Maynard are well worth checking out. The video seems a good candidate for use in introductory courses. mike On Sat, Sep 28, 2013 at 9:30 AM, Sungwoo Kim wrote: > I would like to share a talk, where the speaker connects the Flynn Effect > with the increase and complexification in sociocultural and scientific > categories, > which have led us to use more classification systems, hypotheticals, > and syllogisms. This would not be a news to the community, but it was > interesting to me to see James Flynn citing Luria's research in Central > Asia as the major mechanism for explaining his own theory. > > > http://www.ted.com/talks/james_flynn_why_our_iq_levels_are_higher_than_our_grandparents.html > > (Sorry for a possible double post of the talk.) > > Peace, > Sungwoo > From bella.kotik@gmail.com Mon Sep 30 13:58:15 2013 From: bella.kotik@gmail.com (Bella Kotik-Friedgut) Date: Mon, 30 Sep 2013 23:58:15 +0300 Subject: [Xmca-l] Re: Luria's Research and Flynn Effect In-Reply-To: References: Message-ID: It seems that the attached paper of Alfredo Ardila, one of Luria students, is relevant to this discussion providing a fresh perspective. Sincerely yours Bella Kotik-Friedgut On Mon, Sep 30, 2013 at 11:35 PM, mike cole wrote: > Thanks very much for posting this link to the Flynn effect, Sungwoo. The > description of Luria's work is kind of iffy in its details, but not > misleading in its core message. His explanation for historical change in > psychological test performance in terms of the accumulation of more > powerful tools through which to mediate our interactions with the world is > also championed by Patricia Greenfield; an earlier report of her work on > cultural/cognitive change in Chiapis appeared in an earlier issue of MCA > and the recent work by Ashley Maynard are well worth checking out. > > The video seems a good candidate for use in introductory courses. > mike > > > On Sat, Sep 28, 2013 at 9:30 AM, Sungwoo Kim > wrote: > > > I would like to share a talk, where the speaker connects the Flynn Effect > > with the increase and complexification in sociocultural and scientific > > categories, > > which have led us to use more classification systems, hypotheticals, > > and syllogisms. This would not be a news to the community, but it was > > interesting to me to see James Flynn citing Luria's research in Central > > Asia as the major mechanism for explaining his own theory. > > > > > > > http://www.ted.com/talks/james_flynn_why_our_iq_levels_are_higher_than_our_grandparents.html > > > > (Sorry for a possible double post of the talk.) > > > > Peace, > > Sungwoo > > > -------------- next part -------------- A non-text attachment was scrubbed... Name: 2013 Ardila A New Neuropsychology for the XXI Century.pdf Type: application/pdf Size: 16880810 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20130930/8e719da0/attachment-0001.pdf