From mtwinn@wisc.edu Wed Apr 1 15:04:07 2015 From: mtwinn@wisc.edu (Maisha Winn) Date: Wed, 01 Apr 2015 17:04:07 -0500 Subject: [Xmca-l] Sorry I'm late! In-Reply-To: <76b0829c10c26a.551c6b34@wiscmail.wisc.edu> References: <7640c00f10cc6a.551c6af8@wiscmail.wisc.edu> <76b0829c10c26a.551c6b34@wiscmail.wisc.edu> Message-ID: <76b0d50210e455.551c2507@wiscmail.wisc.edu> Hi everyone,I am enjoying reading the thread of discussion and I apologize for getting back to you (see message I tried to post!). Just gave a talk at PennGSE and have more meetings but I will be back! Thank you so much for engaging this work. Warmly, Maisha On Tue, Mar 31, 2015 at 10:02 AM, Maisha Winn??wrote: > Hi Mike,I am THRILLED to see this thread of discussion before I catch my flight. Thank you for sending it my way while we work out my technical difficulties. > To build on the conversation I wish to submit that I, too, have grappled with whether or not Poppa Joe and Mama C are "exceptional" (thus, making it difficult for educators across contexts to see the work they do as possible). When I published Writing in Rhythm I heard from may people that perhaps only Poppa Joe can do what he does. However, I don't think this is the case. Power Writing is a worldview deeply committed to imagining the future and the now of students. What Poppa Joe and Mama C are able to do is historicize their lives and literate trajectories and frame them in ways that their students can view the process of becoming writers, readers, thinkers, and doers as just that...A PROCESS....one that continues well into adulthood. Yes, the word "trajectories" was purposeful. Movement is key here. I agree that "shattering" is probably not the right way to characterize this work. However, "joyful belonging," sounds just right! > Thank you for engaging this work. I am eager to hear more. > Warmly, > Maisha -- Maisha T. Winn, Ph.D. Susan J. Cellmer Chair in English Education Professor of Curriculum and Instruction, Languages & Literacies University of Wisconsin, Madison- School of Education 225 N. Mills Street, Suite 574B Madison, WI 53706 See Professor Winn's "Toward a Restorative English Education"?http://dm.education.wisc.edu/mtwinn/intellcont/Winn_RTE13-1.pdf From lpscholar2@gmail.com Wed Apr 1 22:41:07 2015 From: lpscholar2@gmail.com (Larry Purss) Date: Wed, 1 Apr 2015 22:41:07 -0700 Subject: [Xmca-l] Re: Sorry I'm late! In-Reply-To: <76b0d50210e455.551c2507@wiscmail.wisc.edu> References: <7640c00f10cc6a.551c6af8@wiscmail.wisc.edu> <76b0829c10c26a.551c6b34@wiscmail.wisc.edu> <76b0d50210e455.551c2507@wiscmail.wisc.edu> Message-ID: Hi Maisha, Thank you for joining the conversation. I am thrilled to participate in this dialogue. The phrase "joyful belonging" captures the "sense" of what you are trying to convey, and you suggest this PROCESS may be able to be replicated. Mike's question of how the particular qualities that Poppa Joe and Mamma C "express" may emerge within other historicizing processes is the leading question in my response. When it is understood that Poppa Joe's and Mamma C's "expression" is more than the characteristic of exceptional "persons" but is an expression of the "historicizing subject matter" then the change becomes situated in con/texts such as Power Writing - which is a "worldview" - deeply committed to imagining the future and the now of students. I want to hold this concept of "worldview" Maisha, you state; What Poppa Joe and Mama C are able to do is historicize their lives and literate trajectories and frame them in ways that their students can view the process of becoming writers, readers, thinkers, and doers as just that...A PROCESS. [as expressing a particular worldview] This "quality" of being able to express "their lives" AS HISTORICIZING PROCESSES is what seems key to moving beyond locating the change within "exceptional persons" and developing the insight that the historicizing process is the "subject matter" that matters. If this is a central "truth" than is it possible for formal school settings [with their rules and notions of learning] to become locales which realize this transformative "historicizing process"? OR must this historicizing realization first develop "beyond" formal school settings and then be carried into school settings. Can formal school settings become the locale for "joyous belonging"? It seems that we require "models" or "blueprints" for how this may be possible within formal school settings. I question whether the historicizing process must first be encountered and engendered in situations beyond the walls of formal school settings and then carried into the schools. Poppa Joe and Mamma C first experienced the historicizing processes beyond the school boundaries and then carried these "living processes" into the school setting. What seems exceptional were the joyous situations which "cultivated" particular "worldviews". Maisha, I believe you are expressing a particular "ethos" [incarnated within the spoken word as performed] but will pause to hear what others have to say. Larry On Wed, Apr 1, 2015 at 3:04 PM, Maisha Winn wrote: > Hi everyone,I am enjoying reading the thread of discussion and I apologize > for getting back to you (see message I tried to post!). Just gave a talk at > PennGSE and have more meetings but I will be back! > > > Thank you so much for engaging this work. > > > Warmly, > Maisha > On Tue, Mar 31, 2015 at 10:02 AM, Maisha Winn wrote: > > > Hi Mike,I am THRILLED to see this thread of discussion before I catch my > flight. Thank you for sending it my way while we work out my technical > difficulties. > > To build on the conversation I wish to submit that I, too, have grappled > with whether or not Poppa Joe and Mama C are "exceptional" (thus, making it > difficult for educators across contexts to see the work they do as > possible). When I published Writing in Rhythm I heard from may people that > perhaps only Poppa Joe can do what he does. However, I don't think this is > the case. Power Writing is a worldview deeply committed to imagining the > future and the now of students. What Poppa Joe and Mama C are able to do is > historicize their lives and literate trajectories and frame them in ways > that their students can view the process of becoming writers, readers, > thinkers, and doers as just that...A PROCESS....one that continues well > into adulthood. Yes, the word "trajectories" was purposeful. Movement is > key here. I agree that "shattering" is probably not the right way to > characterize this work. However, "joyful belonging," sounds just right! > > Thank you for engaging this work. I am eager to hear more. > > Warmly, > > Maisha > -- > > > > > > Maisha T. Winn, Ph.D. > Susan J. Cellmer Chair in English Education > Professor of Curriculum and Instruction, Languages & Literacies > University of Wisconsin, Madison- School of Education > 225 N. Mills Street, Suite 574B > Madison, WI 53706 > > > See Professor Winn's "Toward a Restorative English Education" > http://dm.education.wisc.edu/mtwinn/intellcont/Winn_RTE13-1.pdf > > From lholzman@eastsideinstitute.org Thu Apr 2 07:03:41 2015 From: lholzman@eastsideinstitute.org (Lois Holzman) Date: Thu, 2 Apr 2015 10:03:41 -0400 Subject: [Xmca-l] Vygotsky and Social Justice Message-ID: Hi All, I?d like to draw your attention to a Division G session of interest to XMCA? a symposium entitled, Vygotsky and Social Justice: Community Education and Community Development. Here are the details. Vygotsky and Social Justice: Community Education and Community Development 26.037 - Fri, April 17, 8:15 to 9:45am, Marriott, Sixth Level, Great America Chair, Lois Holzman Presenters: Ana C. Iddings, Lenora B. Fulani, Colette Daiute, Lois Holzman This symposium presents community education practices that draw upon Lev Vygotsky?s understanding of learning and development as inseparable from each other and from the social, cultural and historical environment. To the symposium presenters, there is a strong social justice imperative in Vygotsky?s approach, yet to be fully realized within the confines of schools. Additionally, the symposium speakers represent different communities?the university and independently funded non-profits?each with a different approach to scholarship and to scholar-community partnerships globally. The symposium is designed to foster new kinds of dialogue on education, community, and community education by looking at socio-cultural research through a social justice lens and vice versa. We'd appreciate it if you spread the word! Lois Lois Holzman Director, East Side Institute for Group & Short Term Psychotherapy 119 West 23 St, suite 902 New York, NY 10011 Chair, Global Outreach, All Stars Project, UX Tel. +1.212.941.8906 x324 Fax +1.718.797.3966 lholzman@eastsideinstitute.org Social Media Facebook | LinkedIn | Twitter Blogs Psychology Today| Psychology of Becoming | ESI Community News Websites Lois Holzman | East Side Institute | Performing the World All Stars Project From lpscholar2@gmail.com Thu Apr 2 07:50:47 2015 From: lpscholar2@gmail.com (Lplarry) Date: Thu, 2 Apr 2015 07:50:47 -0700 Subject: [Xmca-l] Re: Sorry I'm late! In-Reply-To: <76b0d50210e455.551c2507@wiscmail.wisc.edu> References: <7640c00f10cc6a.551c6af8@wiscmail.wisc.edu> <76b0829c10c26a.551c6b34@wiscmail.wisc.edu> <76b0d50210e455.551c2507@wiscmail.wisc.edu> Message-ID: <551d5782.c939440a.4a8b.fffff83d@mx.google.com> Maisha we are on mayne most Thursdays Fridays, and Saturdays. Is there a time available for a site visit? -----Original Message----- From: "Maisha Winn" Sent: ?2015-?04-?01 3:09 PM To: "xmca-l@mailman.ucsd.edu" Subject: [Xmca-l] Sorry I'm late! Hi everyone,I am enjoying reading the thread of discussion and I apologize for getting back to you (see message I tried to post!). Just gave a talk at PennGSE and have more meetings but I will be back! Thank you so much for engaging this work. Warmly, Maisha On Tue, Mar 31, 2015 at 10:02 AM, Maisha Winn??wrote: > Hi Mike,I am THRILLED to see this thread of discussion before I catch my flight. Thank you for sending it my way while we work out my technical difficulties. > To build on the conversation I wish to submit that I, too, have grappled with whether or not Poppa Joe and Mama C are "exceptional" (thus, making it difficult for educators across contexts to see the work they do as possible). When I published Writing in Rhythm I heard from may people that perhaps only Poppa Joe can do what he does. However, I don't think this is the case. Power Writing is a worldview deeply committed to imagining the future and the now of students. What Poppa Joe and Mama C are able to do is historicize their lives and literate trajectories and frame them in ways that their students can view the process of becoming writers, readers, thinkers, and doers as just that...A PROCESS....one that continues well into adulthood. Yes, the word "trajectories" was purposeful. Movement is key here. I agree that "shattering" is probably not the right way to characterize this work. However, "joyful belonging," sounds just right! > Thank you for engaging this work. I am eager to hear more. > Warmly, > Maisha -- Maisha T. Winn, Ph.D. Susan J. Cellmer Chair in English Education Professor of Curriculum and Instruction, Languages & Literacies University of Wisconsin, Madison- School of Education 225 N. Mills Street, Suite 574B Madison, WI 53706 See Professor Winn's "Toward a Restorative English Education"?http://dm.education.wisc.edu/mtwinn/intellcont/Winn_RTE13-1.pdf From lpscholar2@gmail.com Thu Apr 2 08:12:25 2015 From: lpscholar2@gmail.com (Larry Purss) Date: Thu, 2 Apr 2015 08:12:25 -0700 Subject: [Xmca-l] Re: Sorry I'm late! In-Reply-To: <551d5782.c939440a.4a8b.fffff83d@mx.google.com> References: <7640c00f10cc6a.551c6af8@wiscmail.wisc.edu> <76b0829c10c26a.551c6b34@wiscmail.wisc.edu> <76b0d50210e455.551c2507@wiscmail.wisc.edu> <551d5782.c939440a.4a8b.fffff83d@mx.google.com> Message-ID: ignore this last email. email addresses got crossed Larry On Thu, Apr 2, 2015 at 7:50 AM, Lplarry wrote: > Maisha we are on mayne most Thursdays Fridays, and Saturdays. Is there a > time available for a site visit? > ------------------------------ > From: Maisha Winn > Sent: ?2015-?04-?01 3:09 PM > To: xmca-l@mailman.ucsd.edu > Subject: [Xmca-l] Sorry I'm late! > > Hi everyone,I am enjoying reading the thread of discussion and I apologize > for getting back to you (see message I tried to post!). Just gave a talk at > PennGSE and have more meetings but I will be back! > > > Thank you so much for engaging this work. > > > Warmly, > Maisha > On Tue, Mar 31, 2015 at 10:02 AM, Maisha Winn wrote: > > > Hi Mike,I am THRILLED to see this thread of discussion before I catch my > flight. Thank you for sending it my way while we work out my technical > difficulties. > > To build on the conversation I wish to submit that I, too, have grappled > with whether or not Poppa Joe and Mama C are "exceptional" (thus, making it > difficult for educators across contexts to see the work they do as > possible). When I published Writing in Rhythm I heard from may people that > perhaps only Poppa Joe can do what he does. However, I don't think this is > the case. Power Writing is a worldview deeply committed to imagining the > future and the now of students. What Poppa Joe and Mama C are able to do is > historicize their lives and literate trajectories and frame them in ways > that their students can view the process of becoming writers, readers, > thinkers, and doers as just that...A PROCESS....one that continues well > into adulthood. Yes, the word "trajectories" was purposeful. Movement is > key here. I agree that "shattering" is probably not the right way to > characterize this work. However, "joyful belonging," sounds just right! > > Thank you for engaging this work. I am eager to hear more. > > Warmly, > > Maisha > -- > > > > > > Maisha T. Winn, Ph.D. > Susan J. Cellmer Chair in English Education > Professor of Curriculum and Instruction, Languages & Literacies > University of Wisconsin, Madison- School of Education > 225 N. Mills Street, Suite 574B > Madison, WI 53706 > > > See Professor Winn's "Toward a Restorative English Education" > http://dm.education.wisc.edu/mtwinn/intellcont/Winn_RTE13-1.pdf > > From arips@optonline.net Fri Apr 3 13:53:34 2015 From: arips@optonline.net (Avram Rips) Date: Fri, 03 Apr 2015 20:53:34 -0000 Subject: [Xmca-l] Re: Erratic Marxists Message-ID: <3kl5hljxbslsaogwprprw881.1424618784201@email.android.com> https://www.jacobinmag.com/2015/02/greece-syriza-backtrack-europe-negotiations/ On February 22, 2015, at 10:09 AM, Carol Macdonald wrote: Now THAT would be an achievement - a laudable one. People to think that the Greeks simply don't like austerity, that it's just their termperament. In South Africa we have 60% of the young people who are unemployed living in the townships, and we think we are sitting on a powder keg. Perhaps they don't have these kegs in Europe anymore, but I think having 58% of one's young people unemployed is totally unacceptable. When that happened to Europe in the 1930s it led to the rise of Fascism. I think the Communists are right. On 22 February 2015 at 17:01, Andy Blunden wrote: > mike cole wrote: > >> ... If he is waiting for the European workers to come to the aid of >> Greece, Andy, he is more optimistic than I am. But that is my badly >> informed hunch. >> mike >> >> But that is the only way out. That has been Syriza's policy from the > beginning. I.e., they want to retain the Euro, they want to stay in the EU, > but they refuse to wreck their own economy with Germany's austerity program > which has also devastated the economies of other countries. Their aim is to > change EU policies, not to do something different in Greece, as I > understand it. > > Andy > > -- Carol A Macdonald Ph D (Edin) Developmental psycholinguist Academic, Researcher, and Editor Honorary Research Fellow: Department of Linguistics, Unisa From arips@optonline.net Fri Apr 3 13:54:01 2015 From: arips@optonline.net (Avram Rips) Date: Fri, 03 Apr 2015 20:54:01 -0000 Subject: [Xmca-l] Re: Erratic Marxists Message-ID: .Varolufakis is also ready not to learn the lessons of Capital etc. and make an accommodation with German demands for market austerity. Abram Rips On February 21, 2015, at 6:44 PM, David Kellogg wrote: I often imagine people like Varolufakis skipping through the parts of Capital not devoted to economic models, the way that the rest of us skip through the economic modelling. On the evidence of his criticisms ("ommission" and "commission") of Marx, Varolufakis he has not seriously read Marx's non-economic work or studied his career as a political revolutionary. Only in that way could Varolufakis come up with his erratisms, which really only reflect his own erratic reading practices. How else could Varolufakis conclude that Marx did not take much interest in the effect that his ideas had on the leaders of the workers' movement? Marx saw bureaucratic practices in the working class movement and decried the International being taken over by bureaucrats, college professors and liberal do-gooders long before anyone else. The reason why nobody reads the section of the Manifesto where he and Engels did this is simply that they did it so effectively that hardly any of the people mentioned in it were ever mentioned again. Or consider his struggle over the "Gotha Programmae" or his fight with Lasalle, or (to take up Annalisa's notion of left wing libertarians) with the Bakuninists. The criticism that he did not personally take up the fight against Stalin himself is patently silly: when Marx died, Stalin was exactly four years old, and the Soviet Union was more than three decades in the future. Varolufakis' s account of Marx's "error of commission" is even more silly: it is simply a refusal to rise to the level of theory. Varolufakis deduces from the incompleteness of a mathematical model (something which is really inherent in the whole idea of a mathematical model) the futility of mathematical models of labor in general and of Capital in particular. Varolufakis really has to have a look at Andy's article on "Reading Capital". http://home.mira.net/~andy/works/reading-capital.htm Marx isn't in the business of explaining to capitalists how their own system works. He is in the business of explaining to workers why it is not true that strikes are just short term solutions bound to pull down the workers' standard of living in the long run and why it is also not true that strikes are permanent solutions that can lead to the elevation of workers into the middle class. He has precisely the economic model required to do this. It's worth noting, perhaps, that Marx was not a working-class intellectual himself. Even though he shared the conditions of life of some of the most wretched members of the working class (and the infant mortality rate in his family shows this), he also insisted on having servants and had his daughters taught French and piano rather than a trade. But Marx's work was one of the things that made working class intellectuals possible in the social sciences in the first place (previously there were working class intellectuals, but they were people like Michael Faraday, who got into the hard sciences through reflecting on physical phenomena encountered in manual labor). I think that is why people like Varolufakis are grateful to him. But the rest of us have non-erratic reasons for gratitude. David Kellogg Hankuk University of Foreign Studies On 22 February 2015 at 03:56, Annalisa Aguilar wrote: > Hi mike and all and sundry types whether ideologues or nay! :) > > Yes, I found that quote that you pulled out to be a most poignant thought > as well. > > What I respond to in Varolufakis's article, which I will have to learn how > to pronounce properly (anyone know where the emphasis is?), is that he is > transparent where he agrees and where he is critical with Marx. I find this > to provide more access to what Marx said, and it enables me to engage a > little better with the material because it removes the messiah from the > man, even if his message may be listing to the prophetic. > > There is an apparent movement to completely erase progressive liberalism > as ineffectual which is accomplished by grouping it all together with > traditional conservatism and contain them all in an assorted box of > chocolates called neo-liberalism, and from that containment there is a sway > toward the fizzy pop of libertarianism, but there are, it seems, two kinds > of libertarians ones who get there from the right (the tea party), and ones > who get there from the left (Occupy). > > It is a fight for liberty, but not as we would think. It is a fight for > The Brand of Liberty as the platform. The bizarre thing about this is, it > is in every person's fiber to want liberty, so how the liberty-right and > the liberty-left are to be distinguished is going to be an interesting > debate. > > Who owns the word "libertarian" anyway? Oddly to try to create a new word > out of liberty might be "libertine," but that has too fleshy a sensation > for most people's political sensibilities! What about libertitian? > libertanian? > > I've never heard of an erratic Marxist? Has anyone heard it before? When I > search it, all that comes up is Varolufakis. > > Kind regards, > > Annalisa > > > From arips@optonline.net Fri Apr 3 13:55:35 2015 From: arips@optonline.net (Avram Rips) Date: Fri, 03 Apr 2015 20:55:35 -0000 Subject: [Xmca-l] Re: Can symbols help people learning to read? Message-ID: Possibly th JP Das Centre, a Lydia based program. http://rrl.educ.ualberta.ca/publications On March 11, 2015, at 1:59 AM, Andy Blunden wrote: I am forwarding this message from a good friend who has a question about literacy education. If you know of research on this question, perhaps you could cc Mike B. in your reply. *** My sister is in the education field and she is looking for theory and research to refute an influential paper which claims introducing symbols to non-readers actually hampers their ability to develop literacy skills. The little I have read on AT and semiotics seems to at least indicate that under certain conditions, symbols can aid literacy. But I am looking for something specific and/or definite. *** Andy -- ------------------------------------------------------------------------ *Andy Blunden* http://home.pacific.net.au/~andy/ From jgregmcverry@gmail.com Sat Apr 4 04:14:19 2015 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Sat, 04 Apr 2015 11:14:19 +0000 Subject: [Xmca-l] Re: Sorry I'm late! In-Reply-To: References: <7640c00f10cc6a.551c6af8@wiscmail.wisc.edu> <76b0829c10c26a.551c6b34@wiscmail.wisc.edu> <76b0d50210e455.551c2507@wiscmail.wisc.edu> <551d5782.c939440a.4a8b.fffff83d@mx.google.com> Message-ID: Masha, Thank you for joining the conversation. I totally missed the metaphor of trajectories but love what you wrote: * deeply committed to imagining the future and the now of students. What Poppa Joe and Mama C are able to do is historicize their lives and literate trajectories and frame them in ways that their students can view the process of becoming writers, readers, thinkers, and doers as just that...A PROCESS.* The movement across the time and space is essential to the understanding. I focused on the community that Mama C and Poppa Joe created and compared this to the informal learning spaces you studied..... Basically missing the central thesis. These communities were anchored in a shared trajectory celebrated in the black aesthetic. I am seeing this trajectory take off in the social media spaces I study and play in. I just had a conversation on Twitter last night about grammar conventions such as *side wink* that evolved on black Twitter. When I watch what happens on #BlackEdu (originally #BlackEd but had to change because #blacked had a different vibe and was already used on Black Twitter) or #HipHopEd I am inspired to see the trajectory evolve. Greg On Thu, Apr 2, 2015 at 11:15 AM Larry Purss wrote: > ignore this last email. email addresses got crossed > Larry > > On Thu, Apr 2, 2015 at 7:50 AM, Lplarry wrote: > > > Maisha we are on mayne most Thursdays Fridays, and Saturdays. Is there a > > time available for a site visit? > > ------------------------------ > > From: Maisha Winn > > Sent: ?2015-?04-?01 3:09 PM > > To: xmca-l@mailman.ucsd.edu > > Subject: [Xmca-l] Sorry I'm late! > > > > Hi everyone,I am enjoying reading the thread of discussion and I > apologize > > for getting back to you (see message I tried to post!). Just gave a talk > at > > PennGSE and have more meetings but I will be back! > > > > > > Thank you so much for engaging this work. > > > > > > Warmly, > > Maisha > > On Tue, Mar 31, 2015 at 10:02 AM, Maisha Winn wrote: > > > > > Hi Mike,I am THRILLED to see this thread of discussion before I catch > my > > flight. Thank you for sending it my way while we work out my technical > > difficulties. > > > To build on the conversation I wish to submit that I, too, have > grappled > > with whether or not Poppa Joe and Mama C are "exceptional" (thus, making > it > > difficult for educators across contexts to see the work they do as > > possible). When I published Writing in Rhythm I heard from may people > that > > perhaps only Poppa Joe can do what he does. However, I don't think this > is > > the case. Power Writing is a worldview deeply committed to imagining the > > future and the now of students. What Poppa Joe and Mama C are able to do > is > > historicize their lives and literate trajectories and frame them in ways > > that their students can view the process of becoming writers, readers, > > thinkers, and doers as just that...A PROCESS....one that continues well > > into adulthood. Yes, the word "trajectories" was purposeful. Movement is > > key here. I agree that "shattering" is probably not the right way to > > characterize this work. However, "joyful belonging," sounds just right! > > > Thank you for engaging this work. I am eager to hear more. > > > Warmly, > > > Maisha > > -- > > > > > > > > > > > > Maisha T. Winn, Ph.D. > > Susan J. Cellmer Chair in English Education > > Professor of Curriculum and Instruction, Languages & Literacies > > University of Wisconsin, Madison- School of Education > > 225 N. Mills Street, Suite 574B > > Madison, WI 53706 > > > > > > See Professor Winn's "Toward a Restorative English Education" > > http://dm.education.wisc.edu/mtwinn/intellcont/Winn_RTE13-1.pdf > > > > > From jgregmcverry@gmail.com Sat Apr 4 06:00:30 2015 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Sat, 04 Apr 2015 13:00:30 +0000 Subject: [Xmca-l] Nicholas Wilson on Flipping CHAT Message-ID: Saw this post in the #dmlcommons course thought it may be of interest to folks: https://nicholascwilson.wordpress.com/2015/04/03/chatting-about-triangles-and-representations/ From dkellogg60@gmail.com Sat Apr 4 14:31:14 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Sun, 5 Apr 2015 06:31:14 +0900 Subject: [Xmca-l] Re: Can symbols help people learning to read? In-Reply-To: References: Message-ID: Yesterday as I was leaving the faculty apartments to go to my Saturday seminar, the door of the elevator opened and I was almost run over by a pretty little six year old Egyptian girl who lives upstairs. She was being taken to her Saturday madrasa class to learn to read and write, and she'd put on the wrong dress. I couldn't help thinking of almost the only Arabic I still remember, a snatch of poetry: "Even the dress Which I had forgotten Happy to see him Had danced to the doorway!" As we went back upstairs to get her dress, I asked her which was more difficult, Hanggeul (the Korean alphabet) or Arabic. She said Arabic was, so I asked her which was more difficult, the English alphabet or Arabic. "Arabic!" she fairly bellowed. Now--how is this possible? My neighbors speak Arabic at home; it is their native language. The Arabic script, although it is not a designed script like Hanggeul, is far more rational than English. Korean was rationalized by Sejong the Great in the fifteenth century thanks to a highly centralized system of government which was determined to put written regulations within the grasp of the whole population; about a hundred years later, the great dispute between reformers like John Hart and traditionalists like Robert Mulcaster over English spelling was definitively and fatally resolved in favor of the latter, and English has been cursed with a system of spelling which, although learnable, is not really teachable. I think the answer is that the Arabic a little girl has to learn at the madrasa is essentially Quranic, and it is, as Vygotsky would say, "given as something self-contained", something ready made, from the hands of the teacher; it doesn't develop from the spoken language that the child uses at home but instead appears as a semi-divine revelation. Every lesson, therefore, is essentially like the snatch of poetry I declaimed in the elevator (and in fact, that snatch of poetry is something I learned in a kind of madrasa in Tunis). There isn't any "prehistory" to this writing: it has no roots in object play, in drawing, or in grocery lists left on the refrigerator or irate notices left by the janitor by the elevator. So, if Vygotsky is correct then there is simply no way to teach someone to read except by introducing symbols to non-readers, or rather by incorporating the local systems of natural signs (that is, icons and indexes) developed by non-readers into the system of conventional symbols and symbols-for-symbols which has developed by the culture of readers. That's why Vygotsky sees the line of development that passes from object play to drawing to writing as unbroken. I think that Maisha Winn's article describes more or less this process, although I also think the format of the article, a retrospective review of the author's own research, makes it almost impossible to trace the process genetically in actual readers. Isn't the creation of a writing system also the gradual process of incorporating the non-symbols (that is, icons and indexes which intrinsically have more sense than meaning) into a system of conventional symbols (which, at least when they are given as self-contained and self-identical, from the hands of the teacher in the madrasa, have far more meaning than sense? Just suppose, for example, my little neighbor were learning Chinese...or, for that matter, ancient Egyptian. It is all a matter of getting the dress to dance. David Kellogg Hankuk University of Foreign Studies On Wed, Mar 11, 2015 at 7:40 PM, Avram Rips wrote: > Possibly th JP Das Centre, a Lydia based program. > http://rrl.educ.ualberta.ca/publications > > On March 11, 2015, at 1:59 AM, Andy Blunden wrote: > > I am forwarding this message from a good friend who has a question about > literacy education. > If you know of research on this question, perhaps you could cc Mike B. > in your reply. > *** > My sister is in the education field and she is looking for theory and > research to refute an influential paper which claims introducing symbols > to non-readers actually hampers their ability to develop literacy > skills. The little I have read on AT and semiotics seems to at least > indicate that under certain conditions, symbols can aid literacy. But I > am looking for something specific and/or definite. > *** > Andy > -- > ------------------------------------------------------------------------ > *Andy Blunden* > http://home.pacific.net.au/~andy/ > > From bferholt@gmail.com Sat Apr 4 22:00:42 2015 From: bferholt@gmail.com (Beth Ferholt) Date: Sun, 5 Apr 2015 01:00:42 -0400 Subject: [Xmca-l] Re: Opt-out movement In-Reply-To: References: <02d505a497d3b740741292d0f2678951@rpi.edu> Message-ID: Relevant update -- Beth http://www.ny1.com/nyc/brooklyn/education/2015/04/1/teachers--unions-encourage-parents-to-have-children-opt-out-of-state-tests.html http://dianeravitch.net/2015/04/01/here-is-the-new-york-state-teacher-evaluation-bill/ On Mon, Mar 30, 2015 at 10:33 PM, Beth Ferholt wrote: > Again, I can see that the opt out movement could look very different in > New Jersey or even farther afield. From where I am it is not prolonging > the disease. It is a political action, not an educational gesture. > > I think more important than where you fall on this movement is learning > from it. > > This is what it looks like in NYC: > http://thejosevilson.com/this-is-not-a-test-new-york-edition-thanks-nycore/ > . > > Beth > > On Mon, Mar 30, 2015 at 6:04 PM, Peter Farruggio > wrote: > >> Yes, but the whole point of the opt-outs is a protest vs the testing >> regime, not just to protect "my child" The hope is that a mass movement >> will scare the bullies who are promoting the testing and shut down the >> whole enterprise. Bloody the bully's nose and he won't dare to retaliate >> against teachers. The dynamic was captured by Frederick Douglass's truism >> "power concedes nothing without a struggle." >> >> -----Original Message----- >> From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto: >> xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of lachnm >> Sent: Monday, March 30, 2015 4:33 PM >> To: xmca-l@mailman.ucsd.edu >> Subject: [Xmca-l] Re: Opt-out movement >> >> The teachers I work with in NY are highly critical of standardized >> testing and are theoretically in favor of new opting-out legislation but >> are also worried that in practice parents of more privileged students, who >> tend score better on high-stakes testing, are more likely to opt-out than >> parents from underserved homes. If the case this would provide unfair >> evaluations of teachers' "effectiveness" - it seems that many of these >> teaches are in something of a double bind. >> peace, >> Michael Lachney >> >> On 2015-03-30 00:48, Peter Farruggio wrote: >> > Yes, it's still unsafe for teachers to boycott the tests in most >> > places, although the local teachers union in Seattle coordinated such >> > an action last year. But the opt out movement is led by parents, >> > certainly with teachers supporting it in the background, and it has >> > blossomed this testing season. Certain administrators have been using >> > bullying tactics, including outright violations of parents' rights; >> > but the resistance to incessant testing will continue to grow as >> > parents organize and coordinate their actions nationwide. Education is >> > and always has been political, and the politics have become harsher >> > with the neoliberal push to privatize schools and everything else. >> > >> > Teachers can and must play a role in defending democratic education, >> > and that means helping to stop the testing madness. The best thing >> > they can do at this point is to find ways to educate parents about >> > what is at stake and how to exercise their parental rights. If that >> > means conducting clandestine informational meetings in church >> > basements, so be it. >> > >> > See below >> > >> > >> > >> > http://unitedoptout.com/ >> > >> > http://www.substancenews.net/articles.php?page=5528§ion=Article >> > >> > http://fairtest.org/get-involved/opting-out >> > >> > >> > Pete Farruggio, PhD >> > Associate Professor, Bilingual Education University of Texas Pan >> > American >> > >> > >> > >> > -----Original Message----- >> > From: xmca-l-bounces@mailman.ucsd.edu >> > [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Greg Thompson >> > Sent: Sunday, March 29, 2015 11:04 PM >> > To: eXtended Mind, Culture, Activity >> > Subject: [Xmca-l] Opt-out movement >> > >> > This is related to the other thread since one of my initial responses >> > to the comments there was: As teachers, why not just stop paying >> > attention to all the testing and do the stuff that we know really >> > matters? >> > >> > Here is one answer for why not: >> > https://www.youtube.com/watch?v=08ntklteK_c&annotation_id=54833ffb-000 >> > 0-2b41-a517-001a11c17db2&feature=iv&src_vid=JM1ddULfdhU >> > >> > It is a video about a school in Chicago where 75% of the students >> > opted out of taking a standardized test and the fallout that followed. >> > >> > Scary. >> > >> > -greg >> > >> > -- >> > Gregory A. Thompson, Ph.D. >> > Assistant Professor >> > Department of Anthropology >> > 880 Spencer W. Kimball Tower >> > Brigham Young University >> > Provo, UT 84602 >> > http://byu.academia.edu/GregoryThompson >> >> > > > -- > Beth Ferholt > Assistant Professor > Department of Early Childhood and Art 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 Department of Early Childhood and Art 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 ulvi.icil@gmail.com Mon Apr 6 04:33:00 2015 From: ulvi.icil@gmail.com (=?UTF-8?B?VWx2aSDEsMOnaWw=?=) Date: Mon, 6 Apr 2015 14:33:00 +0300 Subject: [Xmca-l] Content and pedagogy - cleavage and non-cleavage Message-ID: Dear all, Perhaps, others, but from within the history of Russian teaching, especially Russian colleagues, can give an answer to this: Shulman, in the attached article, p6, writes about a cleavage btw content and pedagogy in teaching in US history and this is long ago, in 1986. Well, I write my master thesis on the piano teaching of a piano teacher from former Soviet Union, and I observe that, she studied a lot piano teaching beyond formal education, has a serious scholarship in piano teaching and executes really a very effective teaching. She took a child from 60/100 grade to almost 90/100 and this is valid for other children too. Now the question and my hypothesis is: Russia, from 19th century onwards, has inherited best parts of the Western pedagogy (French, German) and developed its own in many disciplines so that such a cleavage which perhaps occurred in the West after a certain point did nto occur in Russia, thanks also to October Revolution and building of socialism and as a result, Russians have developed a quite improved way of teaching the content, which resulted in a developed pedagogical knowledge content (an amalgam of pedagogy and content) in many areas. In other words, Russia, then Soviet Union could miss, refrain from such a cleavage in pedagogy in general. Hence, an effective teaching in many areas, like piano teaching. What was lying behind that? I think uneven development and the idea of surpassing the West. And this was not peculiar to a few disciplines, it was valid in a wide social development range. Anyone to support or negate my hypothesis about non cleavage of content and pedagogy in Russian pedagogy tradition? Please note that content is what, pedagogy is how, and pedagogical content knowledge is a transformed version of content knowledge which is made teachable. Ulvi -------------- next part -------------- A non-text attachment was scrubbed... Name: shulmanpck86.pdf Type: application/pdf Size: 403305 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150406/944323cd/attachment.pdf From Peg.Griffin@att.net Mon Apr 6 12:16:25 2015 From: Peg.Griffin@att.net (Peg Griffin) Date: Mon, 6 Apr 2015 15:16:25 -0400 Subject: [Xmca-l] are these the Wizard's grandchildren? Message-ID: <007301d0709e$2d79b900$886d2b00$@att.net> Hee hee http://www.theatlantic.com/education/archive/2015/04/undercover-teachers-or- imaginary-friends/389649/ Peg Griffin, Ph. D. Washington, DC 20003 From Peg.Griffin@att.net Mon Apr 6 12:16:25 2015 From: Peg.Griffin@att.net (Peg Griffin) Date: Mon, 6 Apr 2015 15:16:25 -0400 Subject: [Xmca-l] are these the Wizard's grandchildren? Message-ID: <007301d0709e$2d79b900$886d2b00$@att.net> Hee hee http://www.theatlantic.com/education/archive/2015/04/undercover-teachers-or- imaginary-friends/389649/ Peg Griffin, Ph. D. Washington, DC 20003 From hshonerd@gmail.com Mon Apr 6 13:02:04 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Mon, 6 Apr 2015 14:02:04 -0600 Subject: [Xmca-l] Re: Can symbols help people learning to read? In-Reply-To: References: Message-ID: David and all, I love the metaphor for learning language: Get the dress to dance! I don?t remember my early learning of English, but I can?t think of a better image for my learning Spanish later on. It don?t mean a thing if it ain?t got that swing. Fluency with a pulse, a beat. In context, dancing in the culture. ?Immersion" prepared me the way to be a Vygotskian. I do not consider myself a reading specialist, but as I understand reading, it depends on rhythmic phrasing of the text for comprehension to take place. This thread started back on March 11 when Andy asked for help for a friend. Yrjo proffered an article by Amano, which I have attached. Here?s a quote early in the article: "The idea of teaching phonological analysis of words to children at the beginning of literacy training originated historically with the phonologi? cal method for reading established by the Russian educator K. D. Ushin- sky (1974) in the 19th century. For a long time, psychologists did not pay attention to his idea. It was A. R. Luria who first demonstrated the role of phonological analysis in writing in a psychological study. In 1948 he found that patients with lesions of the inferior part of the premotor zone had severe difficulty with phonological analysis of successions of words and could not spell words correctly. Based on this fact, he argued that phonological analysis of words is one of the necessary operations of writ?ing activity (Luria, 1950)." So, the issue seems to be phonology in literacy. Luria was focused on writing, this thread on reading. There is a an even larger question: What is a symbol? Or what is symbolizing? I take it to be getting the dress to dance. This metaphor helps me to come to approach the question which defines the thread: Can symbols help people learning to read? I don?t understand the question. Language, whatever its ?outer form?, is symbolic. No sign (outer form), no language, spoken or written. Why would one say the little girl had the wrong dress? It?s because the dress IS important, essential. Its form, the outer side of the symbol. In a reading program this would be the writing system, whether alphabetic (English, Arabic), logographic (Chinese, Korean, at least part of them), or some combination (well, Chinese and Korean, especially for borrowings from other languages, right?) Okay, I am convinced that a teacher-proof, phonics-based literacy program can?t do justice to litracy. But my reading of a whole-language literacy program (a term coined, I believe in New Zealand or Australia) INCLUDES phonics, outer form of the symbol. As I read and re-read David?s way of addressing the issue by telling a story with dialog: ?"Arabic"she fairly bellowed.?, I see David agrees: > "So, if Vygotsky is correct then there is simply no way to teach someone to > read except by introducing symbols to non-readers, or rather by > incorporating the local systems of natural signs (that is, icons and > indexes) developed by non-readers into the system of conventional symbols > and symbols-for-symbols which has developed by the culture of readers. > That's why Vygotsky sees the line of development that passes from object > play to drawing to writing as unbroken." Or rather, I agree with David. And David agrees with Vygotsky. This consolidates for me a lot of issues, but most especially L2 learning and literacy, and touches on the thread on Maisha?s article and the opt-out thread as well. Henry Regarding > On Apr 4, 2015, at 3:31 PM, David Kellogg wrote: > > Yesterday as I was leaving the faculty apartments to go to my Saturday > seminar, the door of the elevator opened and I was almost run over by a > pretty little six year old Egyptian girl who lives upstairs. She was being > taken to her Saturday madrasa class to learn to read and write, and she'd > put on the wrong dress. I couldn't help thinking of almost the only Arabic > I still remember, a snatch of poetry: > > "Even the dress > Which I had forgotten > Happy to see him > Had danced to the doorway!" > > As we went back upstairs to get her dress, I asked her which was more > difficult, Hanggeul (the Korean alphabet) or Arabic. She said Arabic was, > so I asked her which was more difficult, the English alphabet or Arabic. > "Arabic!" she fairly bellowed. > > Now--how is this possible? My neighbors speak Arabic at home; it is their > native language. The Arabic script, although it is not a designed script > like Hanggeul, is far more rational than English. Korean was rationalized > by Sejong the Great in the fifteenth century thanks to a highly centralized > system of government which was determined to put written regulations within > the grasp of the whole population; about a hundred years later, the great > dispute between reformers like John Hart and traditionalists like Robert > Mulcaster over English spelling was definitively and fatally resolved in > favor of the latter, and English has been cursed with a system of spelling > which, although learnable, is not really teachable. > > I think the answer is that the Arabic a little girl has to learn at the > madrasa is essentially Quranic, and it is, as Vygotsky would say, "given as > something self-contained", something ready made, from the hands of the > teacher; it doesn't develop from the spoken language that the child uses at > home but instead appears as a semi-divine revelation. Every lesson, > therefore, is essentially like the snatch of poetry I declaimed in the > elevator (and in fact, that snatch of poetry is something I learned in a > kind of madrasa in Tunis). There isn't any "prehistory" to this writing: it > has no roots in object play, in drawing, or in grocery lists left on the > refrigerator or irate notices left by the janitor by the elevator. > > So, if Vygotsky is correct then there is simply no way to teach someone to > read except by introducing symbols to non-readers, or rather by > incorporating the local systems of natural signs (that is, icons and > indexes) developed by non-readers into the system of conventional symbols > and symbols-for-symbols which has developed by the culture of readers. > That's why Vygotsky sees the line of development that passes from object > play to drawing to writing as unbroken. I think that Maisha Winn's article > describes more or less this process, although I also think the format of > the article, a retrospective review of the author's own research, makes it > almost impossible to trace the process genetically in actual readers. > > Isn't the creation of a writing system also the gradual process of > incorporating the non-symbols (that is, icons and indexes which > intrinsically have more sense than meaning) into a system of conventional > symbols (which, at least when they are given as self-contained and > self-identical, from the hands of the teacher in the madrasa, have far more > meaning than sense? Just suppose, for example, my little neighbor were > learning Chinese...or, for that matter, ancient Egyptian. It is all a > matter of getting the dress to dance. > > David Kellogg > Hankuk University of Foreign Studies > > > > On Wed, Mar 11, 2015 at 7:40 PM, Avram Rips wrote: > >> Possibly th JP Das Centre, a Lydia based program. >> http://rrl.educ.ualberta.ca/publications >> >> On March 11, 2015, at 1:59 AM, Andy Blunden wrote: >> >> I am forwarding this message from a good friend who has a question about >> literacy education. >> If you know of research on this question, perhaps you could cc Mike B. >> in your reply. >> *** >> My sister is in the education field and she is looking for theory and >> research to refute an influential paper which claims introducing symbols >> to non-readers actually hampers their ability to develop literacy >> skills. The little I have read on AT and semiotics seems to at least >> indicate that under certain conditions, symbols can aid literacy. But I >> am looking for something specific and/or definite. >> *** >> Andy >> -- >> ------------------------------------------------------------------------ >> *Andy Blunden* >> http://home.pacific.net.au/~andy/ >> >> From mcole@ucsd.edu Mon Apr 6 14:34:27 2015 From: mcole@ucsd.edu (mike cole) Date: Mon, 6 Apr 2015 14:34:27 -0700 Subject: [Xmca-l] Fwd: "Why the 'Opt-Out Movement' for High Stakes Testing is Bad for Students in Urban Public Schools" by Stuart Rhoden In-Reply-To: <0.0.6F.73B.1D070B0821349A6.0@drone125.ral.icpbounce.com> References: <0.0.6F.73B.1D070B0821349A6.0@drone125.ral.icpbounce.com> Message-ID: Fyi for those who have pointed to this issue. Mike ---------- Forwarded message ---------- From: *Cueponcaxochitl D. Moreno Sandoval* Date: Monday, April 6, 2015 Subject: "Why the 'Opt-Out Movement' for High Stakes Testing is Bad for Students in Urban Public Schools" by Stuart Rhoden To: "mcole@weber.ucsd.edu" * The Newest Blog From* *the Equity Alliance!* * "Why the 'Opt-Out Movement' for High Stakes Testing is Bad for Students in Urban Public Schools"* *by * *Stuart Rhoden* In the past three or four years, there has been a grassroots movement across the country created by some progressive educational groups surrounding students "Opting out? of mandatory high-stakes state test. My opinion of this is that it is a copout. Until we change the system at broader systemic levels, we are not adequately preparing our students to succeed if we tell them they can opt-out of assessments along the way. This goes well beyond the ?work harder/smarter? or ?bootstraps? mentality that is often cited as code for structural inequality, but rather my perspective stems from an insistence that students can shine in an inequitable system as it is currently constructed. What is equally important is that as the adults; including educators, policy makers and researchers, need to consider more appropriate ways to analyze positive academic achievement, as well as strive towards creating more accurate measure of student achievement. Want to learn more? Click here to read and comment on Stuart's blog! *Stuart Rhoden, Ph.D. is originally from Chicago, IL. He has been in education for over 15 years. He worked in Washington D.C. and Chicago on education policy and advocacy. He also was a high school teacher in Chicago and Los Angeles for a number of years. For the past five years, he has been a lecturer teaching on issues of culture and diversity, education policy, education philosophy and youth cultures in colleges both in Philadelphia and Phoenix. He currently lives in Phoenix, AZ.* *Join the conversation here!* Also, check out our *Advancing the Conversation *video commentary with *Professor Pedro Noguera* reframing *"The Color of Discipline,"* *HERE!* If you are interested in joining this important work by submitting a blog, please contact us by email . The opinions of our guest bloggers don?t necessarily reflect the views of the Equity Alliance, but they do raise important questions about educational equity. We invite participation and the exchange of ideas with these blogs. This message was sent to mcole@weber.ucsd.edu from: Cueponcaxochitl D. Moreno Sandoval | equityalliance@asu.edu | Equity Alliance at ASU | PO Box 876103 | Tempe, AZ 85287 Email Marketing by [image: iContact - Try It Free!] Unsubscribe -- "Each new level of development is a new relevant context." C.H. Waddington From mcole@ucsd.edu Mon Apr 6 14:52:50 2015 From: mcole@ucsd.edu (mike cole) Date: Mon, 6 Apr 2015 14:52:50 -0700 Subject: [Xmca-l] Re: are these the Wizard's grandchildren? In-Reply-To: <007301d0709e$2d79b900$886d2b00$@att.net> References: <007301d0709e$2d79b900$886d2b00$@att.net> Message-ID: Hey Peg- Interesting story. That form of activity sure does remind me of the Wizard. This young'un don't seem to have the old Entity's deathless sense of humor, but seems to intrigue kids anyway. mike On Mon, Apr 6, 2015 at 12:16 PM, Peg Griffin wrote: > Hee hee > > > http://www.theatlantic.com/education/archive/2015/04/undercover-teachers-or- > imaginary-friends/389649/ > > > > Peg Griffin, Ph. D. > > Washington, DC 20003 > > > > -- "Each new level of development is a new relevant context." C.H. Waddington From mcole@ucsd.edu Mon Apr 6 14:52:50 2015 From: mcole@ucsd.edu (mike cole) Date: Mon, 6 Apr 2015 14:52:50 -0700 Subject: [Xmca-l] Re: are these the Wizard's grandchildren? In-Reply-To: <007301d0709e$2d79b900$886d2b00$@att.net> References: <007301d0709e$2d79b900$886d2b00$@att.net> Message-ID: Hey Peg- Interesting story. That form of activity sure does remind me of the Wizard. This young'un don't seem to have the old Entity's deathless sense of humor, but seems to intrigue kids anyway. mike On Mon, Apr 6, 2015 at 12:16 PM, Peg Griffin wrote: > Hee hee > > > http://www.theatlantic.com/education/archive/2015/04/undercover-teachers-or- > imaginary-friends/389649/ > > > > Peg Griffin, Ph. D. > > Washington, DC 20003 > > > > -- "Each new level of development is a new relevant context." C.H. Waddington From mpacker@uniandes.edu.co Mon Apr 6 15:32:42 2015 From: mpacker@uniandes.edu.co (Martin John Packer) Date: Mon, 6 Apr 2015 22:32:42 +0000 Subject: [Xmca-l] faculty position... Message-ID: Academic Search 2015, Professor of Psychology The Department of Psychology at Universidad de los Andes (1st in Colombia, and 5th in Latin-America according to QS University Rankings), invites applications for a full-time professorial position with exclusive dedication, beginning August 2015. Candidates are required to have a doctoral degree, as well as training or experience in one of the following areas: Organizational Psychology, Educational Psychology, Consumer Psychology, Health and Clinical Psychology, or Social Intervention. Responsibilities The selected candidate will be expected to: develop research and/or intervention projects in his/her area of expertise and procure external funding; teach at the undergraduate, graduate and extension levels; and participate in the activities and institutional development of the department and university. Further information about the Psychology Department and the Universidad de los Andes can be found at http://psicologia.uniandes.edu.co Academic Requirements ? Completed doctorate in Psychology or related areas. ? Experience in research or intervention projects, and publications in scientific journals. ? Teaching experience is desirable, although not a requirement. Position The Department is interested in hiring a candidate in the category of Assistant or Associate Professor. A formal process based on the candidate?s qualifications and following university regulations will determine the salary and the specific category. Salaries and benefits are competitive in the Colombian context (for more information, please contact the department chair). Procedure Please send the following documents to the chair of the Psychology Department (in electronic or print format): 1. Curriculum vitae 2. Copy of relevant publications 3. Certifications of experience in research or intervention projects 4. Contact information of two academic or professional references 5. 3 page (maximum) essay detailing academic trajectory, research and professional interests, as well as possible contributions to the Department of Psychology at Universidad de los Andes 6. A course syllabus in the candidate?s area of expertise fitting the undergraduate program in psychology. Information about the undergraduate program can be found here: http://psicologia.uniandes.edu.co The selection committee includes two Department of Psychology associate professors, the chair of the Department of Psychology, and an associate or full professor at the School of Social Sciences. The committee will ask short-listed candidates to deliver a public presentation about their research and academic perspectives to an audience of students and professors of the department and the university. The department may declare the call null and void, or keep it open until a person meeting the requirements for the position is identified. Deadline June 30th, 2015, 11:59pm (local time). Incomplete documents or documents delivered after the deadline will not be considered. Address Please send application to: Carolyn Finck, Chair, Department of Psychology, Universidad de los Andes, Carrera 1 # 18A-12 Bogot?, Colombia Or to: cfinck@uniandes.edu.co From dkellogg60@gmail.com Mon Apr 6 18:35:06 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Tue, 7 Apr 2015 10:35:06 +0900 Subject: [Xmca-l] Re: Content and pedagogy - cleavage and non-cleavage In-Reply-To: References: Message-ID: Ulvi--and also Henry: Vygotsky begins Chapter Seven of (the manuscript known as) "The History of the Development of the Higher Mental Functions" with some analogies that I think are a bit more precise than my dancing dress analogy, but they are quite negative ones. He compares the teaching of writing to the teaching of lip-reading to the Deaf on the one hand, and the teaching of piano-playing to children on the other. I think both analogies are highly instructive, but I don't really understand either completely. Just the sort of thing for an xmca discussion, no? Concerning lipreading, he says that articulation (he means recognizing and producing vowels and consonants) has displaced instruction in meaning. The way he puts it in Russian is this: "?? ???????? ???????????? ?????????? ?????? ?? ??????? ????? ?????? ????. ?????????? ???????? ????." That is, *(B)eyond the techniques of pronunciation, the deaf-mute pupil did not notice oral speech itself. What was obtained was a murmuring (lisping? burring?) speech." This is translated as "dead speech" in Mind in Society (p. 105), and as "guttural speech" in Minick (Collected Works in English, Vol. 4, p. 130). I am not sure, but it seems to me that what Vygotsky is trying to convey is what we hear when children read the LETTERS but not the actual WORDINGS when we ask them to read them aloud. They blur and burr, they murmur and mince, because the meanings of oral speech are not there behind the articulatory gestures. In a curious way, it is the opposite of the situation which Vygotsky and other researchers of his time called "autonomous speech", the babbling and cooing of the pre-grammatical infant: here we have speech for others, but not for the speaker him or herself. Concerning piano playing, he says: "???????? ?????? ?? ??? ??? ??? ?? ???????????? ? ??? ?? ??????????? ????????????? ???????????? ??????? ? ?? ??? ????????????????, ? ?????? ??? ?????, ?? ??? ??????? ? ?????????? ????????? ??????-?????? ???????????? ??????, ???????? ?????? ???? ?? ?????. ??? ????? ?????????? ???? ?????? ????????? ???????? ??????? ? ?????????, ????? ????, ??????? ?? ????????, ?? ??? ?????????? ?? ?????? ? ?????? ??????." That is, "The teaching-and-learning of writing is still not based, for us, upon the naturally developing desires of the child and on his activity itself, but is given to him from the outside, from the hands of the teacher, and it resembles the workings of any other habitual technique, such as the habit of playing on the piano. With such a state of affairs,t he pupil develops dexterity in the fingers, and learns how to read notes, how to hit the keyboard, but completely does not enter into the essence of the music." It seems to me that in both of these analogies, the emphasis is on precisely the kind of modularity that alphabetic writing and musical notation, as developed in the West, actually encourages. As Vygotsky says, the invention of an alphabet and the invention of musical notation means that writing becomes second order symbolism--symbols for sounds, and not for meanings. That turns it into a technical module, or as Vygotsky puts it, "something self sufficient in comparison with which living written language (or music) recedes into the background)". Of course, such technical modules are very testable; they correspond fairly precisely to the narrow and shallow kinds of skills that we see in successful business models, including (but not at all limited to) the successful business models we see in teaching. But they lack the infinite depth and breadth of a true language system. What's the alternative? Incredibly, Vygotsky suggests an even more narrow and shallow module--the child's own "natural" meaning making systems, e.g. the numerical figures (model tractors) used instead of base ten numbers, or the system of objects and marks and so on used in his experiments on writing in pre-literate children. What would this look like outside the laboratory? Here's an example from Korea. https://www.youtube.com/watch?v=s5XPB3XwzGI During the first fifteen seconds of the video, the child is trying unsuccessfully to do a little chant that preliterate children in Korea do, where one line of speech is matched to one figure in a drawing (e.g. "I had breakfast-ddeng!" results in a circle with a line drawn through it, to indicate that the bowl of rice was eaten). I had breakfast--deng! (bowl of rice with a line drawn through it) I had lunch--deng! (bowl of rice with a line drawn through it) I opened the window and saw the rain (beneath the two ricebowls a box indicates the window and the lines in the box indicate rain) Now, at this point the child cannot remember the rest of the rhyme. He should continue like this: I saw three worms crawling by (three wavy lines above the two ricebowls). I turned out the light (draws a "lightbulb" shape around the whole of the drawing) Oh, no--horrors! It's a human SKULL! (See the attached picture for a correct example.) As you can see in the video, the child gives up and precedes right to the skull (which is a neat demonstration of Vygotsky's comments on the Stern picture test--even very small children will look at the whole before they attempt to master and memorize the parts. This is only one of many "draw-stories" produced by children at play, without the supervision of literate adults; it corresponds to a culture of draw-stories seen all around the world, including Inuit children (so-called "knife stories"), African children, and Aboriginal ones in Australia. Mark Twain and Laura Ingalls Wilder noted this tradition, and so did Lewis Carroll ("The Black Cat"). But it's a very limited one: it draws movement and action, but not thinking and speaking, and above all (as we can see in this example) the "meaning" is something that really emerges as an afterthought, and so often even very young children will work backwards, from meaning to parts. And in fact it's the very drawbacks of these natural systems that makes it possible and even necessary for the child to learn the cultural means of meaning making. The problem is that in the West, that cultural means of meaning making includes an alphabet, which is by its very nature a system that require analysis into ELEMENTS (without meaning) rather than UNITS. That is why I think maybe the poem I recited for my little neighbor, wildly inappropriate and horribly misarticulated, had the right idea--in Arabic, you see, it has very strong rhythm and rhyme: Ayathunnuni anni lu'abatun fi yadehee? "(Does he think I am a toy in his hands?) Anna la ufikiru al'a reja'a alehee... (I never thought of returning) Yom al rad, wa ka'ayun sha'yun lum yakun (Yesterday he returned, as if nothing had happened) Wa ber'aa al utfal fe anehee.. (And that smile of a child was on his lips) (Apologies to Arabic speakers; I'm doing this from a thirty-five year old memory. But this is the only part I remembered in the elevator) Hatta al fustan allati insituha... (And even the dress that I had forgotten farihat bihi raqusat alla qaddamehee (Was happy to see him and danced to the doorway) As Adorno says, music is form, but dance is content. David Kellogg Hankuk University of Foreign Studies ? I think it means this--in order there is a reversal of roles On Mon, Apr 6, 2015 at 8:33 PM, Ulvi ??il wrote: > Dear all, > > Perhaps, others, but from within the history of Russian teaching, > especially Russian colleagues, can give an answer to this: > > Shulman, in the attached article, p6, writes about a cleavage btw content > and pedagogy in teaching in US history and this is long ago, in 1986. > > Well, I write my master thesis on the piano teaching of a piano teacher > from former Soviet Union, and I observe that, she studied a lot piano > teaching beyond formal education, has a serious scholarship in piano > teaching and executes really a very effective teaching. She took a child > from 60/100 grade to almost 90/100 and this is valid for other children > too. > > Now the question and my hypothesis is: > > Russia, from 19th century onwards, has inherited best parts of the Western > pedagogy (French, German) and developed its own in many disciplines so that > such a cleavage which perhaps occurred in the West after a certain point > did nto occur in Russia, thanks also to October Revolution and building of > socialism and as a result, Russians have developed a quite improved way of > teaching the content, which resulted in a developed pedagogical knowledge > content (an amalgam of pedagogy and content) in many areas. In other words, > Russia, then Soviet Union could miss, refrain from such a cleavage in > pedagogy in general. > > Hence, an effective teaching in many areas, like piano teaching. > > What was lying behind that? > > I think uneven development and the idea of surpassing the West. > > And this was not peculiar to a few disciplines, it was valid in a wide > social development range. > > Anyone to support or negate my hypothesis about non cleavage of content and > pedagogy in Russian pedagogy tradition? > > Please note that content is what, pedagogy is how, and pedagogical content > knowledge is a transformed version of content knowledge which is made > teachable. > > Ulvi > -------------- next part -------------- A non-text attachment was scrubbed... Name: I Had Breakfast Ddeng!.jpg Type: image/jpeg Size: 15866 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150407/97b8e6de/attachment.jpg From ulvi.icil@gmail.com Tue Apr 7 07:23:18 2015 From: ulvi.icil@gmail.com (=?UTF-8?B?VWx2aSDEsMOnaWw=?=) Date: Tue, 7 Apr 2015 17:23:18 +0300 Subject: [Xmca-l] Re: Content and pedagogy - cleavage and non-cleavage In-Reply-To: References: Message-ID: Thank you David. It is probably for those reasons you mentioned that Russian piano pedagogy insisted on the music as a main purpose and piano as an instrument from the very beginning. 7 Nis 2015 04:37 tarihinde "David Kellogg" yazd?: > Ulvi--and also Henry: > > Vygotsky begins Chapter Seven of (the manuscript known as) "The History of > the Development of the Higher Mental Functions" with some analogies that I > think are a bit more precise than my dancing dress analogy, but they are > quite negative ones. He compares the teaching of writing to the teaching of > lip-reading to the Deaf on the one hand, and the teaching of piano-playing > to children on the other. I think both analogies are highly instructive, > but I don't really understand either completely. Just the sort of thing for > an xmca discussion, no? > > Concerning lipreading, he says that articulation (he means recognizing and > producing vowels and consonants) has displaced instruction in meaning. The > way he puts it in Russian is this: > > "?? ???????? ???????????? ?????????? ?????? ?? ??????? ????? ?????? ????. > ?????????? ???????? ????." That is, *(B)eyond the techniques of > pronunciation, the deaf-mute pupil did not notice oral speech itself. What > was obtained was a murmuring (lisping? burring?) speech." > > This is translated as "dead speech" in Mind in Society (p. 105), and as > "guttural speech" in Minick (Collected Works in English, Vol. 4, p. 130). I > am not sure, but it seems to me that what Vygotsky is trying to convey is > what we hear when children read the LETTERS but not the actual WORDINGS > when we ask them to read them aloud. They blur and burr, they murmur and > mince, because the meanings of oral speech are not there behind the > articulatory gestures. In a curious way, it is the opposite of the > situation which Vygotsky and other researchers of his time called > "autonomous speech", the babbling and cooing of the pre-grammatical infant: > here we have speech for others, but not for the speaker him or herself. > > Concerning piano playing, he says: "???????? ?????? ?? ??? ??? ??? ?? > ???????????? ? ??? ?? ??????????? ????????????? ???????????? ??????? ? ?? > ??? ????????????????, ? ?????? ??? ?????, ?? ??? ??????? ? ?????????? > ????????? ??????-?????? ???????????? ??????, ???????? ?????? ???? ?? ?????. > ??? ????? ?????????? ???? ?????? ????????? ???????? ??????? ? ?????????, > ????? ????, ??????? ?? ????????, ?? ??? ?????????? ?? ?????? ? ?????? > ??????." > That is, "The teaching-and-learning of writing is still not based, for us, > upon the naturally developing desires of the child and on his activity > itself, but is given to him from the outside, from the hands of the > teacher, and it resembles the workings of any other habitual technique, > such as the habit of playing on the piano. With such a state of affairs,t > he pupil develops dexterity in the fingers, and learns how to read notes, > how to hit the keyboard, but completely does not enter into the essence of > the music." > > It seems to me that in both of these analogies, the emphasis is on > precisely the kind of modularity that alphabetic writing and musical > notation, as developed in the West, actually encourages. As Vygotsky says, > the invention of an alphabet and the invention of musical notation means > that writing becomes second order symbolism--symbols for sounds, and not > for meanings. That turns it into a technical module, or as Vygotsky puts > it, "something self sufficient in comparison with which living written > language (or music) recedes into the background)". Of course, such > technical modules are very testable; they correspond fairly precisely to > the narrow and shallow kinds of skills that we see in successful business > models, including (but not at all limited to) the successful business > models we see in teaching. But they lack the infinite depth and breadth of > a true language system. > > What's the alternative? Incredibly, Vygotsky suggests an even more narrow > and shallow module--the child's own "natural" meaning making systems, e.g. > the numerical figures (model tractors) used instead of base ten numbers, or > the system of objects and marks and so on used in his experiments on > writing in pre-literate children. > > What would this look like outside the laboratory? Here's an example from > Korea. > > https://www.youtube.com/watch?v=s5XPB3XwzGI > > > During the first fifteen seconds of the video, the child is trying > unsuccessfully to do a little chant that preliterate children in Korea do, > where one line of speech is matched to one figure in a drawing (e.g. "I had > breakfast-ddeng!" results in a circle with a line drawn through it, to > indicate that the bowl of rice was eaten). > > I had breakfast--deng! (bowl of rice with a line drawn through it) > I had lunch--deng! (bowl of rice with a line drawn through it) > I opened the window and saw the rain (beneath the two ricebowls a box > indicates the window and the lines in the box indicate rain) > > Now, at this point the child cannot remember the rest of the rhyme. He > should continue like this: > > I saw three worms crawling by (three wavy lines above the two ricebowls). > I turned out the light (draws a "lightbulb" shape around the whole of the > drawing) > Oh, no--horrors! It's a human SKULL! > > (See the attached picture for a correct example.) > > As you can see in the video, the child gives up and precedes right to the > skull (which is a neat demonstration of Vygotsky's comments on the Stern > picture test--even very small children will look at the whole before they > attempt to master and memorize the parts. > > This is only one of many "draw-stories" produced by children at play, > without the supervision of literate adults; it corresponds to a culture of > draw-stories seen all around the world, including Inuit children (so-called > "knife stories"), African children, and Aboriginal ones in Australia. Mark > Twain and Laura Ingalls Wilder noted this tradition, and so did Lewis > Carroll ("The Black Cat"). But it's a very limited one: it draws movement > and action, but not thinking and speaking, and above all (as we can see in > this example) the "meaning" is something that really emerges as an > afterthought, and so often even very young children will work backwards, > from meaning to parts. And in fact it's the very drawbacks of these natural > systems that makes it possible and even necessary for the child to learn > the cultural means of meaning making. > > The problem is that in the West, that cultural means of meaning making > includes an alphabet, which is by its very nature a system that require > analysis into ELEMENTS (without meaning) rather than UNITS. That is why I > think maybe the poem I recited for my little neighbor, wildly inappropriate > and horribly misarticulated, had the right idea--in Arabic, you see, it has > very strong rhythm and rhyme: > > Ayathunnuni anni lu'abatun fi yadehee? "(Does he think I am a toy in his > hands?) > Anna la ufikiru al'a reja'a alehee... (I never thought of returning) > Yom al rad, wa ka'ayun sha'yun lum yakun (Yesterday he returned, as if > nothing had happened) > Wa ber'aa al utfal fe anehee.. (And that smile of a child was on his lips) > > (Apologies to Arabic speakers; I'm doing this from a thirty-five year old > memory. But this is the only part I remembered in the elevator) > > Hatta al fustan allati insituha... (And even the dress that I had forgotten > farihat bihi raqusat alla qaddamehee (Was happy to see him and danced to > the doorway) > > As Adorno says, music is form, but dance is content. > > David Kellogg > Hankuk University of Foreign Studies > > > ? I think it means this--in order > > > there is a reversal of roles > > > > > On Mon, Apr 6, 2015 at 8:33 PM, Ulvi ??il wrote: > > > Dear all, > > > > Perhaps, others, but from within the history of Russian teaching, > > especially Russian colleagues, can give an answer to this: > > > > Shulman, in the attached article, p6, writes about a cleavage btw content > > and pedagogy in teaching in US history and this is long ago, in 1986. > > > > Well, I write my master thesis on the piano teaching of a piano teacher > > from former Soviet Union, and I observe that, she studied a lot piano > > teaching beyond formal education, has a serious scholarship in piano > > teaching and executes really a very effective teaching. She took a child > > from 60/100 grade to almost 90/100 and this is valid for other children > > too. > > > > Now the question and my hypothesis is: > > > > Russia, from 19th century onwards, has inherited best parts of the > Western > > pedagogy (French, German) and developed its own in many disciplines so > that > > such a cleavage which perhaps occurred in the West after a certain point > > did nto occur in Russia, thanks also to October Revolution and building > of > > socialism and as a result, Russians have developed a quite improved way > of > > teaching the content, which resulted in a developed pedagogical knowledge > > content (an amalgam of pedagogy and content) in many areas. In other > words, > > Russia, then Soviet Union could miss, refrain from such a cleavage in > > pedagogy in general. > > > > Hence, an effective teaching in many areas, like piano teaching. > > > > What was lying behind that? > > > > I think uneven development and the idea of surpassing the West. > > > > And this was not peculiar to a few disciplines, it was valid in a wide > > social development range. > > > > Anyone to support or negate my hypothesis about non cleavage of content > and > > pedagogy in Russian pedagogy tradition? > > > > Please note that content is what, pedagogy is how, and pedagogical > content > > knowledge is a transformed version of content knowledge which is made > > teachable. > > > > Ulvi > > > From mcole@ucsd.edu Tue Apr 7 08:15:02 2015 From: mcole@ucsd.edu (mike cole) Date: Tue, 7 Apr 2015 08:15:02 -0700 Subject: [Xmca-l] Fwd: [COGDEVSOC] Postdoctoral Research Fellowship in developmental pragmatics, CSMN/University of Oslo In-Reply-To: <590A7A6B-5032-44B5-A136-936A19F228D4@ifikk.uio.no> References: <590A7A6B-5032-44B5-A136-936A19F228D4@ifikk.uio.no> Message-ID: ---------- Forwarded message ---------- From: *Ingrid Lossius Falkum* Date: Tuesday, April 7, 2015 Subject: [COGDEVSOC] Postdoctoral Research Fellowship in developmental pragmatics, CSMN/University of Oslo To: "cogdevsoc@lists.cogdevsoc.org" Dear Colleagues, A fully funded Post-Doctoral Research Fellowship is available at the Centre for the Study of Mind in Nature (CSMN), University of Oslo. The post will be associated with the project *Acquiring Figurative Meanings: A Study in Developmental Pragmatics*, funded by the Research Council of Norway. The aim of the project is to investigate children?s developing ability to use and understand figurative language appropriately in context, focusing on metonymy and irony. We seek applications from candidates with a strong background in experimental and/or theoretical pragmatics, psycholinguistics or developmental psychology to work on the sub-project on irony development. For more information about the position and application procedure, please see: http://uio.easycruit.com/vacancy/1345853/62040?iso=no Best regards, Ingrid Lossius Falkum ------------------------------ Ingrid Lossius Falkum Project Manager Centre for the Study of Mind in Nature University of Oslo i.l.falkum@ifikk.uio.no -- "Each new level of development is a new relevant context." C.H. Waddington From bferholt@gmail.com Tue Apr 7 10:15:07 2015 From: bferholt@gmail.com (Beth Ferholt) Date: Tue, 7 Apr 2015 13:15:07 -0400 Subject: [Xmca-l] Re: are these the Wizard's grandchildren? In-Reply-To: References: <007301d0709e$2d79b900$886d2b00$@att.net> Message-ID: Great! Gunilla Lindqvist wrote well about this new teacher's "posture" in another sort of play. Thanks, Beth On Mon, Apr 6, 2015 at 5:52 PM, mike cole wrote: > Hey Peg- > > Interesting story. > That form of activity sure does remind me of the Wizard. This young'un > don't seem to have the old Entity's deathless sense of humor, but seems to > intrigue kids anyway. > > mike > > On Mon, Apr 6, 2015 at 12:16 PM, Peg Griffin wrote: > > > Hee hee > > > > > > > http://www.theatlantic.com/education/archive/2015/04/undercover-teachers-or- > > imaginary-friends/389649/ > > > > > > > > Peg Griffin, Ph. D. > > > > Washington, DC 20003 > > > > > > > > > > > -- > "Each new level of development is a new relevant context." C.H. Waddington > -- Beth Ferholt Assistant Professor Department of Early Childhood and Art 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 mcole@ucsd.edu Tue Apr 7 13:23:31 2015 From: mcole@ucsd.edu (mike cole) Date: Tue, 7 Apr 2015 13:23:31 -0700 Subject: [Xmca-l] Fwd: [commfac] Postdoctoral Fellowship in Ethnographic Design at UC San Diego In-Reply-To: References: Message-ID: ---------- Forwarded message ---------- From: Zilberg, Elana Date: Tue, Apr 7, 2015 at 12:19 PM Subject: [commfac] Postdoctoral Fellowship in Ethnographic Design at UC San Diego To: Commfac Cc: Eli Elinoff , Susan Claudia Lepselter < slepselt@indiana.edu>, Kim Fortun , "Teddy Cruz (forward)" < cruzroe@earthlink.net>, "SED-SC-L@ucsd.edu" , " Commtemp-l@ucsd.edu" , "catherine.gudis@ucr.edu" < catherine.gudis@ucr.edu>, "Mccullough, Sarah" , "Serlin, David" , "sed-l@mailman.ucsd.edu" , Marina Peterson , Elizabeth Chin < chin.elizabethj@gmail.com>, "Rivera-Garza, Cristinia (gmail)" < criveragarza@gmail.com>, Jordan Crandall , Ellen Moodie , "kstewart@austin.utexas.edu" < kstewart@austin.utexas.edu>, "stephenl (stephenl@uoregon.edu)" < stephenl@uoregon.edu>, Nan Renner , " commgrad-l@ucsd.edu" , kyle haines < kylehaines@gmail.com>, Fonna Forman Please circulate widely. *Title of the position*: Postdoctoral Fellow in Ethnographic Design *Institution: *University of California San Diego *Academic Department*: Communication *Disciplinary Specialty of Research*: This fellowship focuses on ethnographic design, a topic of interest to a wide spectrum of academic disciplines. While we expect most candidates to come from the social sciences, we will entertain applications from the arts and humanities, and other disciplines if they demonstrate an engagement with and dedication to ethnographic method. *Description of the Position: *The Studio for Ethnographic Design at the University of California, San Diego invites applications for a postdoctoral fellow who will contribute to developing a new initiative for ethnographic inquiry. This initiative, the UC Collaborative for Ethnographic Design (CoLED), is an interdisciplinary project that is housed at UCSD and links six University of California campuses (Berkeley, Davis, Irvine, Los Angeles, Santa Cruz, and San Diego), tying together scholars from a wide variety of disciplinary backgrounds who are thinking critically about the practice of ethnography as a method, and the changing conditions of its production, forms and techniques. The collaboratory will also serve as a means to improve pedagogical agendas for graduate student training in ethnographic practice. The fellow?s primary responsibilities include conceptualizing, programming and developing proposals for a public conference on the future of ethnographic research scheduled for fall 2016. Fellows will also participate in the initiative?s ongoing schedule of activities, which include thematic practicums elaborating various aspects of ethnography ? from initial project design and collaboration in research to critical consideration of the publics with whom and for whom we conduct our research. Teaching is not required, leaving the fellow with time to work on independent projects, which ideally will overlap with the mission of the initiative. This position will afford the candidate latitude to conduct a wide range of activities related to the practice of ethnography; it will also place the candidate at the center of a network of scholars at the forefront of ethnographic design. For more information on the Studio for Ethnographic Design (SED) and the UC Collaborative for Ethnographic Design (CoLED) please visit our webpage at http://sed.ucsd.edu/. *Qualifications Required and Preferred Academic Background: *Applicants must hold a PhD or equivalent and be able to demonstrate a sustained engagement with innovative ethnographic methods, as both practice and object of analytical inquiry. Useful experience might include event planning and successful grant writing. Again, discipline is not as important as focus on ethnographic method and design. *Salary*: $42,840/yr with benefits. For information on benefits package, see http://postdoc.ucsd.edu/benefits-and-services/index.htm l. *Appointment Length*: 18 months with the possibility of extension. While collaboration and research would begin on July 1, 2015, we would not expect the fellow to be in residence in San Diego until September 1, 2015. *Application Procedure: *Send applications via email to Elana Zilberg at sedpostdoc@ucsd.edu. Please use ?SED Postdoc Application? in the subject line. All applicants should submit: (1) a CV (maximum five pages), (2) a cover letter that briefly explains your research and its relationship with ethnography, demonstrated organizational skills, and successful proposal writing experience (maximum 3 pages), (3) a statement discussing the practice of ethnography both as theory and as a method, and your contributions to current innovations in advancing the method to meet the challenges of the changing conditions of field based research (maximum 2 pages) (4) one writing sample that demonstrates the applicant?s use of and engagement with ethnography, and (5) a statement detailing how their presence would contribute to diversity on UCSD?s campus. (For information on this statement, see http://facultyexcellence.ucsd.edu/c2d/) Letters of Recommendation: The candidate should request letters of recommendation from two referees. These letters should be sent via email to Elana Zilberg at sedpostdoc@ucsd.edu. Please ask your reviewers to use ?Recommendation for *candidates full name*? in the subject line. *Application Closing date*: 05/12/2015 *Job Posting Expiration*: 05/12/2105 ___________________________ Elana Zilberg Associate Professor Department of Communication Studio for Ethnographic Design Media Center and Communication Building, Room 206 9500 Gilman Drive (0503) University of California San Diego La Jolla, CA 92093 ezilberg@ucsd.edu http://communication.ucsd.edu/people/faculty/elana-zilberg.html https://sed.ucsd.edu -- "Each new level of development is a new relevant context." C.H. Waddington -------------- next part -------------- A non-text attachment was scrubbed... Name: Postdoctoral Fellow in Ethnographic Design.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 138658 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150407/a65e6b5d/attachment-0001.bin From annalisa@unm.edu Tue Apr 7 21:36:18 2015 From: annalisa@unm.edu (Annalisa Aguilar) Date: Wed, 8 Apr 2015 04:36:18 +0000 Subject: [Xmca-l] The New Safe - Kids doing journalism Message-ID: <1428467780854.88849@unm.edu> Hi everyone! I saw this on the PBS news hour tonight and thought you might be interested. Many of these stories are reported by kids!! http://www.pbs.org/newshour/updates/new-safe-stories-frontlines-school-safety/? http://www.pbs.org/newshour/thenewsafe/ Kind regards, Annalisa From annalisa@unm.edu Tue Apr 7 22:03:07 2015 From: annalisa@unm.edu (Annalisa Aguilar) Date: Wed, 8 Apr 2015 05:03:07 +0000 Subject: [Xmca-l] A better Ebola suit Message-ID: <1428469389877.50599@unm.edu> Hi everyone! (I posted this also to LCHC so apologies to those on both lists - it truly inspired me!) This was a great story on the PBS News Hour about collaboration and design to make a better Ebola suit for medical teams. http://www.pbs.org/newshour/bb/fashioning-better-ebola-suit/ Apparently the Grand Challenge is a wide appeal to novices and experts alike to help come up with solutions!Vygotsky (and design) in action! Kind regards, Annalisa ? Here's some additional links: http://www.usaid.gov/grandchallenges/ebola? http://www.ebolagrandchallenge.net/ [http://static1.squarespace.com/static/544f992fe4b065b8cc7b6ad3/544f9af5e4b0ab8e341fe599/544fed25e4b0f5f55c910723/?format=1000w] Fighting Ebola: A Grand Challenge for Development We are calling on the global community to share pioneering ideas that deliver practical and cost-effective innovations in a matter of months. Regardless of background, experience or knowledge of Ebola, your bold thinking is necessary to address this crisis, to improve delivery of care, and stem the spread of disease. USAID is partnering with the White House Office of Science and Technology Policy, the Centers for Disease Control and Prevention and the United States Department of Defense to launch Fighting Ebola: a Grand Challenge for Development. Fighting Ebola is based on three pillars Read more...? From mcole@ucsd.edu Wed Apr 8 11:26:02 2015 From: mcole@ucsd.edu (mike cole) Date: Wed, 8 Apr 2015 11:26:02 -0700 Subject: [Xmca-l] =?utf-8?b?RndkOiBb0JzQtdGC0L7QtNC+0LvQvtCz0LjRjyDQuCDQuNGB0YI=?= =?utf-8?b?0L7RgNC40Y8g0L/RgdC40YXQvtC70L7Qs9C40LhdINCd0L7QstGL0Lkg?= =?utf-8?b?0LbRg9GA0L3QsNC7LiDQp9C10YDQtdC3OiDQlNC80LjRgtGA0LjQuSA=?= =?utf-8?b?0JvQtdC+0L3RgtGM0LXQsg==?= In-Reply-To: <944887305563526-505367082848886@groups.facebook.com> References: <944887305563526-505367082848886@groups.facebook.com> <944887305563526-505367082848886@groups.facebook.com> Message-ID: ---------- Forwarded message ---------- From: *Ilya Garber* Date: Wednesday, April 8, 2015 Subject: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? ???????? To: ??????????? ? ??????? ?????????? <505367082848886@groups.facebook.com> Ilya Garber posted in ??????????? ? ??????? ?????????? [image: Ilya Garber] Ilya Garber 11:20am Apr 8 ????? ??????. ?????: ??????? ???????? activitasjournal.com activitasjournal.com View Post on Facebook ? Edit Email Settings ? Reply to this email to add a comment. -- "Each new level of development is a new relevant context." C.H. Waddington From nataliag@sfu.ca Wed Apr 8 12:33:47 2015 From: nataliag@sfu.ca (Natalia Gajdamaschko) Date: Wed, 8 Apr 2015 12:33:47 -0700 (PDT) Subject: [Xmca-l] Re: =?utf-8?b?RndkOiBb0JzQtdGC0L7QtNC+0LvQvtCz0LjRjyDQuCDQuNGB?= =?utf-8?b?0YLQvtGA0LjRjyDQv9GB0LjRhdC+0LvQvtCz0LjQuF0g0J3QvtCy0YvQuSA=?= =?utf-8?b?0LbRg9GA0L3QsNC7LiDQp9C10YDQtdC3OiDQlNC80LjRgtGA0LjQuSDQm9C1?= =?utf-8?b?0L7QvdGC0YzQtdCy?= In-Reply-To: References: <944887305563526-505367082848886@groups.facebook.com> <944887305563526-505367082848886@groups.facebook.com> Message-ID: <168101077.84094808.1428521627800.JavaMail.zimbra@sfu.ca> Hi Mike and Dear All, Mike, thank you for sharing on XMCA! We (the Co-editors of Activitas) are very excited to issue a call for submissions for the first time (http://activitasjournal.com/activitas/pages/view/cfp): Call for Papers Activitas is an international journal that aims at promoting Cultural-Historical and Activity Theory Approach. The idea of the journal resulted from long discussions between the participants of ISCAR Summer University and recent ISCAR conference. It became evident that many researchers making their first steps in CHAT approach need an issue where they can share their ideas with experienced and recognized scholars. For that reason journal established a special department: first international publication. The journal strives to develop further Cultural-historical and Activity Theory Approach and to promote interdisciplinary character covering broad range of disciplines exploring different aspects of human development and activities. We invite international scholars to share knowledge in the form of original empirical and theoretical research papers, case studies, literature and book reviews. Preferred language of the publication of articles is English. In order to stress international and intercultural aspect of the journal we intend to publish at least one article per issue in other languages. Best wishes, Natalia. ----- Original Message ----- From: "mike cole" To: "eXtended Mind, Culture, Activity" , "leontiev/dima" Sent: Wednesday, April 8, 2015 11:26:02 AM Subject: [Xmca-l] Fwd: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? ???????? ---------- Forwarded message ---------- From: *Ilya Garber* Date: Wednesday, April 8, 2015 Subject: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? ???????? To: ??????????? ? ??????? ?????????? <505367082848886@groups.facebook.com> Ilya Garber posted in ??????????? ? ??????? ?????????? [image: Ilya Garber] Ilya Garber 11:20am Apr 8 ????? ??????. ?????: ??????? ???????? activitasjournal.com activitasjournal.com View Post on Facebook ? Edit Email Settings ? Reply to this email to add a comment. -- "Each new level of development is a new relevant context." C.H. Waddington From cconnery@ithaca.edu Wed Apr 8 21:22:07 2015 From: cconnery@ithaca.edu (Cathrene Connery) Date: Thu, 9 Apr 2015 04:22:07 +0000 Subject: [Xmca-l] Brava! In-Reply-To: <168101077.84094808.1428521627800.JavaMail.zimbra@sfu.ca> References: <944887305563526-505367082848886@groups.facebook.com> <944887305563526-505367082848886@groups.facebook.com> , <168101077.84094808.1428521627800.JavaMail.zimbra@sfu.ca> Message-ID: Dear Natalia and the Activitas editorial board: Brava, brava! Congratulations on launching your new publication! Best wishes, Cathrene 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 Apr 8, 2015, at 3:37 PM, "Natalia Gajdamaschko" wrote: > Hi Mike and Dear All, > > Mike, thank you for sharing on XMCA! We (the Co-editors of Activitas) are very excited to issue a call for submissions for the first time (http://activitasjournal.com/activitas/pages/view/cfp): > > Call for Papers > > Activitas is an international journal that aims at promoting Cultural-Historical and Activity Theory Approach. The idea of the journal resulted from long discussions between the participants of ISCAR Summer University and recent ISCAR conference. It became evident that many researchers making their first steps in CHAT approach need an issue where they can share their ideas with experienced and recognized scholars. For that reason journal established a special department: first international publication. > > The journal strives to develop further Cultural-historical and Activity Theory Approach and to promote interdisciplinary character covering broad range of disciplines exploring different aspects of human development and activities. > > We invite international scholars to share knowledge in the form of original empirical and theoretical research papers, case studies, literature and book reviews. > > Preferred language of the publication of articles is English. In order to stress international and intercultural aspect of the journal we intend to publish at least one article per issue in other languages. > > Best wishes, > Natalia. > ----- Original Message ----- > From: "mike cole" > To: "eXtended Mind, Culture, Activity" , "leontiev/dima" > Sent: Wednesday, April 8, 2015 11:26:02 AM > Subject: [Xmca-l] Fwd: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? ???????? > > ---------- Forwarded message ---------- > From: *Ilya Garber* > Date: Wednesday, April 8, 2015 > Subject: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? > ???????? > To: ??????????? ? ??????? ?????????? <505367082848886@groups.facebook.com> > > > Ilya Garber posted in ??????????? ? ??????? ?????????? > > [image: Ilya Garber] > Ilya > Garber > > 11:20am Apr 8 > ????? ??????. ?????: ??????? ???????? > activitasjournal.com > > activitasjournal.com > > > View Post on Facebook > > ? Edit Email Settings > > ? Reply to this email to add a comment. > > > > -- > "Each new level of development is a new relevant context." C.H. Waddington > From nataliag@sfu.ca Wed Apr 8 23:03:08 2015 From: nataliag@sfu.ca (Natalia Gajdamaschko) Date: Wed, 8 Apr 2015 23:03:08 -0700 (PDT) Subject: [Xmca-l] Re: Brava! In-Reply-To: References: <944887305563526-505367082848886@groups.facebook.com> <944887305563526-505367082848886@groups.facebook.com> <168101077.84094808.1428521627800.JavaMail.zimbra@sfu.ca> Message-ID: <1027010287.84904144.1428559388722.JavaMail.zimbra@sfu.ca> Thank you, Cathrene! Cheers, Natalia ----- Original Message ----- From: "Cathrene Connery" To: "eXtended Mind, Culture, Activity" Cc: "eXtended Mind, Culture, Activity" , "leontiev/dima" Sent: Wednesday, April 8, 2015 9:22:07 PM Subject: [Xmca-l] Brava! Dear Natalia and the Activitas editorial board: Brava, brava! Congratulations on launching your new publication! Best wishes, Cathrene 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 Apr 8, 2015, at 3:37 PM, "Natalia Gajdamaschko" wrote: > Hi Mike and Dear All, > > Mike, thank you for sharing on XMCA! We (the Co-editors of Activitas) are very excited to issue a call for submissions for the first time (http://activitasjournal.com/activitas/pages/view/cfp): > > Call for Papers > > Activitas is an international journal that aims at promoting Cultural-Historical and Activity Theory Approach. The idea of the journal resulted from long discussions between the participants of ISCAR Summer University and recent ISCAR conference. It became evident that many researchers making their first steps in CHAT approach need an issue where they can share their ideas with experienced and recognized scholars. For that reason journal established a special department: first international publication. > > The journal strives to develop further Cultural-historical and Activity Theory Approach and to promote interdisciplinary character covering broad range of disciplines exploring different aspects of human development and activities. > > We invite international scholars to share knowledge in the form of original empirical and theoretical research papers, case studies, literature and book reviews. > > Preferred language of the publication of articles is English. In order to stress international and intercultural aspect of the journal we intend to publish at least one article per issue in other languages. > > Best wishes, > Natalia. > ----- Original Message ----- > From: "mike cole" > To: "eXtended Mind, Culture, Activity" , "leontiev/dima" > Sent: Wednesday, April 8, 2015 11:26:02 AM > Subject: [Xmca-l] Fwd: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? ???????? > > ---------- Forwarded message ---------- > From: *Ilya Garber* > Date: Wednesday, April 8, 2015 > Subject: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? > ???????? > To: ??????????? ? ??????? ?????????? <505367082848886@groups.facebook.com> > > > Ilya Garber posted in ??????????? ? ??????? ?????????? > > [image: Ilya Garber] > Ilya > Garber > > 11:20am Apr 8 > ????? ??????. ?????: ??????? ???????? > activitasjournal.com > > activitasjournal.com > > > View Post on Facebook > > ? Edit Email Settings > > ? Reply to this email to add a comment. > > > > -- > "Each new level of development is a new relevant context." C.H. Waddington > From hshonerd@gmail.com Thu Apr 9 09:32:24 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Thu, 9 Apr 2015 10:32:24 -0600 Subject: [Xmca-l] Re: Brava! In-Reply-To: <1027010287.84904144.1428559388722.JavaMail.zimbra@sfu.ca> References: <944887305563526-505367082848886@groups.facebook.com> <944887305563526-505367082848886@groups.facebook.com> <168101077.84094808.1428521627800.JavaMail.zimbra@sfu.ca> <1027010287.84904144.1428559388722.JavaMail.zimbra@sfu.ca> Message-ID: Natalia, Yes, totally cool! Henry > On Apr 9, 2015, at 12:03 AM, Natalia Gajdamaschko wrote: > > > Thank you, Cathrene! > Cheers, > Natalia > ----- Original Message ----- > From: "Cathrene Connery" > To: "eXtended Mind, Culture, Activity" > Cc: "eXtended Mind, Culture, Activity" , "leontiev/dima" > Sent: Wednesday, April 8, 2015 9:22:07 PM > Subject: [Xmca-l] Brava! > > Dear Natalia and the Activitas editorial board: > Brava, brava! Congratulations on launching your new publication! > Best wishes, > Cathrene > > 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 Apr 8, 2015, at 3:37 PM, "Natalia Gajdamaschko" wrote: > >> Hi Mike and Dear All, >> >> Mike, thank you for sharing on XMCA! We (the Co-editors of Activitas) are very excited to issue a call for submissions for the first time (http://activitasjournal.com/activitas/pages/view/cfp): >> >> Call for Papers >> >> Activitas is an international journal that aims at promoting Cultural-Historical and Activity Theory Approach. The idea of the journal resulted from long discussions between the participants of ISCAR Summer University and recent ISCAR conference. It became evident that many researchers making their first steps in CHAT approach need an issue where they can share their ideas with experienced and recognized scholars. For that reason journal established a special department: first international publication. >> >> The journal strives to develop further Cultural-historical and Activity Theory Approach and to promote interdisciplinary character covering broad range of disciplines exploring different aspects of human development and activities. >> >> We invite international scholars to share knowledge in the form of original empirical and theoretical research papers, case studies, literature and book reviews. >> >> Preferred language of the publication of articles is English. In order to stress international and intercultural aspect of the journal we intend to publish at least one article per issue in other languages. >> >> Best wishes, >> Natalia. >> ----- Original Message ----- >> From: "mike cole" >> To: "eXtended Mind, Culture, Activity" , "leontiev/dima" >> Sent: Wednesday, April 8, 2015 11:26:02 AM >> Subject: [Xmca-l] Fwd: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? ???????? >> >> ---------- Forwarded message ---------- >> From: *Ilya Garber* >> Date: Wednesday, April 8, 2015 >> Subject: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? >> ???????? >> To: ??????????? ? ??????? ?????????? <505367082848886@groups.facebook.com> >> >> >> Ilya Garber posted in ??????????? ? ??????? ?????????? >> >> [image: Ilya Garber] >> Ilya >> Garber >> >> 11:20am Apr 8 >> ????? ??????. ?????: ??????? ???????? >> activitasjournal.com >> >> activitasjournal.com >> >> >> View Post on Facebook >> >> ? Edit Email Settings >> >> ? Reply to this email to add a comment. >> >> >> >> -- >> "Each new level of development is a new relevant context." C.H. Waddington >> > > From nataliag@sfu.ca Thu Apr 9 18:15:50 2015 From: nataliag@sfu.ca (Natalia Gajdamaschko) Date: Thu, 9 Apr 2015 18:15:50 -0700 (PDT) Subject: [Xmca-l] Re: Brava! In-Reply-To: References: <944887305563526-505367082848886@groups.facebook.com> <944887305563526-505367082848886@groups.facebook.com> <168101077.84094808.1428521627800.JavaMail.zimbra@sfu.ca> <1027010287.84904144.1428559388722.JavaMail.zimbra@sfu.ca> Message-ID: <1403421160.86051065.1428628550187.JavaMail.zimbra@sfu.ca> Thank you, Henry, NG ----- Original Message ----- From: "HENRY SHONERD" To: "eXtended Mind, Culture, Activity" Sent: Thursday, April 9, 2015 9:32:24 AM Subject: [Xmca-l] Re: Brava! Natalia, Yes, totally cool! Henry > On Apr 9, 2015, at 12:03 AM, Natalia Gajdamaschko wrote: > > > Thank you, Cathrene! > Cheers, > Natalia > ----- Original Message ----- > From: "Cathrene Connery" > To: "eXtended Mind, Culture, Activity" > Cc: "eXtended Mind, Culture, Activity" , "leontiev/dima" > Sent: Wednesday, April 8, 2015 9:22:07 PM > Subject: [Xmca-l] Brava! > > Dear Natalia and the Activitas editorial board: > Brava, brava! Congratulations on launching your new publication! > Best wishes, > Cathrene > > 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 Apr 8, 2015, at 3:37 PM, "Natalia Gajdamaschko" wrote: > >> Hi Mike and Dear All, >> >> Mike, thank you for sharing on XMCA! We (the Co-editors of Activitas) are very excited to issue a call for submissions for the first time (http://activitasjournal.com/activitas/pages/view/cfp): >> >> Call for Papers >> >> Activitas is an international journal that aims at promoting Cultural-Historical and Activity Theory Approach. The idea of the journal resulted from long discussions between the participants of ISCAR Summer University and recent ISCAR conference. It became evident that many researchers making their first steps in CHAT approach need an issue where they can share their ideas with experienced and recognized scholars. For that reason journal established a special department: first international publication. >> >> The journal strives to develop further Cultural-historical and Activity Theory Approach and to promote interdisciplinary character covering broad range of disciplines exploring different aspects of human development and activities. >> >> We invite international scholars to share knowledge in the form of original empirical and theoretical research papers, case studies, literature and book reviews. >> >> Preferred language of the publication of articles is English. In order to stress international and intercultural aspect of the journal we intend to publish at least one article per issue in other languages. >> >> Best wishes, >> Natalia. >> ----- Original Message ----- >> From: "mike cole" >> To: "eXtended Mind, Culture, Activity" , "leontiev/dima" >> Sent: Wednesday, April 8, 2015 11:26:02 AM >> Subject: [Xmca-l] Fwd: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? ???????? >> >> ---------- Forwarded message ---------- >> From: *Ilya Garber* >> Date: Wednesday, April 8, 2015 >> Subject: [??????????? ? ??????? ??????????] ????? ??????. ?????: ??????? >> ???????? >> To: ??????????? ? ??????? ?????????? <505367082848886@groups.facebook.com> >> >> >> Ilya Garber posted in ??????????? ? ??????? ?????????? >> >> [image: Ilya Garber] >> Ilya >> Garber >> >> 11:20am Apr 8 >> ????? ??????. ?????: ??????? ???????? >> activitasjournal.com >> >> activitasjournal.com >> >> >> View Post on Facebook >> >> ? Edit Email Settings >> >> ? Reply to this email to add a comment. >> >> >> >> -- >> "Each new level of development is a new relevant context." C.H. Waddington >> > > From michakonto@googlemail.com Fri Apr 10 03:21:43 2015 From: michakonto@googlemail.com (micha) Date: Fri, 10 Apr 2015 11:21:43 +0100 Subject: [Xmca-l] PhD scholarship: HyperConnecting Youth: Virtual Pedagogy & Global Issues Message-ID: Dear colleagues, I am delighted to let you know about a PhD studentship at the University of Roehampton in London. We would appreciate it if you could please distribute this to any potential candidates. with all good wishes Dr. Michalis Kontopodis Senior Lecturer in Education Studies Paulo Freire Institute UK | School of Education University of Roehampton | www.roehampton.ac.uk Roehampton Lane | London SW15 5PJ *PhD scholarship: HyperConnecting Youth: Virtual Pedagogy & Global Issues* The University of Roehampton offers a scholarship for a PhD student to undertake PhD studies and research under the supervision of Dr. M. Kontopodis in the context of project ?HyperConnecting Youth: Virtual Pedagogy & Global Issues?. Broadly speaking, this project aims to further develop critical and socio-cultural approaches to education in the context of today?s virtual era within the broader frame of the Paulo Freire Institute/ RISE at the University of Roehampton: http://roehampton.ac.uk/Research-Centres/Paulo-Freire-Institute-RISE/ Further information on the project is given here: https://mkontopodis.wordpress.com/hypercom/ http://www.roehampton.ac.uk/uploadedFiles/Pages_Assets/PDFs_and_Word_Docs/Graduate_School/EDU_VCScholarships.pdf The studentship begins in September 2015 and covers living costs of about ?16.000 per year for 3 years (or part time equivalent for five years). It also covers full tuition fees for British and European students (?4,052 per year). International students are unfortunately required to pay the difference in tuition fees through their own resources (the total fee for international students is ?12.000 per year from which ?4,052 will be covered). This scholarship is part of a broader Roehampton program for PhD studentships, which includes 50 studentships in total in a wide range of topics. The deadline for applications is midnight 5th May 2015. The full information for all studentships is provided here: http://www.roehampton.ac.uk/vcscholarships We are particularly interested in students who: ?have a solid background in educational science or related social-scientific disciplines ?have experience in working with ? voiceless" urban young populations in school or after-school/ community contexts (and eventually speak their language(s) and/or belong to/ comes from such populations) ?are experienced in qualitative research methods and data interpretation ?are skilled in new media technologies (with basic programming, design and database management skills) or at least eager to develop such skills The concrete field of research is not specified yet (international students are welcome to apply and may engage in research in their country). Last but not least: We are happy to undertake supervision of PhD students who can secure funding from other resources on related topics such as: global & intercultural education; digital media in teaching & learning; schooling, diversity & marginalization (Dies kann auch auf Deutsch geschehen / hablamos espa?ol/ fran?ais/ portugu?s) Interested candidates are welcome to contact Dr. Michalis Kontopodis directly: Michalis.Kontopodis@roehampton.ac.uk with kind regards, Dr. Michalis Kontopodis Senior Lecturer in Education Studies Paulo Freire Institute UK | School of Education University of Roehampton | www.roehampton.ac.uk Roehampton Lane | London SW15 5PJ Tel. (+44) (0) 20 8392 5784 / Office: GH 227 Personal web: http://www.roehampton.ac.uk/staff/Michalis-Kontopodis/ https://roehampton-online.academia.edu/MichalisKontopodis http://mkontopodis.wordpress.com Twitter: @m_kontopodis From smago@uga.edu Sun Apr 12 03:41:34 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Sun, 12 Apr 2015 10:41:34 +0000 Subject: [Xmca-l] SIBF receives 630 requests for book translations Message-ID: http://gulftoday.ae/portal/dbebf56c-1a6f-41e9-895c-473a169b9831.aspx I found this while looking for something else. Translators, earnings ahead! p From shirinvossoughi@gmail.com Sun Apr 12 09:30:41 2015 From: shirinvossoughi@gmail.com (Shirin Vossoughi) Date: Sun, 12 Apr 2015 11:30:41 -0500 Subject: [Xmca-l] Re: Opt-out movement In-Reply-To: References: <02d505a497d3b740741292d0f2678951@rpi.edu> Message-ID: of interest ~ http://iamaneducator.com/2015/04/10/opt-out-now-the-seattle-naacp-revives-the-legacy-w-e-b-du-bois-demands-an-end-to-common-core-testing/ From cconnery@ithaca.edu Sun Apr 12 10:07:16 2015 From: cconnery@ithaca.edu (Cathrene Connery) Date: Sun, 12 Apr 2015 17:07:16 +0000 Subject: [Xmca-l] Re: Opt-out movement In-Reply-To: References: <02d505a497d3b740741292d0f2678951@rpi.edu> , Message-ID: <7718D23B-3EF6-4008-BEC2-BCB0D14618A0@ithaca.edu> An excellent historical synopsis and hopeful initiative! Thanks for sharing. Best wishes, Cathrene 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 Apr 12, 2015, at 12:32 PM, "Shirin Vossoughi" wrote: > of interest ~ > http://iamaneducator.com/2015/04/10/opt-out-now-the-seattle-naacp-revives-the-legacy-w-e-b-du-bois-demands-an-end-to-common-core-testing/ From mcole@ucsd.edu Tue Apr 14 09:35:46 2015 From: mcole@ucsd.edu (mike cole) Date: Tue, 14 Apr 2015 09:35:46 -0700 Subject: [Xmca-l] Fwd: Call for a Post-Doctoral Fellowship: Relationships, Change Processes and Wellbeing - Porto, Portugal In-Reply-To: <3A56D3B86B51574A977AA0CB88CCBD4E010A30C211@SRVMBX02.fpceup.psi.up.pt> References: <4154FC9869C9D54B8F7BAFAD4C20C189010A12C132@SRVMBX02.fpceup.psi.up.pt> <11F28F4B-A095-42D3-88C1-EC57413C169E@fpce.up.pt> <3A56D3B86B51574A977AA0CB88CCBD4E010A30C211@SRVMBX02.fpceup.psi.up.pt> Message-ID: ---------- Forwarded message ---------- From: FPCEUP - Servi?o de Comunica??o e Imagem Date: Tue, Apr 14, 2015 at 2:03 AM Subject: Call for a Post-Doctoral Fellowship: Relationships, Change Processes and Wellbeing - Porto, Portugal To: *Call for a Post-Doctoral Fellowship: Relationships, Change Processes and Wellbeing - Porto, Portugal* The Faculty of Psychology and Educational Sciences of the University of Porto informs that the* Call for a Post-Doctoral Fellowship* is now opened, in the framework of the research group on Relationships, Change Processes and Wellbeing (RCPW) of the Center of Psychology at the University of Porto (http://www.fpce.up.pt/cpup/english/centro.html). Investigation and Development parties shall be financed by national funds and, when applicable, by Community funding, in the context of the Common Strategic Framework of the European Union for 2014-2020. All information at: http://www.eracareers.pt/opportunities/index.aspx?task=global&jobId=59778 Contact: *CPUP - Centro de Psicologia da Universidade do Porto (Center of Psychology at the University of Porto)* Faculdade de Psicologia e de Ci?ncias da Educa??o da Universidade do Porto Rua Alfredo Allen 4200-135 Porto T.| +351 220 400 617 E.| cpup@fpce.up.pt U.| www.fpce.up.pt/cpup -- "Each new level of development is a new relevant context." C.H. Waddington From mcole@ucsd.edu Wed Apr 15 17:53:36 2015 From: mcole@ucsd.edu (mike cole) Date: Wed, 15 Apr 2015 17:53:36 -0700 Subject: [Xmca-l] Fwd: [COGDEVSOC] Post-doctoral position at the University of Maryland In-Reply-To: References: Message-ID: ---------- Forwarded message ---------- From: Rochelle S. Newman Date: Wed, Apr 15, 2015 at 5:27 PM Subject: [COGDEVSOC] Post-doctoral position at the University of Maryland To: "cogdevsoc@lists.cogdevsoc.org" , " ISISLIST@LISTSERV.NEU.EDU" , " info-childes@googlegroups.com" Dear all, Please pass this announcement for a postdoctoral position in my lab on to your colleagues and students. Thank you! (And apologies for posting both this and a lab manager position in the same week!) --------------------------- Dr. Rochelle Newman, Professor Chair, Dept. of Hearing & Speech Sciences Associate Director, Maryland Language Science Center The Department of Hearing and Speech Sciences at the University of Maryland, College Park,seeks a motivated post-doctoral research associate to work in the Language Development lab. Dr. Rochelle Newman anticipates an opening on a new 5-year grant focused on children?s ability to learn from speech in noisy environments. This project explores the reasons why young children appear more affected by background noise than do adults, including issues relating to both attentional skills and auditory processing. The lab is closely affiliated with the Maryland Language Science Center (http://languagescience.umd.edu/), and the successful applicant will have the opportunity to collaborate with a lively, supportive community of over 200 language scientists. Ideal candidates will have a PhD in psychology, hearing & speech science, cognitive science, or a closely related field, and experience conducting research with toddlers and young children. Responsibilities include, but are not limited to: research project design/implementation/oversight, mentoring of undergraduate research assistants, statistical analysis, and manuscript preparation. For best consideration apply by May 15, 2015, but applications will be accepted until position is filled. Interested applicants should complete the online application at https://jobs.umd.edu (job position #118716). Required materials include a letter of application, CV, a statement of research interests (2 pages), up to two (2) publications uploaded as supplemental documents, and contact information (names, telephone, and email addresses) of three references. For questions, contact Dr. Rochelle Newman (301-405-4226) or rnewman1@umd.edu. Salary is commensurate with experience. This is a full-time position, minimum 12 months with the potential for continuation for several years. The University of Maryland is an equal opportunity/affirmative action employer. Women and minorities are especially encouraged to apply. _______________________________________________ To post to the CDS listserv, send your message to: cogdevsoc@lists.cogdevsoc.org (If you belong to the listserv and have not included any large attachments, your message will be posted without moderation--so be careful!) To subscribe or unsubscribe from the listserv, visit: http://lists.cogdevsoc.org/listinfo.cgi/cogdevsoc-cogdevsoc.org -- "Each new level of development is a new relevant context." C.H. Waddington From mcole@ucsd.edu Fri Apr 17 10:58:16 2015 From: mcole@ucsd.edu (mike cole) Date: Fri, 17 Apr 2015 10:58:16 -0700 Subject: [Xmca-l] From LSV to Liberation Psychology Message-ID: Thanks to Ilya Garber and the "methodology and history of psychology" FB group for brining the attached article to our attention. It ought to prove of wide interest. mike -- "Each new level of development is a new relevant context." C.H. Waddington -------------- next part -------------- A non-text attachment was scrubbed... Name: LSV.liberation.pdf Type: application/pdf Size: 229423 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150417/df5acd6e/attachment.pdf From annalisa@unm.edu Fri Apr 17 12:01:25 2015 From: annalisa@unm.edu (Annalisa Aguilar) Date: Fri, 17 Apr 2015 19:01:25 +0000 Subject: [Xmca-l] Re: Opt-out movement In-Reply-To: <7718D23B-3EF6-4008-BEC2-BCB0D14618A0@ithaca.edu> References: <02d505a497d3b740741292d0f2678951@rpi.edu> , , <7718D23B-3EF6-4008-BEC2-BCB0D14618A0@ithaca.edu> Message-ID: <1429297283875.74075@unm.edu> MORE ON OPTING OUT at Democracy Now: http://www.democracynow.org/2015/4/17/test_mutiny_tens_of_thousands_of FYI Kind regards, Annalisa From pfarruggio@utpa.edu Fri Apr 17 12:19:40 2015 From: pfarruggio@utpa.edu (Peter Farruggio) Date: Fri, 17 Apr 2015 19:19:40 +0000 Subject: [Xmca-l] Re: Opt-out movement In-Reply-To: <1429297283875.74075@unm.edu> References: <02d505a497d3b740741292d0f2678951@rpi.edu> , , <7718D23B-3EF6-4008-BEC2-BCB0D14618A0@ithaca.edu> <1429297283875.74075@unm.edu> Message-ID: Thanks for sending this, Annalisa. Here are the two latest articles by Juan Gonzalez in the NY Daily News. The April 16 article got onto the front page. I apologize in advance for sending a long post. Pete Farruggio, PhD Associate Professor, Bilingual Education University of Texas Pan American It's not multiple choice, it's a resounding no as fed-up parents revolt against New York's standardized exams in historic fashion Juan Gonzalez NEW YORK DAILY NEWS Tuesday, April 14, 2015 The entire structure of high-stakes testing in New York crumbled Tuesday, as tens of thousands of fed-up public school parents rebelled against Albany's fixation with standardized tests and refused to allow their children to take the annual English Language Arts state exam. This "opt-out" revolt has been quietly building for years, but it reached historic levels this time. More than half the pupils at several Long Island and upstate school districts joined in - at some schools in New York City boycott percentages neared 40%. At the Patchogue-Medford School District in Suffolk County, 65% of 3,400 students in grades three to eight abstained from the test, District Superintendent Michael Hynes told the Daily News. "There was a very strong parent contingent that spoke loudly today," Hynes said. At West Seneca District near Buffalo, nearly 70% of some 2,976 students refused testing. Likewise, at tiny Southold School District on Long Island's North Fork, 60% of the 400 students opted out; so did 60% of Rockville Centre's 1,600 pupils. And in the Westchester town of Ossining, nearly 20% of 2,100 students boycotted. "It's clear that parents and staff are concerned about the number of standard assessments and how they're used," Ossining school chief Ray Sanchez said. Here in the city, a Department of Education spokeswoman claimed the number of opt-outs won't be known for weeks. But there's little doubt the boycott totals in city schools will dwarf last year's numbers, when fewer than 2,000 pupils abstained. At Central Park East 1, a K-to-5 school in East Harlem, 59 of 76 children refused the test, according to Toni Smith-Thompson, co-president of the Parents Association and a leader of the boycott. "We're very concerned about the impact a new testing proposal will have on our teachers," Smith-Thompson said. She was referring to Gov. Cuomo getting the Legislature to approve a new evaluation system that will base 50% of a teacher's performance on student test scores. At Public School 29 in Cobble Hill, Brooklyn, some 20% refused. And at Public School 321 in Park Slope, Brooklyn, 36% boycotted, local parent leaders said. "Every year, all these hours of testing, it's too much," said Michelle Kupper, parent of a third-grader at PS 29. "We disagree with how the test scores are being used to sort and to punish," Kupper said. In Westchester, former Republican gubernatorial candidate Rob Astorino refused to allow two of his children to take the test. "Today, Sheila and I join over 100,000 parents across New York in opting our children out of the Common Core tests," Astorino said in a statement, a reference to the new tougher curriculum adopted by New York and other states, on which the test is based. "Common Core needs to be replaced with better standards developed with input from teachers and parents and vetted and tested in a fully transparent process," Astorino said. The governor's office declined to comment for now, and state ed officials wouldn't say how big the boycott had been. Conservatives like Astorino have formed an unusual alliance with liberal education advocates who claim the test, developed by Pearson PLC, does nothing to help assess students. "They're secret, you can't even discuss the contents of the test with anyone," said William Cala, superintendent of Fairport Central School District outside Rochester, where 67% of students boycotted the test Tuesday. "Any good assessment is one where you get immediate feedback, but we don't even get the results for months after they take the test," Cala said, and even then, teachers and students are never told what questions the students got wrong. So how will Gov. Cuomo's new evaluation system work with so many students refusing to be tested? The governor's office declined to comment for now, and state ed officials wouldn't say how big the boycott had been. But this was not provoked by any politician or the teachers unions, as some want you to believe. Tens of thousands of parents got tired of being ignored by the people in Albany. So one fine day in April, they simply said, "no more." Gonzalez: Surge of the opt-out movement against English Language Arts exam is act of mass civil disobedience Juan Gonzalez NEW YORK DAILY NEWS Thursday, April 16, 2015, 11:36 PM http://www.nydailynews.com/new-york/education/gonzalez-opt-out-movement-mass-act-civil-disobedience-article-1.2188586 Tens of thousands of parents rebelled this week against years of standardized testing from the politicians in Albany. They joined the national opt-out movement by refusing to allow their children to take the annual state-mandated English Language Arts exam. Remember the number 999. It's the computer code that keeps track of what will go down as a historic grass-roots movement in public education in New York State. Tens of thousands of parents rebelled this week against years of standardized testing from the politicians in Albany. They joined the national opt-out movement by refusing to allow their children to take the annual state-mandated English Language Arts exam. The movement has grown so rapidly in recent years that the state instructed teachers beforehand to bubble in "999" as the final score for any child refusing the exam - the code for opt out. Still, officials in both the state and city departments of education claim they don't know yet how many of the 1.1 million pupils scheduled for testing in grades 3 to 8 joined the boycott. Protest organizers said Thursday that at least 155,000 pupils did - with only half of school districts tallied so far. At some Long Island and upstate school districts, abstention levels reached 80%. Whatever the final number, it was a startling act of mass civil disobedience, given that each parent had to write a letter to the local school demanding an opt out for their child. It's even more impressive because top education officials publicly warned school districts they risk losing federal funds if nonparticipation surpasses 5%. "To react to parents who are speaking out by threatening to defund our schools is outrageous," said Megan Diver, the mother of twin girls who refused their third-grade test at Public School 321 in Park Slope, Brooklyn. Whatever the final number, it was a startling act of mass civil disobedience, given that each parent had to write a letter to the local school demanding an opt out for their child. To Diver and other parents, the politicians like Gov. Cuomo have ignored more than a year of huge town hall meetings across the state where parents voiced frustration with the constant testing and the new Common Core curriculum the state now uses. Back in 2009, the old state tests showed 77% of students statewide were proficient in English. The next year, the pass level was raised and the proficiency percentage dropped to 57%. A few years later, Albany introduced Common Core and the level plummeted even more - to 31% statewide. Same children. Same teachers. Different test. The politicians created a test that says all schools are failing, not just the ones in the big cities, then declare a crisis, so they can close more neighborhood schools, launch more charter schools, and target more teachers for firing. Meanwhile, the private company that fashioned this new test, Pearson, insists on total secrecy over its content. This week, test instructions even warned teachers not to "read, review, or duplicate the contents of secure test material before, during, or after test administration." What kind of testing company forbids a teacher from reading the test he or she administers? Little wonder so many parents decided the only way to be heard was joining the opt-out movement. Next Tuesday begins round two - the state math tests. jgonzalez@nydailynews.com Comments Susan Ohanian Thank you, Juan Gonzalez, for speaking truth to power: "The politicians created a test that says all schools are failing." Common Core is a political exercise, destroying the education of our children. Jane Myers Schools will not lose funding. Title 1 funds may be moved, not lost. This means schools may be told to use Title 1 funds for tutoring instead of other things. And this would only happen after 3 yrs of opting out. School leaders, NYSED and politicians are LYING. Schools will not lose funds. -----Original Message----- From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of Annalisa Aguilar Sent: Friday, April 17, 2015 2:01 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Opt-out movement MORE ON OPTING OUT at Democracy Now: http://www.democracynow.org/2015/4/17/test_mutiny_tens_of_thousands_of FYI Kind regards, Annalisa From dkellogg60@gmail.com Fri Apr 17 14:49:55 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Sat, 18 Apr 2015 06:49:55 +0900 Subject: [Xmca-l] The Ego and the Interpersonality Message-ID: In "Psychology of Art" Vygotsky apprehends the so-called "Hamlet" enigma: why doesn't Hamlet just go and do it? Why all the dilly-dallying, the shilly-shallying, the hesitation and tergiversation? Vygotsky concludes that the "Hamlet enigma" is really a curtain painted over the whole painting. That is, the play is, itself, a study of how volition is and is not created. It is, as Vygotsky later says, the key question in the whole of psychology--the question of how we make decisions and then these self-given decisions and not the God-given environment become the nature to which the human animal must adapt. Consdier this 1964 Soviet version of Act 1 Scene 5--in Russian!--by Gregory Kozintsev: https://www.youtube.com/watch?v=Vp5Rz0LqUSM The film score was written by Shostakovich. But there is no music in this clip--just the music of speech. Compare this version--by Peter Brook. https://www.youtube.com/watch?v=qT5rLk40fnM Kozintsev cuts precisely the line that Brook considers the most important line in all of Shakespeare. The Ghost says: "Taint not thy mind!" (10:52 on the Brook clip) Meaning, you must somehow carry out this murder, without destroying your own soul--you must avenge me, but not vengefully--you must kill out of love for your mother and for your motherland. I think that BOTH Kozintsev and Brook consider this line a complete contradiction. This line is why Hamlet hesitates and why he cannot seem to perform the murder for four long hours, and when he does kill the king it has almost nothing to do with vengeance (it is only when he has seen the king murder his own mother and when he knows that he too is dying anyway). Kozintsev cuts the line and makes the play into self-directed narrative, the source of Bruner's "ego". But Brook keeps the line, and as a result the play becomes more Shakespearean, more dialogic, and much closer to the source of the ego, the interpersonality. David Kellogg From hshonerd@gmail.com Sat Apr 18 13:12:24 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Sat, 18 Apr 2015 14:12:24 -0600 Subject: [Xmca-l] Re: The Ego and the Interpersonality In-Reply-To: References: Message-ID: <84FD27CE-540A-4751-A3A8-BF630BB8710E@gmail.com> David, Nice! I was totally struck by the hugs between father and son in the Brook version. A bit later Hamlet might have been thinking of those hugs when he said: "There are more things in heaven and earth, Horatio,than are dreamt of in your philosophy.? And, the Brook version is so much warmer. Hamlet a person of color, in color. Agency and culture. Something worth dying for. Love. These two clips were great! Henry > On Apr 17, 2015, at 3:49 PM, David Kellogg wrote: > > In "Psychology of Art" Vygotsky apprehends the so-called "Hamlet" enigma: > why doesn't Hamlet just go and do it? Why all the dilly-dallying, the > shilly-shallying, the hesitation and tergiversation? Vygotsky concludes > that the "Hamlet enigma" is really a curtain painted over the whole > painting. That is, the play is, itself, a study of how volition is and is > not created. > > It is, as Vygotsky later says, the key question in the whole of > psychology--the question of how we make decisions and then these > self-given decisions and not the God-given environment become the nature to > which the human animal must adapt. > > Consdier this 1964 Soviet version of Act 1 Scene 5--in Russian!--by Gregory > Kozintsev: > > > > https://www.youtube.com/watch?v=Vp5Rz0LqUSM > > > > The film score was written by Shostakovich. But there is no music in this > clip--just the music of speech. > > > > Compare this version--by Peter Brook. > > > > https://www.youtube.com/watch?v=qT5rLk40fnM > > > > > Kozintsev cuts precisely the line that Brook considers the most important > line in all of Shakespeare. The Ghost says: > > > "Taint not thy mind!" (10:52 on the Brook clip) > > > Meaning, you must somehow carry out this murder, without destroying your > own soul--you must avenge me, but not vengefully--you must kill out of love > for your mother and for your motherland. > > > I think that BOTH Kozintsev and Brook consider this line a complete > contradiction. This line is why Hamlet hesitates and why he cannot seem to > perform the murder for four long hours, and when he does kill the king it > has almost nothing to do with vengeance (it is only when he has seen the > king murder his own mother and when he knows that he too is dying anyway). > > > Kozintsev cuts the line and makes the play into self-directed > narrative, the source of Bruner's "ego". But Brook keeps the line, and as a > result the play becomes more Shakespearean, more dialogic, and much closer > to the source of the ego, the interpersonality. > > David Kellogg From dkellogg60@gmail.com Sat Apr 18 14:42:54 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Sun, 19 Apr 2015 06:42:54 +0900 Subject: [Xmca-l] Re: The Ego and the Interpersonality In-Reply-To: <84FD27CE-540A-4751-A3A8-BF630BB8710E@gmail.com> References: <84FD27CE-540A-4751-A3A8-BF630BB8710E@gmail.com> Message-ID: I think Brook is very influenced by his work on the Bhagavad Gita, which he sees as essentially the same story (Arjuna as Hamlet and Krishna as Horatio). There too the issue is "Taint not your mind". Or, to put it in somewhat less spiritual and more materialist terms: "These events show the young man, already somewhat stout, making the most ineffective use of the new approach to Reason which he has picked up at the university of Wittenberg. In the feudal business to which he returns it simply hampers him. Faced with irrational practices, his reason is utterly unpractical." (Brecht on Theatre, p. 202) Aye, there's the rub. By creating an imaginary environment called Reason and then adapting to that instead of to Nature red in tooth and claw, human beings have opted out of the laws of evolution, but at the same time failed to really put anything workable in their place: as Halliday likes to say, the first attempts by humans to create designed solutions which will replace evolved ones (land reform, Esperanto, public education, heavier than air flight) are always failures, because humans do not take the natural environment and its evolved solutions seriously enough. Icarus is not simply, as Auden writes, an unimportant failure tumbling from the sky; Icarus's tragedy is that he simply does not include enough information from below. My father, as a graduate student, took part in the hydrogen bomb tests on the Bikini Atoll. These tests had the effect of wiping the natural environment of a group of Marshall Islanders from the face of the earth. But within a few years I was born with a birth defect which would, in another age, have resulted in almost immediate infant death (one reason why I decided not to have children despite a lifelong interest in child development). From the fate of the Bikini Islanders (ditto the blind, blundering way that humans have walked backwards into global warming) we can easily see that our conquest of nature has, for the most part, failed to substitute acts of human reason for the violence of natural law in much the same way as Hamlet fails. Brook points out that Hamlet is really Shakespeare's plagiarism of a rival blockbuster, probably by Thomas Kyd, playing near concurrently just downriver from the Globe. He's reconstructing the play more or less from memory, and being Shakespeare, his imagination reaches a good bit beyond his powers of recall. This results in the notorious contradictions of fact in the play (Horatio is and is not a foreigner; the play within a play is both two and four months after the wedding, etc) but also in a very striking heterogeneity in the writing (the tedious and cruel jokes at Polonius's expense, the filthy banter of Hamlet with Rosencrantz and Guildenstern,alongside the breathtaking poetry of Horatio describing dawn over the ramparts of Elsinore). So Brook is trying to entirely eliminate the earlier play, by Kyd, from Hamlet and produce only the work of Shakespeare, the poet, This isn't entirely a matter of taste: Kyd was a sensationalist, and Shakespeare's violent reaction against Kyd's gratuitous violence is what produces this dialogic, anti-melodramatic drama. David Kellogg On Sun, Apr 19, 2015 at 5:12 AM, HENRY SHONERD wrote: > David, > Nice! I was totally struck by the hugs between father and son in the Brook > version. A bit later Hamlet might have been thinking of those hugs when he > said: "There are more things in heaven and earth, Horatio,than are dreamt > of in your philosophy.? And, the Brook version is so much warmer. Hamlet a > person of color, in color. Agency and culture. Something worth dying for. > Love. These two clips were great! > Henry > > > > On Apr 17, 2015, at 3:49 PM, David Kellogg wrote: > > > > In "Psychology of Art" Vygotsky apprehends the so-called "Hamlet" enigma: > > why doesn't Hamlet just go and do it? Why all the dilly-dallying, the > > shilly-shallying, the hesitation and tergiversation? Vygotsky concludes > > that the "Hamlet enigma" is really a curtain painted over the whole > > painting. That is, the play is, itself, a study of how volition is and is > > not created. > > > > It is, as Vygotsky later says, the key question in the whole of > > psychology--the question of how we make decisions and then these > > self-given decisions and not the God-given environment become the nature > to > > which the human animal must adapt. > > > > Consdier this 1964 Soviet version of Act 1 Scene 5--in Russian!--by > Gregory > > Kozintsev: > > > > > > > > https://www.youtube.com/watch?v=Vp5Rz0LqUSM > > > > > > > > The film score was written by Shostakovich. But there is no music in this > > clip--just the music of speech. > > > > > > > > Compare this version--by Peter Brook. > > > > > > > > https://www.youtube.com/watch?v=qT5rLk40fnM > > > > > > > > > > Kozintsev cuts precisely the line that Brook considers the most important > > line in all of Shakespeare. The Ghost says: > > > > > > "Taint not thy mind!" (10:52 on the Brook clip) > > > > > > Meaning, you must somehow carry out this murder, without destroying your > > own soul--you must avenge me, but not vengefully--you must kill out of > love > > for your mother and for your motherland. > > > > > > I think that BOTH Kozintsev and Brook consider this line a complete > > contradiction. This line is why Hamlet hesitates and why he cannot seem > to > > perform the murder for four long hours, and when he does kill the king it > > has almost nothing to do with vengeance (it is only when he has seen the > > king murder his own mother and when he knows that he too is dying > anyway). > > > > > > Kozintsev cuts the line and makes the play into self-directed > > narrative, the source of Bruner's "ego". But Brook keeps the line, and > as a > > result the play becomes more Shakespearean, more dialogic, and much > closer > > to the source of the ego, the interpersonality. > > > > David Kellogg > > From tom.richardson3@googlemail.com Sat Apr 18 14:58:43 2015 From: tom.richardson3@googlemail.com (Tom Richardson) Date: Sat, 18 Apr 2015 22:58:43 +0100 Subject: [Xmca-l] Re: The Ego and the Interpersonality In-Reply-To: References: <84FD27CE-540A-4751-A3A8-BF630BB8710E@gmail.com> Message-ID: If I may kibbitz-in here with Henry and David - Thank you David for the clips and the extended commentary on reason and nature - the play is an undealt-with reference for me, since couldn't for the life of me answer the question about 'Hamlet the hero' in the 1955 scholarship'A'level I failed, so the reasoned discussion here is really enlarging of so many areas of knowledge for me - love it. Tom Richardson Middlesbrough UK On 18 April 2015 at 22:42, David Kellogg wrote: > I think Brook is very influenced by his work on the Bhagavad Gita, which he > sees as essentially the same story (Arjuna as Hamlet and Krishna as > Horatio). There too the issue is "Taint not your mind". Or, to put it in > somewhat less spiritual and more materialist terms: > > "These events show the young man, already somewhat stout, making the most > ineffective use of the new approach to Reason which he has picked up at the > university of Wittenberg. In the feudal business to which he returns it > simply hampers him. Faced with irrational practices, his reason is utterly > unpractical." (Brecht on Theatre, p. 202) > > Aye, there's the rub. By creating an imaginary environment called Reason > and then adapting to that instead of to Nature red in tooth and claw, human > beings have opted out of the laws of evolution, but at the same time failed > to really put anything workable in their place: as Halliday likes to say, > the first attempts by humans to create designed solutions which will > replace evolved ones (land reform, Esperanto, public education, heavier > than air flight) are always failures, because humans do not take the > natural environment and its evolved solutions seriously enough. Icarus is > not simply, as Auden writes, an unimportant failure tumbling from the sky; > Icarus's tragedy is that he simply does not include enough information from > below. > > My father, as a graduate student, took part in the hydrogen bomb tests on > the Bikini Atoll. These tests had the effect of wiping the natural > environment of a group of Marshall Islanders from the face of the earth. > But within a few years I was born with a birth defect which would, in > another age, have resulted in almost immediate infant death (one reason why > I decided not to have children despite a lifelong interest in child > development). From the fate of the Bikini Islanders (ditto the blind, > blundering way that humans have walked backwards into global warming) we > can easily see that our conquest of nature has, for the most part, failed > to substitute acts of human reason for the violence of natural law in much > the same way as Hamlet fails. > > Brook points out that Hamlet is really Shakespeare's plagiarism of a rival > blockbuster, probably by Thomas Kyd, playing near concurrently just > downriver from the Globe. He's reconstructing the play more or less from > memory, and being Shakespeare, his imagination reaches a good bit beyond > his powers of recall. This results in the notorious contradictions of fact > in the play (Horatio is and is not a foreigner; the play within a play is > both two and four months after the wedding, etc) but also in a very > striking heterogeneity in the writing (the tedious and cruel jokes at > Polonius's expense, the filthy banter of Hamlet with Rosencrantz and > Guildenstern,alongside the breathtaking poetry of Horatio describing dawn > over the ramparts of Elsinore). > > So Brook is trying to entirely eliminate the earlier play, by Kyd, from > Hamlet and produce only the work of Shakespeare, the poet, This isn't > entirely a matter of taste: Kyd was a sensationalist, and Shakespeare's > violent reaction against Kyd's gratuitous violence is what produces this > dialogic, anti-melodramatic drama. > > David Kellogg > > > > On Sun, Apr 19, 2015 at 5:12 AM, HENRY SHONERD wrote: > > > David, > > Nice! I was totally struck by the hugs between father and son in the > Brook > > version. A bit later Hamlet might have been thinking of those hugs when > he > > said: "There are more things in heaven and earth, Horatio,than are dreamt > > of in your philosophy.? And, the Brook version is so much warmer. Hamlet > a > > person of color, in color. Agency and culture. Something worth dying for. > > Love. These two clips were great! > > Henry > > > > > > > On Apr 17, 2015, at 3:49 PM, David Kellogg > wrote: > > > > > > In "Psychology of Art" Vygotsky apprehends the so-called "Hamlet" > enigma: > > > why doesn't Hamlet just go and do it? Why all the dilly-dallying, the > > > shilly-shallying, the hesitation and tergiversation? Vygotsky concludes > > > that the "Hamlet enigma" is really a curtain painted over the whole > > > painting. That is, the play is, itself, a study of how volition is and > is > > > not created. > > > > > > It is, as Vygotsky later says, the key question in the whole of > > > psychology--the question of how we make decisions and then these > > > self-given decisions and not the God-given environment become the > nature > > to > > > which the human animal must adapt. > > > > > > Consdier this 1964 Soviet version of Act 1 Scene 5--in Russian!--by > > Gregory > > > Kozintsev: > > > > > > > > > > > > https://www.youtube.com/watch?v=Vp5Rz0LqUSM > > > > > > > > > > > > The film score was written by Shostakovich. But there is no music in > this > > > clip--just the music of speech. > > > > > > > > > > > > Compare this version--by Peter Brook. > > > > > > > > > > > > https://www.youtube.com/watch?v=qT5rLk40fnM > > > > > > > > > > > > > > > Kozintsev cuts precisely the line that Brook considers the most > important > > > line in all of Shakespeare. The Ghost says: > > > > > > > > > "Taint not thy mind!" (10:52 on the Brook clip) > > > > > > > > > Meaning, you must somehow carry out this murder, without destroying > your > > > own soul--you must avenge me, but not vengefully--you must kill out of > > love > > > for your mother and for your motherland. > > > > > > > > > I think that BOTH Kozintsev and Brook consider this line a complete > > > contradiction. This line is why Hamlet hesitates and why he cannot seem > > to > > > perform the murder for four long hours, and when he does kill the king > it > > > has almost nothing to do with vengeance (it is only when he has seen > the > > > king murder his own mother and when he knows that he too is dying > > anyway). > > > > > > > > > Kozintsev cuts the line and makes the play into self-directed > > > narrative, the source of Bruner's "ego". But Brook keeps the line, and > > as a > > > result the play becomes more Shakespearean, more dialogic, and much > > closer > > > to the source of the ego, the interpersonality. > > > > > > David Kellogg > > > > > From lsmolucha@hotmail.com Sat Apr 18 19:27:24 2015 From: lsmolucha@hotmail.com (larry smolucha) Date: Sat, 18 Apr 2015 21:27:24 -0500 Subject: [Xmca-l] Re: The Ego and the Interpersonality In-Reply-To: References: , <84FD27CE-540A-4751-A3A8-BF630BB8710E@gmail.com>, Message-ID: Both Kyd and Marlowe died just a few years before Shakespeare's name appears on plays. In those days, a theater company bought the script and owned the play. > Date: Sun, 19 Apr 2015 06:42:54 +0900 > From: dkellogg60@gmail.com > To: xmca-l@mailman.ucsd.edu > Subject: [Xmca-l] Re: The Ego and the Interpersonality > > I think Brook is very influenced by his work on the Bhagavad Gita, which he > sees as essentially the same story (Arjuna as Hamlet and Krishna as > Horatio). There too the issue is "Taint not your mind". Or, to put it in > somewhat less spiritual and more materialist terms: > > "These events show the young man, already somewhat stout, making the most > ineffective use of the new approach to Reason which he has picked up at the > university of Wittenberg. In the feudal business to which he returns it > simply hampers him. Faced with irrational practices, his reason is utterly > unpractical." (Brecht on Theatre, p. 202) > > Aye, there's the rub. By creating an imaginary environment called Reason > and then adapting to that instead of to Nature red in tooth and claw, human > beings have opted out of the laws of evolution, but at the same time failed > to really put anything workable in their place: as Halliday likes to say, > the first attempts by humans to create designed solutions which will > replace evolved ones (land reform, Esperanto, public education, heavier > than air flight) are always failures, because humans do not take the > natural environment and its evolved solutions seriously enough. Icarus is > not simply, as Auden writes, an unimportant failure tumbling from the sky; > Icarus's tragedy is that he simply does not include enough information from > below. > > My father, as a graduate student, took part in the hydrogen bomb tests on > the Bikini Atoll. These tests had the effect of wiping the natural > environment of a group of Marshall Islanders from the face of the earth. > But within a few years I was born with a birth defect which would, in > another age, have resulted in almost immediate infant death (one reason why > I decided not to have children despite a lifelong interest in child > development). From the fate of the Bikini Islanders (ditto the blind, > blundering way that humans have walked backwards into global warming) we > can easily see that our conquest of nature has, for the most part, failed > to substitute acts of human reason for the violence of natural law in much > the same way as Hamlet fails. > > Brook points out that Hamlet is really Shakespeare's plagiarism of a rival > blockbuster, probably by Thomas Kyd, playing near concurrently just > downriver from the Globe. He's reconstructing the play more or less from > memory, and being Shakespeare, his imagination reaches a good bit beyond > his powers of recall. This results in the notorious contradictions of fact > in the play (Horatio is and is not a foreigner; the play within a play is > both two and four months after the wedding, etc) but also in a very > striking heterogeneity in the writing (the tedious and cruel jokes at > Polonius's expense, the filthy banter of Hamlet with Rosencrantz and > Guildenstern,alongside the breathtaking poetry of Horatio describing dawn > over the ramparts of Elsinore). > > So Brook is trying to entirely eliminate the earlier play, by Kyd, from > Hamlet and produce only the work of Shakespeare, the poet, This isn't > entirely a matter of taste: Kyd was a sensationalist, and Shakespeare's > violent reaction against Kyd's gratuitous violence is what produces this > dialogic, anti-melodramatic drama. > > David Kellogg > > > > On Sun, Apr 19, 2015 at 5:12 AM, HENRY SHONERD wrote: > > > David, > > Nice! I was totally struck by the hugs between father and son in the Brook > > version. A bit later Hamlet might have been thinking of those hugs when he > > said: "There are more things in heaven and earth, Horatio,than are dreamt > > of in your philosophy.? And, the Brook version is so much warmer. Hamlet a > > person of color, in color. Agency and culture. Something worth dying for. > > Love. These two clips were great! > > Henry > > > > > > > On Apr 17, 2015, at 3:49 PM, David Kellogg wrote: > > > > > > In "Psychology of Art" Vygotsky apprehends the so-called "Hamlet" enigma: > > > why doesn't Hamlet just go and do it? Why all the dilly-dallying, the > > > shilly-shallying, the hesitation and tergiversation? Vygotsky concludes > > > that the "Hamlet enigma" is really a curtain painted over the whole > > > painting. That is, the play is, itself, a study of how volition is and is > > > not created. > > > > > > It is, as Vygotsky later says, the key question in the whole of > > > psychology--the question of how we make decisions and then these > > > self-given decisions and not the God-given environment become the nature > > to > > > which the human animal must adapt. > > > > > > Consdier this 1964 Soviet version of Act 1 Scene 5--in Russian!--by > > Gregory > > > Kozintsev: > > > > > > > > > > > > https://www.youtube.com/watch?v=Vp5Rz0LqUSM > > > > > > > > > > > > The film score was written by Shostakovich. But there is no music in this > > > clip--just the music of speech. > > > > > > > > > > > > Compare this version--by Peter Brook. > > > > > > > > > > > > https://www.youtube.com/watch?v=qT5rLk40fnM > > > > > > > > > > > > > > > Kozintsev cuts precisely the line that Brook considers the most important > > > line in all of Shakespeare. The Ghost says: > > > > > > > > > "Taint not thy mind!" (10:52 on the Brook clip) > > > > > > > > > Meaning, you must somehow carry out this murder, without destroying your > > > own soul--you must avenge me, but not vengefully--you must kill out of > > love > > > for your mother and for your motherland. > > > > > > > > > I think that BOTH Kozintsev and Brook consider this line a complete > > > contradiction. This line is why Hamlet hesitates and why he cannot seem > > to > > > perform the murder for four long hours, and when he does kill the king it > > > has almost nothing to do with vengeance (it is only when he has seen the > > > king murder his own mother and when he knows that he too is dying > > anyway). > > > > > > > > > Kozintsev cuts the line and makes the play into self-directed > > > narrative, the source of Bruner's "ego". But Brook keeps the line, and > > as a > > > result the play becomes more Shakespearean, more dialogic, and much > > closer > > > to the source of the ego, the interpersonality. > > > > > > David Kellogg > > > > From dkellogg60@gmail.com Sun Apr 19 16:16:51 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Mon, 20 Apr 2015 08:16:51 +0900 Subject: [Xmca-l] The Diagnostic Zoped Message-ID: I've been comparing the 2001 Korotaeva manuscript of Vygotsky's final pedological lectures with the version published in Volume Four of the Russian Collected Works (Volume Five of the English). This kind of textological comparison is fairly grueling work, and yields few dramatic moments. But the section which is called "The Problem of Age and the Dynamics of Development" (pp. 199-205) is an exception. First of all, the TITLE'S different! The CW has "dynamics", which makes no sense, because the previous section was about dynamics. The Korotaeva manuscript makes it clear that this is about diagnostics. Secondly, there are two paras in the CW that don't appear in Korotaeva, and thirteen paragraphs (!!) in Korotaeva that do not appear in the CW. Thirdly, the word "pedology", which occurs 32 times in Korotaeva, does not appear once in the CW. I've always thought of the Soviet and the Western distortions of the Zoped as being symmetrical: the Soviets pretended that it was all development and no learning, dissolving it into the notion of leading activity, while the Americans pretended that it was all learning and no development, dissolving it into the notion of scaffolding. But the Korotaeva manuscript really makes it clear that the Soviets and the Americans really misconceived the Zoped in exactly the same way: both ignored the pedological nature of the Zoped--that it wasn't a description of dynamics at all but rather a diagnostic tool to be linked to very precise ideas about how and above all when neoformations arise, through lines of development, from the social situation. The Zoped wasn't a fever, or even a temperature; it was a thermometer. David Kellogg From migliore@ires.piemonte.it Mon Apr 20 08:12:14 2015 From: migliore@ires.piemonte.it (Maria Cristina Migliore) Date: Mon, 20 Apr 2015 17:12:14 +0200 Subject: [Xmca-l] Re: The Ego and the Interpersonality In-Reply-To: References: <84FD27CE-540A-4751-A3A8-BF630BB8710E@gmail.com> Message-ID: <5535174E.90207@ires.piemonte.it> Dear David, I am finding very interesting these lines in your email: > as Halliday likes to say, > the first attempts by humans to create designed solutions which will > replace evolved ones (land reform, Esperanto, public education, heavier > than air flight) are always failures, because humans do not take the > natural environment and its evolved solutions seriously enough. Could you advise me some readings of this author, Halliday, whom I do not know, please? Many thanks, Cristina Maria Cristina Migliore, Ph.D. Senior Researcher IRES Istituto Ricerche Economico Sociali del Piemonte Via Nizza, 18 10125 Torino ? Italia *P*Please consider your environmental responsibility before printing this e-mail Nota di riservatezza: Il presente messaggio, corredato dei relativi allegati, contiene informazioni da considerarsi strettamente riservate ed ? destinato esclusivamente alla persona destinataria sopra indicata, la quale ? l'unica autorizzata ad usarlo, copiarlo e, sotto la propria responsabilit?, diffonderlo. Chiunque ricevesse questo messaggio per errore o comunque lo leggesse senza esserne legittimata ? pregata di rinviarlo alla mittente distruggendone l'originale. Grazie. Si prega inoltre di tenere conto che la trasmissione non pu? essere garantita senza errori e in sicurezza. This message and any files or documents attached are confidential and may also be legally privileged or protected by other legal rules. It is intended only for the individual or entity named. If you have received this email in error, please inform the sender, delete it from your system and do not copy or disclose it or its contents or use it for any purpose. Thank you. Please also note that transmission cannot be guaranteed to be secure or error-free. Il 18/04/2015 23:42, David Kellogg ha scritto: > I think Brook is very influenced by his work on the Bhagavad Gita, which he > sees as essentially the same story (Arjuna as Hamlet and Krishna as > Horatio). There too the issue is "Taint not your mind". Or, to put it in > somewhat less spiritual and more materialist terms: > > "These events show the young man, already somewhat stout, making the most > ineffective use of the new approach to Reason which he has picked up at the > university of Wittenberg. In the feudal business to which he returns it > simply hampers him. Faced with irrational practices, his reason is utterly > unpractical." (Brecht on Theatre, p. 202) > > Aye, there's the rub. By creating an imaginary environment called Reason > and then adapting to that instead of to Nature red in tooth and claw, human > beings have opted out of the laws of evolution, but at the same time failed > to really put anything workable in their place: as Halliday likes to say, > the first attempts by humans to create designed solutions which will > replace evolved ones (land reform, Esperanto, public education, heavier > than air flight) are always failures, because humans do not take the > natural environment and its evolved solutions seriously enough. Icarus is > not simply, as Auden writes, an unimportant failure tumbling from the sky; > Icarus's tragedy is that he simply does not include enough information from > below. > > My father, as a graduate student, took part in the hydrogen bomb tests on > the Bikini Atoll. These tests had the effect of wiping the natural > environment of a group of Marshall Islanders from the face of the earth. > But within a few years I was born with a birth defect which would, in > another age, have resulted in almost immediate infant death (one reason why > I decided not to have children despite a lifelong interest in child > development). From the fate of the Bikini Islanders (ditto the blind, > blundering way that humans have walked backwards into global warming) we > can easily see that our conquest of nature has, for the most part, failed > to substitute acts of human reason for the violence of natural law in much > the same way as Hamlet fails. > > Brook points out that Hamlet is really Shakespeare's plagiarism of a rival > blockbuster, probably by Thomas Kyd, playing near concurrently just > downriver from the Globe. He's reconstructing the play more or less from > memory, and being Shakespeare, his imagination reaches a good bit beyond > his powers of recall. This results in the notorious contradictions of fact > in the play (Horatio is and is not a foreigner; the play within a play is > both two and four months after the wedding, etc) but also in a very > striking heterogeneity in the writing (the tedious and cruel jokes at > Polonius's expense, the filthy banter of Hamlet with Rosencrantz and > Guildenstern,alongside the breathtaking poetry of Horatio describing dawn > over the ramparts of Elsinore). > > So Brook is trying to entirely eliminate the earlier play, by Kyd, from > Hamlet and produce only the work of Shakespeare, the poet, This isn't > entirely a matter of taste: Kyd was a sensationalist, and Shakespeare's > violent reaction against Kyd's gratuitous violence is what produces this > dialogic, anti-melodramatic drama. > > David Kellogg > > > > On Sun, Apr 19, 2015 at 5:12 AM, HENRY SHONERD wrote: > >> David, >> Nice! I was totally struck by the hugs between father and son in the Brook >> version. A bit later Hamlet might have been thinking of those hugs when he >> said: "There are more things in heaven and earth, Horatio,than are dreamt >> of in your philosophy.? And, the Brook version is so much warmer. Hamlet a >> person of color, in color. Agency and culture. Something worth dying for. >> Love. These two clips were great! >> Henry >> >> >>> On Apr 17, 2015, at 3:49 PM, David Kellogg wrote: >>> >>> In "Psychology of Art" Vygotsky apprehends the so-called "Hamlet" enigma: >>> why doesn't Hamlet just go and do it? Why all the dilly-dallying, the >>> shilly-shallying, the hesitation and tergiversation? Vygotsky concludes >>> that the "Hamlet enigma" is really a curtain painted over the whole >>> painting. That is, the play is, itself, a study of how volition is and is >>> not created. >>> >>> It is, as Vygotsky later says, the key question in the whole of >>> psychology--the question of how we make decisions and then these >>> self-given decisions and not the God-given environment become the nature >> to >>> which the human animal must adapt. >>> >>> Consdier this 1964 Soviet version of Act 1 Scene 5--in Russian!--by >> Gregory >>> Kozintsev: >>> >>> >>> >>> https://www.youtube.com/watch?v=Vp5Rz0LqUSM >>> >>> >>> >>> The film score was written by Shostakovich. But there is no music in this >>> clip--just the music of speech. >>> >>> >>> >>> Compare this version--by Peter Brook. >>> >>> >>> >>> https://www.youtube.com/watch?v=qT5rLk40fnM >>> >>> >>> >>> >>> Kozintsev cuts precisely the line that Brook considers the most important >>> line in all of Shakespeare. The Ghost says: >>> >>> >>> "Taint not thy mind!" (10:52 on the Brook clip) >>> >>> >>> Meaning, you must somehow carry out this murder, without destroying your >>> own soul--you must avenge me, but not vengefully--you must kill out of >> love >>> for your mother and for your motherland. >>> >>> >>> I think that BOTH Kozintsev and Brook consider this line a complete >>> contradiction. This line is why Hamlet hesitates and why he cannot seem >> to >>> perform the murder for four long hours, and when he does kill the king it >>> has almost nothing to do with vengeance (it is only when he has seen the >>> king murder his own mother and when he knows that he too is dying >> anyway). >>> >>> Kozintsev cuts the line and makes the play into self-directed >>> narrative, the source of Bruner's "ego". But Brook keeps the line, and >> as a >>> result the play becomes more Shakespearean, more dialogic, and much >> closer >>> to the source of the ego, the interpersonality. >>> >>> David Kellogg >> From dkellogg60@gmail.com Mon Apr 20 14:05:25 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Tue, 21 Apr 2015 06:05:25 +0900 Subject: [Xmca-l] Re: The Ego and the Interpersonality In-Reply-To: <5535174E.90207@ires.piemonte.it> References: <84FD27CE-540A-4751-A3A8-BF630BB8710E@gmail.com> <5535174E.90207@ires.piemonte.it> Message-ID: Dear Maria Christina: Halliday's a linguist--mostly a grammarian, although his theory of systemic functional linguistics has important applications throughout phonetics, phonology, semantics, text and discourse. The remark I was citing is not a quote, but my own summary of "New Ways of Meaning: The Challenge to Applied Linguistics", which is in "The Ecolinguistics Reader", edited by Alwin Fill and Peter Muhlhausler, London and New York, 2001, pp. 175-202. I've heard him refer to the "First Time Fails" principle several times in person, most recently at the 40th International System Functional Linguistics Association Congress in Guangzhou in July 2014. In Guangzhou, Halliday distinguished between the Chinese land reform in the late1940s and early1950s, in which he personally took part, and the Stalinist "land reform" of Vygotsky's time, which triggered the famines of the early thirties. The Chinese land reforms worked--at least as long as land reformers continued to incorporate information "from the bottom"--for example, peasant opinions on how far to equalize holdings, peasant feeling on whether animals and livestock should be included, and peasant sentiment on which landlords were legitimate targets when. In this way, the land reforms largely replicated what peasants themselves were historically wont to do in times of hunger. When the land reforms went much further than that (e.g. during the so-called "Great Leap Forward" and the "People's Communes" of the late fifties) they failed. This isn't in "New Ways of Meaning", but you can read about it in "Language Turned Against Himself", a set of biographical interviews Halliday has given over the years. http://www.bloomsbury.com/uk/interviews-with-mak-halliday-9781441190819/ Like many others (Gordon Wells, Heidi Byrnes, Ruqaiya Hasan, and, on this list, Haydi Zulfal) I have struggled with the relationship between Halliday and Vygotsky over the years. Halliday describes language as "metafunctions" made up of systems (menus of choices) while Vygotsk describes the mind as psychological systems made up of functions (activity potential). But Halliday himself says that his model of consciousness is a Vygotskyan one, and in many places Halliday's terminology is much closer to Vygotsky than that of many Vygotskyans. For example, Halliday uses the categories of phylogenesis, sociogenesis, ontogenesis and "logogenesis", instead of talking about "microgenesis" ("microgenesis" is a term Vygotsky must have known about from his Gestalist colleagues but does not use himself). So I think that the differences, if they exist, are simply that Halliday is much more interested in moment-by-moment logogenesis, while Vygotsky takes ontogenesis as his explanandum and learning (or "logogenesis") as explanans. I guess I think that the real symbiosis between Halliday and Vygotsky goes much deeper than terminology and even deeper than the primary focus of their explanation: Halliday self-describes as Marxist, and he was certainly familiar with the Stalinist currents of linguistics from his activity in the Communist Party, but his linguistic focus seems idealist to many, just as Vygotsky seemed a language-obsessed idealist to his immediate followers (Leontiev, Zinchenko). Both Vygotsky and Halliday see free will as the key problem to be explained and both set about explaining it by stating that external options in the social situation of development are what bring about the activity of choosing (lines of development) and at last the initernalization of systems of choices (neoformations). The "First Time Fails" is--to me--a simple description of the necessary time lag between the presence of choices in the environment and the emergence of true, informed free will in the chooser: free will as the (hopefully not too tardy) recognition of necessity. David Kellogg On Tue, Apr 21, 2015 at 12:12 AM, Maria Cristina Migliore < migliore@ires.piemonte.it> wrote: > Dear David, > > I am finding very interesting these lines in your email: > >> as Halliday likes to say, >> the first attempts by humans to create designed solutions which will >> replace evolved ones (land reform, Esperanto, public education, heavier >> than air flight) are always failures, because humans do not take the >> natural environment and its evolved solutions seriously enough. >> > Could you advise me some readings of this author, Halliday, whom I do not > know, please? > > Many thanks, > > Cristina > > Maria Cristina Migliore, Ph.D. > > Senior Researcher > > IRES Istituto Ricerche Economico Sociali del Piemonte > > Via Nizza, 18 > > 10125 Torino ? Italia > > *P*Please consider your environmental responsibility before printing this > e-mail > > Nota di riservatezza: Il presente messaggio, corredato dei relativi > allegati, contiene informazioni da considerarsi strettamente riservate ed ? > destinato esclusivamente alla persona destinataria sopra indicata, la quale > ? l'unica autorizzata ad usarlo, copiarlo e, sotto la propria > responsabilit?, diffonderlo. Chiunque ricevesse questo messaggio per errore > o comunque lo leggesse senza esserne legittimata ? pregata di rinviarlo > alla mittente distruggendone l'originale. Grazie. Si prega inoltre di > tenere conto che la trasmissione non pu? essere garantita senza errori e in > sicurezza. > > This message and any files or documents attached are confidential and may > also be legally privileged or protected by other legal rules. It is > intended only for the individual or entity named. If you have received this > email in error, please inform the sender, delete it from your system and do > not copy or disclose it or its contents or use it for any purpose. Thank > you. Please also note that transmission cannot be guaranteed to be secure > or error-free. > > Il 18/04/2015 23:42, David Kellogg ha scritto: > >> I think Brook is very influenced by his work on the Bhagavad Gita, which >> he >> sees as essentially the same story (Arjuna as Hamlet and Krishna as >> Horatio). There too the issue is "Taint not your mind". Or, to put it in >> somewhat less spiritual and more materialist terms: >> >> "These events show the young man, already somewhat stout, making the most >> ineffective use of the new approach to Reason which he has picked up at >> the >> university of Wittenberg. In the feudal business to which he returns it >> simply hampers him. Faced with irrational practices, his reason is utterly >> unpractical." (Brecht on Theatre, p. 202) >> >> Aye, there's the rub. By creating an imaginary environment called Reason >> and then adapting to that instead of to Nature red in tooth and claw, >> human >> beings have opted out of the laws of evolution, but at the same time >> failed >> to really put anything workable in their place: as Halliday likes to say, >> the first attempts by humans to create designed solutions which will >> replace evolved ones (land reform, Esperanto, public education, heavier >> than air flight) are always failures, because humans do not take the >> natural environment and its evolved solutions seriously enough. Icarus is >> not simply, as Auden writes, an unimportant failure tumbling from the sky; >> Icarus's tragedy is that he simply does not include enough information >> from >> below. >> >> My father, as a graduate student, took part in the hydrogen bomb tests on >> the Bikini Atoll. These tests had the effect of wiping the natural >> environment of a group of Marshall Islanders from the face of the earth. >> But within a few years I was born with a birth defect which would, in >> another age, have resulted in almost immediate infant death (one reason >> why >> I decided not to have children despite a lifelong interest in child >> development). From the fate of the Bikini Islanders (ditto the blind, >> blundering way that humans have walked backwards into global warming) we >> can easily see that our conquest of nature has, for the most part, failed >> to substitute acts of human reason for the violence of natural law in much >> the same way as Hamlet fails. >> >> Brook points out that Hamlet is really Shakespeare's plagiarism of a rival >> blockbuster, probably by Thomas Kyd, playing near concurrently just >> downriver from the Globe. He's reconstructing the play more or less from >> memory, and being Shakespeare, his imagination reaches a good bit beyond >> his powers of recall. This results in the notorious contradictions of fact >> in the play (Horatio is and is not a foreigner; the play within a play is >> both two and four months after the wedding, etc) but also in a very >> striking heterogeneity in the writing (the tedious and cruel jokes at >> Polonius's expense, the filthy banter of Hamlet with Rosencrantz and >> Guildenstern,alongside the breathtaking poetry of Horatio describing dawn >> over the ramparts of Elsinore). >> >> So Brook is trying to entirely eliminate the earlier play, by Kyd, from >> Hamlet and produce only the work of Shakespeare, the poet, This isn't >> entirely a matter of taste: Kyd was a sensationalist, and Shakespeare's >> violent reaction against Kyd's gratuitous violence is what produces this >> dialogic, anti-melodramatic drama. >> >> David Kellogg >> >> >> >> On Sun, Apr 19, 2015 at 5:12 AM, HENRY SHONERD >> wrote: >> >> David, >>> Nice! I was totally struck by the hugs between father and son in the >>> Brook >>> version. A bit later Hamlet might have been thinking of those hugs when >>> he >>> said: "There are more things in heaven and earth, Horatio,than are dreamt >>> of in your philosophy.? And, the Brook version is so much warmer. Hamlet >>> a >>> person of color, in color. Agency and culture. Something worth dying for. >>> Love. These two clips were great! >>> Henry >>> >>> >>> On Apr 17, 2015, at 3:49 PM, David Kellogg >>>> wrote: >>>> >>>> In "Psychology of Art" Vygotsky apprehends the so-called "Hamlet" >>>> enigma: >>>> why doesn't Hamlet just go and do it? Why all the dilly-dallying, the >>>> shilly-shallying, the hesitation and tergiversation? Vygotsky concludes >>>> that the "Hamlet enigma" is really a curtain painted over the whole >>>> painting. That is, the play is, itself, a study of how volition is and >>>> is >>>> not created. >>>> >>>> It is, as Vygotsky later says, the key question in the whole of >>>> psychology--the question of how we make decisions and then these >>>> self-given decisions and not the God-given environment become the nature >>>> >>> to >>> >>>> which the human animal must adapt. >>>> >>>> Consdier this 1964 Soviet version of Act 1 Scene 5--in Russian!--by >>>> >>> Gregory >>> >>>> Kozintsev: >>>> >>>> >>>> >>>> https://www.youtube.com/watch?v=Vp5Rz0LqUSM >>>> >>>> >>>> >>>> The film score was written by Shostakovich. But there is no music in >>>> this >>>> clip--just the music of speech. >>>> >>>> >>>> >>>> Compare this version--by Peter Brook. >>>> >>>> >>>> >>>> https://www.youtube.com/watch?v=qT5rLk40fnM >>>> >>>> >>>> >>>> >>>> Kozintsev cuts precisely the line that Brook considers the most >>>> important >>>> line in all of Shakespeare. The Ghost says: >>>> >>>> >>>> "Taint not thy mind!" (10:52 on the Brook clip) >>>> >>>> >>>> Meaning, you must somehow carry out this murder, without destroying your >>>> own soul--you must avenge me, but not vengefully--you must kill out of >>>> >>> love >>> >>>> for your mother and for your motherland. >>>> >>>> >>>> I think that BOTH Kozintsev and Brook consider this line a complete >>>> contradiction. This line is why Hamlet hesitates and why he cannot seem >>>> >>> to >>> >>>> perform the murder for four long hours, and when he does kill the king >>>> it >>>> has almost nothing to do with vengeance (it is only when he has seen the >>>> king murder his own mother and when he knows that he too is dying >>>> >>> anyway). >>> >>>> >>>> Kozintsev cuts the line and makes the play into self-directed >>>> narrative, the source of Bruner's "ego". But Brook keeps the line, and >>>> >>> as a >>> >>>> result the play becomes more Shakespearean, more dialogic, and much >>>> >>> closer >>> >>>> to the source of the ego, the interpersonality. >>>> >>>> David Kellogg >>>> >>> >>> > From pmocombe@mocombeian.com Tue Apr 21 03:00:36 2015 From: pmocombe@mocombeian.com (Dr. Paul C. Mocombe) Date: Tue, 21 Apr 2015 06:00:36 -0400 Subject: [Xmca-l] NYTimes.com: 1.5 Million Missing Black Men Message-ID: <7dxtol1gmaf90937b1epeogu.1429610436465@email.android.com> From The New York Times: 1.5 Million Missing Black Men Across the country, hundreds of thousands of black men are missing from everyday life. http://www.nytimes.com/interactive/2015/04/20/upshot/missing-black-men.html Dr. Paul C. Mocombe President The Mocombeian Foundation, inc. www.mocombeian.com ? www.readingroomcurriculum.com ? www.paulcmocombe.info ? From tom.richardson3@googlemail.com Tue Apr 21 10:31:08 2015 From: tom.richardson3@googlemail.com (Tom Richardson) Date: Tue, 21 Apr 2015 18:31:08 +0100 Subject: [Xmca-l] Re: NYTimes.com: 1.5 Million Missing Black Men In-Reply-To: <7dxtol1gmaf90937b1epeogu.1429610436465@email.android.com> References: <7dxtol1gmaf90937b1epeogu.1429610436465@email.android.com> Message-ID: Greetings Paul Thank you for drawing this to our/my attention - this murderous truth, and that of the migrant drownings in the Med and the Syrian conflict - I needn't go on - are evidence of the inhumanity of capitalist society - when will we organise to move through it and beyond it, so that human life can begin! Tom On 21 April 2015 at 11:00, Dr. Paul C. Mocombe wrote: > From The New York Times: > > 1.5 Million Missing Black Men > > Across the country, hundreds of thousands of black men are missing from > everyday life. > > http://www.nytimes.com/interactive/2015/04/20/upshot/missing-black-men.html > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > From hshonerd@gmail.com Tue Apr 21 11:31:56 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Tue, 21 Apr 2015 12:31:56 -0600 Subject: [Xmca-l] Re: The Ego and the Interpersonality In-Reply-To: References: <84FD27CE-540A-4751-A3A8-BF630BB8710E@gmail.com> <5535174E.90207@ires.piemonte.it> Message-ID: <6DBCAE0B-6B9D-4444-B250-59C0642362F1@gmail.com> David writes: > "The "First Time Fails" is--to me--a simple description of the necessary time lag between > the presence of choices in the environment and the emergence of true, > informed free will in the chooser: free will as the (hopefully not too > tardy) recognition of necessity.? Which circles around back to Hamlet, right? Ontogenetically. Hamlet?s self. So it is in REPAIR that Hamlet gets it right, that is, what?s necessary. With his father?s ghost as Arjuna. Hamlet finally frees himself by repairing the world. First in word, then in deed. And I think there?s a logogenetic, poetic, aspect worth noting. The syntax of the following sentence seems archaic, even Germanic, to the modern ear, but there is something NECESSARY in the order of words that puts the verb at the end of the Ghost?s rage-filled grief in describing his murder at the hands of his brother, Claudius: ?Thus was I, sleeping, by a brother?s hand, of life, of crown, of queen, at once dispatched?Cut off?? The audience knows that the former king was killed, so the action is already primed in their individual and collective minds, but a complete sentence reqluires the verb, and we get first the Latinate ?dispatched?, with the Anglo-saxon ?cut off? to nail the coffin. One can imagine Kyd putting the verb earlier on, in a Clive Custler style. But Shakespeare chose the poetic route, rather than the pornographic. (This may be a stretch.) Which brings me back to something else David said: "Both Vygotsky and Halliday see free will as the key problem to be explained and both set about explaining it by stating that external options in the social situation of development are what bring about the activity of choosing (lines of development) and at last the initernalization of systems of choices (neoformations).? Arguably, Shakespeare just internalized more systems of choice than Kyd. What?s amazing is how Vygotsky was able to cram so much internailzing into so few years. Certainlly that would have to do with his interpersonality. Henry From ulvi.icil@gmail.com Tue Apr 21 13:55:49 2015 From: ulvi.icil@gmail.com (=?UTF-8?B?VWx2aSDEsMOnaWw=?=) Date: Tue, 21 Apr 2015 23:55:49 +0300 Subject: [Xmca-l] Re: NYTimes.com: 1.5 Million Missing Black Men In-Reply-To: References: <7dxtol1gmaf90937b1epeogu.1429610436465@email.android.com> Message-ID: Thank you very much Tom...It is nice to hear the inhumanity of capitalism, that human life will has to start yet...it is nice to hear intelligence and cleverness in this situation of human society. We have, in Istanbul/Turkey, millions of Syrian families now, app. 2 million, in metros, in metro stations, in streets, usually couples with 2 children in complete incapacity about what to do, how to survive. No shelter, no food, absolutely nothing. In newspapers, it reads that Syrian girls or women are bought at 5000 turkish liras (2500 usd) as second or third wives... Down with capitalism! Ulvi 2015-04-21 20:31 GMT+03:00 Tom Richardson : > Greetings Paul > Thank you for drawing this to our/my attention - this murderous truth, and > that of the migrant drownings in the Med and the Syrian conflict - I > needn't go on - are evidence of the inhumanity of capitalist society - when > will we organise to move through it and beyond it, so that human life can > begin! > Tom > > On 21 April 2015 at 11:00, Dr. Paul C. Mocombe > wrote: > > > From The New York Times: > > > > 1.5 Million Missing Black Men > > > > Across the country, hundreds of thousands of black men are missing from > > everyday life. > > > > > http://www.nytimes.com/interactive/2015/04/20/upshot/missing-black-men.html > > > > > > > > Dr. Paul C. Mocombe > > President > > The Mocombeian Foundation, inc. > > www.mocombeian.com > > www.readingroomcurriculum.com > > www.paulcmocombe.info > > > > > From dkellogg60@gmail.com Wed Apr 22 05:56:07 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Wed, 22 Apr 2015 21:56:07 +0900 Subject: [Xmca-l] Re: The Ego and the Interpersonality In-Reply-To: <6DBCAE0B-6B9D-4444-B250-59C0642362F1@gmail.com> References: <84FD27CE-540A-4751-A3A8-BF630BB8710E@gmail.com> <5535174E.90207@ires.piemonte.it> <6DBCAE0B-6B9D-4444-B250-59C0642362F1@gmail.com> Message-ID: Henry: Right now, we're doing some research in a nearby school with "dictogloss". The kids get two versions of Act One: a narrative, which goes like this: "At midnight, on the wall of a castle, there are four men. The first man is Hamlet. Hamlet is Denmark?s prince. The second man is Horatio. Horatio is Hamlet's friend. The third man is Marcellus. Marcellus is Denmark?s officer. The fourth man was the king of Denmark. The fourth man was Hamlet ?s father. But the fourth man is not a man. The fourth man is...a GHOST!" (Kids pretend to swoon and cower!) And then they also get a dialogue, which goes like this: GHOST: I stay by day near hell, you see. HAMLET: Hell? Not heaven? That can?t be! G: It must be. There I must stay. H: I?ll stay with you. I will pray. G: You will pray? No, you must kill! H: I must kill? I can?t. G: You will. My own brother murdered me. Say my killer won?t go free. H: Free? Your killer is the king. G: Now you must change everything. The texts are both done at normal speed, and the kids work in pairs to reconstruct exactly what was said on a little whiteboard. When they're done, we photograph the whiteboard with a digital camera, and then try the next Act. The question is--which one will they remember better? We did this last year with every single act of Hamlet, and the results were pretty clear--on the average, TWICE as many words remembered. I think the reason is pretty clear--they WORK better together when the text is a dialogue. But...the nearer we get to the end of the play, the more puzzled they get. You see, it's just not true that Hamlet repairs the world. He kills everybody, and then himself; the country is handed over to the Norwegian, and with his dying breath, Hamlet actually welcomes the invader. The one thing he really does repair is the offence to Laertes--and also Fortinbras! I think that is what is really new in Shakespeare's Hamlet--as opposed to Kyd's. Before Shakespeare's Hamlet, revenge plays were about revenge--as much snuff porn as you could possibly fit into a play. The Spanish Tragedy has hangings, stranglings, and people having their heads nailed to the stage, and even a play within a play in which the actors kill the audience, and the real audience has to wonder if it is just a play or something like an IS beheading video done live. (There was a big fad for this kind of stuff in South Korean cinema not too long ago; "Old Boy" was the memorable result.) After Shakespeare, revenge plays have to be about the consequences of violence--and the real resolution is not vengeance but understanding and reconciliation. David Kellogg David Kellogg On Wed, Apr 22, 2015 at 3:31 AM, HENRY SHONERD wrote: > > David writes: > > > "The "First Time Fails" is--to me--a simple description of the necessary > time lag between > > the presence of choices in the environment and the emergence of true, > > informed free will in the chooser: free will as the (hopefully not too > > tardy) recognition of necessity.? > > Which circles around back to Hamlet, right? Ontogenetically. Hamlet?s > self. So it is in REPAIR that Hamlet gets it right, that is, what?s > necessary. > With his father?s ghost as Arjuna. Hamlet finally frees himself by > repairing the world. First in word, then in deed. > > And I think there?s a logogenetic, poetic, aspect worth noting. The syntax > of the following sentence seems archaic, even Germanic, to the modern ear, > but there is something NECESSARY in the order of words that puts the verb > at the end of the Ghost?s rage-filled grief in describing his murder at the > hands of his brother, Claudius: > > ?Thus was I, sleeping, by a brother?s hand, of life, of crown, of queen, > at once dispatched?Cut off?? > > The audience knows that the former king was killed, so the action is > already primed in their individual and collective minds, but a complete > sentence reqluires the verb, and we get first the Latinate ?dispatched?, > with the Anglo-saxon ?cut off? to nail the coffin. One can imagine Kyd > putting the verb earlier on, in a Clive Custler style. But Shakespeare > chose the poetic route, rather than the pornographic. (This may be a > stretch.) > > Which brings me back to something else David said: > > "Both Vygotsky and Halliday see free will as the key > problem to be explained and both set about explaining it by stating > that external options in the social situation of development are what bring > about the activity of choosing (lines of development) and at last the > initernalization of systems of choices (neoformations).? > > Arguably, Shakespeare just internalized more systems of choice than Kyd. > What?s amazing is how Vygotsky was able to cram so much internailzing into > so few years. Certainlly that would have to do with his interpersonality. > > Henry > > > From hshonerd@gmail.com Wed Apr 22 11:33:18 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Wed, 22 Apr 2015 12:33:18 -0600 Subject: [Xmca-l] Re: The Ego and the Interpersonality In-Reply-To: References: <84FD27CE-540A-4751-A3A8-BF630BB8710E@gmail.com> <5535174E.90207@ires.piemonte.it> <6DBCAE0B-6B9D-4444-B250-59C0642362F1@gmail.com> Message-ID: David, I agree that repair in Hamlet seems to be reduced to vengeance. Like you, as an educator, I am most interested in how we can use dialog and narrative for learning. Yet, I have almost given up thinking I know what is to be done, for example in the case of the Opt-out of standardized testing movement. I was asked, as part of my job as as sub at a local charter school, to help monitor the standardized testing. I was told that unless a certain percentage of the total student body actually took the test, the school would be docked over $100,000, a considerable portion of their budget. I said I was not comfortable monitoring the testing and did not come to school during those days. I dearly hope the budget is not compromised, yet realize my action couldn?t help avoid such a crunch. Is this in any way relevant to the discussion? I get the NY Times on line and am amazed at several videos that offer much more dramatic instances of things not being right in the world and efforts to repair it. Here is an instance from Tehran, literally an eye for an eye: http://www.nytimes.com/video/world/middleeast/100000003561995/an-eye-for-an-eye.html?emc=edit_th_20150422&nl=todaysheadlines&nlid=63154245 Here?s another example from Germany, the case of a former SS member tried for war crimes at a Nazi death camp during WWII: http://www.nytimes.com/video/world/europe/100000003640573/survivors-on-ex-auschwitz-guards-trial.html?action=click>ype=vhs&version=vhs-heading&module=vhs®ion=title-area The second case comes closer to true repair, which I associate with distributive justice. In the first case (Tehran) there is no possibility for forgiveness, reconciliation, since there is no sense of true repentance. In the second there is repentance and forgiveness. I?ll end by repeating that you are absolutely right that there is very little repair in Hamlet. In fact, none of Shakespeare's tragedies provide that. (But we have his comedies where undertstanding and reconciliation happen, rather than vengeance.) But I am left with Arjuna, the ghost of Hamlet?s father (in Peter Brook?s version), to ?Not Taint? his mind. No wonder your students were confused! Should they see Hamlet as a bull in a china shop, or as breaking eggs to make an omelet? Henry > On Apr 22, 2015, at 6:56 AM, David Kellogg wrote: > > Henry: > > Right now, we're doing some research in a nearby school with "dictogloss". > The kids get two versions of Act One: a narrative, which goes like this: > > "At midnight, on the wall of a castle, there are four men. The first man is > Hamlet. Hamlet is Denmark?s prince. The second man is Horatio. Horatio is > Hamlet's friend. The third man is Marcellus. Marcellus is Denmark?s > officer. The fourth man was the king of Denmark. The fourth man was Hamlet > ?s father. But the fourth man is not a man. The fourth man is...a GHOST!" > (Kids pretend to swoon and cower!) > > And then they also get a dialogue, which goes like this: > > GHOST: I stay by day near hell, you see. > > HAMLET: Hell? Not heaven? That can?t be! > > G: It must be. There I must stay. > > H: I?ll stay with you. I will pray. > > G: You will pray? No, you must kill! > > H: I must kill? I can?t. > > G: You will. > > My own brother murdered me. > > Say my killer won?t go free. > > H: Free? Your killer is the king. > > G: Now you must change everything. > > The texts are both done at normal speed, and the kids work in pairs to > reconstruct exactly what was said on a little whiteboard. When they're > done, we photograph the whiteboard with a digital camera, and then try the > next Act. > > The question is--which one will they remember better? We did this last year > with every single act of Hamlet, and the results were pretty clear--on the > average, TWICE as many words remembered. I think the reason is pretty > clear--they WORK better together when the text is a dialogue. > > But...the nearer we get to the end of the play, the more puzzled they get. > You see, it's just not true that Hamlet repairs the world. He kills > everybody, and then himself; the country is handed over to the Norwegian, > and with his dying breath, Hamlet actually welcomes the invader. The one > thing he really does repair is the offence to Laertes--and also Fortinbras! > > I think that is what is really new in Shakespeare's Hamlet--as opposed to > Kyd's. Before Shakespeare's Hamlet, revenge plays were about revenge--as > much snuff porn as you could possibly fit into a play. The Spanish Tragedy > has hangings, stranglings, and people having their heads nailed to the > stage, and even a play within a play in which the actors kill the audience, > and the real audience has to wonder if it is just a play or something like > an IS beheading video done live. (There was a big fad for this kind of > stuff in South Korean cinema not too long ago; "Old Boy" was the memorable > result.) After Shakespeare, revenge plays have to be about the consequences > of violence--and the real resolution is not vengeance but understanding and > reconciliation. > > David Kellogg > > > > David Kellogg > > > > > > On Wed, Apr 22, 2015 at 3:31 AM, HENRY SHONERD wrote: > >> >> David writes: >> >>> "The "First Time Fails" is--to me--a simple description of the necessary >> time lag between >>> the presence of choices in the environment and the emergence of true, >>> informed free will in the chooser: free will as the (hopefully not too >>> tardy) recognition of necessity.? >> >> Which circles around back to Hamlet, right? Ontogenetically. Hamlet?s >> self. So it is in REPAIR that Hamlet gets it right, that is, what?s >> necessary. >> With his father?s ghost as Arjuna. Hamlet finally frees himself by >> repairing the world. First in word, then in deed. >> >> And I think there?s a logogenetic, poetic, aspect worth noting. The syntax >> of the following sentence seems archaic, even Germanic, to the modern ear, >> but there is something NECESSARY in the order of words that puts the verb >> at the end of the Ghost?s rage-filled grief in describing his murder at the >> hands of his brother, Claudius: >> >> ?Thus was I, sleeping, by a brother?s hand, of life, of crown, of queen, >> at once dispatched?Cut off?? >> >> The audience knows that the former king was killed, so the action is >> already primed in their individual and collective minds, but a complete >> sentence reqluires the verb, and we get first the Latinate ?dispatched?, >> with the Anglo-saxon ?cut off? to nail the coffin. One can imagine Kyd >> putting the verb earlier on, in a Clive Custler style. But Shakespeare >> chose the poetic route, rather than the pornographic. (This may be a >> stretch.) >> >> Which brings me back to something else David said: >> >> "Both Vygotsky and Halliday see free will as the key >> problem to be explained and both set about explaining it by stating >> that external options in the social situation of development are what bring >> about the activity of choosing (lines of development) and at last the >> initernalization of systems of choices (neoformations).? >> >> Arguably, Shakespeare just internalized more systems of choice than Kyd. >> What?s amazing is how Vygotsky was able to cram so much internailzing into >> so few years. Certainlly that would have to do with his interpersonality. >> >> Henry >> >> >> From hshonerd@gmail.com Wed Apr 22 16:24:02 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Wed, 22 Apr 2015 17:24:02 -0600 Subject: [Xmca-l] Fwd: The Ego and the Interpersonality References: Message-ID: <517D8B40-401B-4435-AF01-966DEFB12D93@gmail.com> All, I said ?distributive justice? but I meant RESTORATIVE JUSTICE. Sorry about that. Henry > Begin forwarded message: > > From: HENRY SHONERD > Subject: Re: [Xmca-l] Re: The Ego and the Interpersonality > Date: April 22, 2015 at 12:33:18 PM MDT > To: "eXtended Mind, Culture, Activity" > > David, > I agree that repair in Hamlet seems to be reduced to vengeance. > > Like you, as an educator, I am most interested in how we can use dialog and narrative for learning. Yet, I have almost given up thinking I know what is to be done, for example in the case of the Opt-out of standardized testing movement. I was asked, as part of my job as as sub at a local charter school, to help monitor the standardized testing. I was told that unless a certain percentage of the total student body actually took the test, the school would be docked over $100,000, a considerable portion of their budget. I said I was not comfortable monitoring the testing and did not come to school during those days. I dearly hope the budget is not compromised, yet realize my action couldn?t help avoid such a crunch. Is this in any way relevant to the discussion? > > I get the NY Times on line and am amazed at several videos that offer much more dramatic instances of things not being right in the world and efforts to repair it. > > Here is an instance from Tehran, literally an eye for an eye: > > http://www.nytimes.com/video/world/middleeast/100000003561995/an-eye-for-an-eye.html?emc=edit_th_20150422&nl=todaysheadlines&nlid=63154245 > > Here?s another example from Germany, the case of a former SS member tried for war crimes at a Nazi death camp during WWII: > > http://www.nytimes.com/video/world/europe/100000003640573/survivors-on-ex-auschwitz-guards-trial.html?action=click>ype=vhs&version=vhs-heading&module=vhs®ion=title-area > > The second case comes closer to true repair, which I associate with distributive justice. In the first case (Tehran) there is no possibility for forgiveness, reconciliation, since there is no sense of true repentance. In the second there is repentance and forgiveness. > > I?ll end by repeating that you are absolutely right that there is very little repair in Hamlet. In fact, none of Shakespeare's tragedies provide that. (But we have his comedies where undertstanding and reconciliation happen, rather than vengeance.) But I am left with Arjuna, the ghost of Hamlet?s father (in Peter Brook?s version), to ?Not Taint? his mind. No wonder your students were confused! Should they see Hamlet as a bull in a china shop, or as breaking eggs to make an omelet? > > Henry > >> On Apr 22, 2015, at 6:56 AM, David Kellogg > wrote: >> >> Henry: >> >> Right now, we're doing some research in a nearby school with "dictogloss". >> The kids get two versions of Act One: a narrative, which goes like this: >> >> "At midnight, on the wall of a castle, there are four men. The first man is >> Hamlet. Hamlet is Denmark?s prince. The second man is Horatio. Horatio is >> Hamlet's friend. The third man is Marcellus. Marcellus is Denmark?s >> officer. The fourth man was the king of Denmark. The fourth man was Hamlet >> ?s father. But the fourth man is not a man. The fourth man is...a GHOST!" >> (Kids pretend to swoon and cower!) >> >> And then they also get a dialogue, which goes like this: >> >> GHOST: I stay by day near hell, you see. >> >> HAMLET: Hell? Not heaven? That can?t be! >> >> G: It must be. There I must stay. >> >> H: I?ll stay with you. I will pray. >> >> G: You will pray? No, you must kill! >> >> H: I must kill? I can?t. >> >> G: You will. >> >> My own brother murdered me. >> >> Say my killer won?t go free. >> >> H: Free? Your killer is the king. >> >> G: Now you must change everything. >> >> The texts are both done at normal speed, and the kids work in pairs to >> reconstruct exactly what was said on a little whiteboard. When they're >> done, we photograph the whiteboard with a digital camera, and then try the >> next Act. >> >> The question is--which one will they remember better? We did this last year >> with every single act of Hamlet, and the results were pretty clear--on the >> average, TWICE as many words remembered. I think the reason is pretty >> clear--they WORK better together when the text is a dialogue. >> >> But...the nearer we get to the end of the play, the more puzzled they get. >> You see, it's just not true that Hamlet repairs the world. He kills >> everybody, and then himself; the country is handed over to the Norwegian, >> and with his dying breath, Hamlet actually welcomes the invader. The one >> thing he really does repair is the offence to Laertes--and also Fortinbras! >> >> I think that is what is really new in Shakespeare's Hamlet--as opposed to >> Kyd's. Before Shakespeare's Hamlet, revenge plays were about revenge--as >> much snuff porn as you could possibly fit into a play. The Spanish Tragedy >> has hangings, stranglings, and people having their heads nailed to the >> stage, and even a play within a play in which the actors kill the audience, >> and the real audience has to wonder if it is just a play or something like >> an IS beheading video done live. (There was a big fad for this kind of >> stuff in South Korean cinema not too long ago; "Old Boy" was the memorable >> result.) After Shakespeare, revenge plays have to be about the consequences >> of violence--and the real resolution is not vengeance but understanding and >> reconciliation. >> >> David Kellogg >> >> >> >> David Kellogg >> >> >> >> >> >> On Wed, Apr 22, 2015 at 3:31 AM, HENRY SHONERD > wrote: >> >>> >>> David writes: >>> >>>> "The "First Time Fails" is--to me--a simple description of the necessary >>> time lag between >>>> the presence of choices in the environment and the emergence of true, >>>> informed free will in the chooser: free will as the (hopefully not too >>>> tardy) recognition of necessity.? >>> >>> Which circles around back to Hamlet, right? Ontogenetically. Hamlet?s >>> self. So it is in REPAIR that Hamlet gets it right, that is, what?s >>> necessary. >>> With his father?s ghost as Arjuna. Hamlet finally frees himself by >>> repairing the world. First in word, then in deed. >>> >>> And I think there?s a logogenetic, poetic, aspect worth noting. The syntax >>> of the following sentence seems archaic, even Germanic, to the modern ear, >>> but there is something NECESSARY in the order of words that puts the verb >>> at the end of the Ghost?s rage-filled grief in describing his murder at the >>> hands of his brother, Claudius: >>> >>> ?Thus was I, sleeping, by a brother?s hand, of life, of crown, of queen, >>> at once dispatched?Cut off?? >>> >>> The audience knows that the former king was killed, so the action is >>> already primed in their individual and collective minds, but a complete >>> sentence reqluires the verb, and we get first the Latinate ?dispatched?, >>> with the Anglo-saxon ?cut off? to nail the coffin. One can imagine Kyd >>> putting the verb earlier on, in a Clive Custler style. But Shakespeare >>> chose the poetic route, rather than the pornographic. (This may be a >>> stretch.) >>> >>> Which brings me back to something else David said: >>> >>> "Both Vygotsky and Halliday see free will as the key >>> problem to be explained and both set about explaining it by stating >>> that external options in the social situation of development are what bring >>> about the activity of choosing (lines of development) and at last the >>> initernalization of systems of choices (neoformations).? >>> >>> Arguably, Shakespeare just internalized more systems of choice than Kyd. >>> What?s amazing is how Vygotsky was able to cram so much internailzing into >>> so few years. Certainlly that would have to do with his interpersonality. >>> >>> Henry >>> >>> >>> > From lpscholar2@gmail.com Wed Apr 22 22:41:09 2015 From: lpscholar2@gmail.com (Larry Purss) Date: Wed, 22 Apr 2015 22:41:09 -0700 Subject: [Xmca-l] Re: The Diagnostic Zoped In-Reply-To: References: Message-ID: David, What is the relevance you see in showing the disparity between a scaffolding zoped, a leading activity zoped, and a diagnostic zoped? I have just read Andy's article on the "nature" of concepts as always expressing disparity This disparity is in their nature as concepts. Or in a metaphor you offered describing Vygotsky as like a crow using "words [as eggs] that are pilfered and filled with new "sense". Does this disparity in the various meanings of zoped "deepen" our understanding of the concept "zoped? or are the scaffolding and leading activity versions of zoped "mis-taken" or "mis-guided" or inauthentic versions? Larry On Sun, Apr 19, 2015 at 4:16 PM, David Kellogg wrote: > I've been comparing the 2001 Korotaeva manuscript of Vygotsky's final > pedological lectures with the version published in Volume Four of the > Russian Collected Works (Volume Five of the English). This kind of > textological comparison is fairly grueling work, and yields few dramatic > moments. But the section which is called "The Problem of Age and the > Dynamics of Development" (pp. 199-205) is an exception. > > First of all, the TITLE'S different! The CW has "dynamics", which makes no > sense, because the previous section was about dynamics. The Korotaeva > manuscript makes it clear that this is about diagnostics. Secondly, there > are two paras in the CW that don't appear in Korotaeva, and thirteen > paragraphs (!!) in Korotaeva that do not appear in the CW. Thirdly, the > word "pedology", which occurs 32 times in Korotaeva, does not appear once > in the CW. > > I've always thought of the Soviet and the Western distortions of the Zoped > as being symmetrical: the Soviets pretended that it was all development and > no learning, dissolving it into the notion of leading activity, while the > Americans pretended that it was all learning and no development, dissolving > it into the notion of scaffolding. > > But the Korotaeva manuscript really makes it clear that the Soviets and the > Americans really misconceived the Zoped in exactly the same way: both > ignored the pedological nature of the Zoped--that it wasn't a description > of dynamics at all but rather a diagnostic tool to be linked to very > precise ideas about how and above all when neoformations arise, through > lines of development, from the social situation. The Zoped wasn't a fever, > or even a temperature; it was a thermometer. > > David Kellogg > From boblake@georgiasouthern.edu Thu Apr 23 08:40:17 2015 From: boblake@georgiasouthern.edu (Robert Lake) Date: Thu, 23 Apr 2015 11:40:17 -0400 Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal Constitution Message-ID: Hi Everyone, Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade teacher in today's* Atlanta Journal-Constitution*, that is certainly relevant to XCMA readers . *Robert* Smagorinsky, P. (2015, April 23). A teacher who understands third graders need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available at http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ ------------------------------ Robert Lake Ed.D. Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *He not busy being born is busy dying.* Bob Dylan (1964). From boblake@georgiasouthern.edu Thu Apr 23 08:40:17 2015 From: boblake@georgiasouthern.edu (Robert Lake) Date: Thu, 23 Apr 2015 11:40:17 -0400 Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal Constitution Message-ID: Hi Everyone, Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade teacher in today's* Atlanta Journal-Constitution*, that is certainly relevant to XCMA readers . *Robert* Smagorinsky, P. (2015, April 23). A teacher who understands third graders need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available at http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ ------------------------------ Robert Lake Ed.D. Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *He not busy being born is busy dying.* Bob Dylan (1964). From cconnery@ithaca.edu Thu Apr 23 08:58:18 2015 From: cconnery@ithaca.edu (Cathrene Connery) Date: Thu, 23 Apr 2015 15:58:18 +0000 Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution In-Reply-To: References: Message-ID: Bravo, Peter! What a strong piece for my incoming graduate students. Thanks to Robert for the reference. Best wishes, Cathrene ________________________________________ From: xmca-l-bounces+cconnery=ithaca.edu@mailman.ucsd.edu [xmca-l-bounces+cconnery=ithaca.edu@mailman.ucsd.edu] on behalf of Robert Lake [boblake@georgiasouthern.edu] Sent: Thursday, April 23, 2015 11:40 AM To: CultureActivity eXtended Mind; eXtended Mind, Culture, Activity Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal Constitution Hi Everyone, Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade teacher in today's* Atlanta Journal-Constitution*, that is certainly relevant to XCMA readers . *Robert* Smagorinsky, P. (2015, April 23). A teacher who understands third graders need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available at http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ ------------------------------ Robert Lake Ed.D. Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *He not busy being born is busy dying.* Bob Dylan (1964). From smago@uga.edu Thu Apr 23 08:57:48 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Thu, 23 Apr 2015 15:57:48 +0000 Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution In-Reply-To: References: Message-ID: Thanks so much Robert. FYI I began writing profiles of great teachers in Georgia, the state where both Robert and I live in the USA, a few years ago when I became discouraged by the constant negative attention that the media direct at public education. I actually wrote this one several weeks ago, but it got bumped back because the Atlanta Public Schools cheating scandal trial dominated the local news--so it serves as a counterpoint to the belief held by many in the public that all public school teachers out there are cheats and bums, and that we need charters, private school vouchers, etc., to save us from the decline of civilization (US civilization that is). The whole series is at http://smago.coe.uga.edu/vita/vitaweb.htm#OpEd along with the other public writing I've done on education, teaching, policy, etc., mostly for the Atlanta Journal-Constitution but other outlets as well. I encourage anyone out there who finds the discursive climate of education to be depressing to write counter-narratives of your own to help demonstrate what great teaching looks like and how great teachers manage to do it in spite of limitations on their work instituted by policymakers. I'm fortunate to live in a state where the main newspaper has a prominent education blog, but there should be outlets everywhere for publishing more positive narratives about school. Peter -----Original Message----- From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Robert Lake Sent: Thursday, April 23, 2015 11:40 AM To: CultureActivity eXtended Mind; eXtended Mind, Culture, Activity Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal Constitution Hi Everyone, Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade teacher in today's* Atlanta Journal-Constitution*, that is certainly relevant to XCMA readers . *Robert* Smagorinsky, P. (2015, April 23). A teacher who understands third graders need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available at http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ ------------------------------ Robert Lake Ed.D. Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *He not busy being born is busy dying.* Bob Dylan (1964). From smago@uga.edu Thu Apr 23 08:57:48 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Thu, 23 Apr 2015 15:57:48 +0000 Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution In-Reply-To: References: Message-ID: Thanks so much Robert. FYI I began writing profiles of great teachers in Georgia, the state where both Robert and I live in the USA, a few years ago when I became discouraged by the constant negative attention that the media direct at public education. I actually wrote this one several weeks ago, but it got bumped back because the Atlanta Public Schools cheating scandal trial dominated the local news--so it serves as a counterpoint to the belief held by many in the public that all public school teachers out there are cheats and bums, and that we need charters, private school vouchers, etc., to save us from the decline of civilization (US civilization that is). The whole series is at http://smago.coe.uga.edu/vita/vitaweb.htm#OpEd along with the other public writing I've done on education, teaching, policy, etc., mostly for the Atlanta Journal-Constitution but other outlets as well. I encourage anyone out there who finds the discursive climate of education to be depressing to write counter-narratives of your own to help demonstrate what great teaching looks like and how great teachers manage to do it in spite of limitations on their work instituted by policymakers. I'm fortunate to live in a state where the main newspaper has a prominent education blog, but there should be outlets everywhere for publishing more positive narratives about school. Peter -----Original Message----- From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Robert Lake Sent: Thursday, April 23, 2015 11:40 AM To: CultureActivity eXtended Mind; eXtended Mind, Culture, Activity Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal Constitution Hi Everyone, Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade teacher in today's* Atlanta Journal-Constitution*, that is certainly relevant to XCMA readers . *Robert* Smagorinsky, P. (2015, April 23). A teacher who understands third graders need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available at http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ ------------------------------ Robert Lake Ed.D. Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *He not busy being born is busy dying.* Bob Dylan (1964). From cconnery@ithaca.edu Thu Apr 23 08:58:18 2015 From: cconnery@ithaca.edu (Cathrene Connery) Date: Thu, 23 Apr 2015 15:58:18 +0000 Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution In-Reply-To: References: Message-ID: Bravo, Peter! What a strong piece for my incoming graduate students. Thanks to Robert for the reference. Best wishes, Cathrene ________________________________________ From: xmca-l-bounces+cconnery=ithaca.edu@mailman.ucsd.edu [xmca-l-bounces+cconnery=ithaca.edu@mailman.ucsd.edu] on behalf of Robert Lake [boblake@georgiasouthern.edu] Sent: Thursday, April 23, 2015 11:40 AM To: CultureActivity eXtended Mind; eXtended Mind, Culture, Activity Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal Constitution Hi Everyone, Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade teacher in today's* Atlanta Journal-Constitution*, that is certainly relevant to XCMA readers . *Robert* Smagorinsky, P. (2015, April 23). A teacher who understands third graders need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available at http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ ------------------------------ Robert Lake Ed.D. Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *He not busy being born is busy dying.* Bob Dylan (1964). From cconnery@ithaca.edu Thu Apr 23 09:08:20 2015 From: cconnery@ithaca.edu (Cathrene Connery) Date: Thu, 23 Apr 2015 16:08:20 +0000 Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution In-Reply-To: References: , Message-ID: Hi again: After a brutal winter, it is snowing here AGAIN in Ithaca. But, it must be a holiday to now have access to the Smagorinsky files listed below. Many, many thanks! Cathrene ________________________________________ From: xmca-l-bounces+cconnery=ithaca.edu@mailman.ucsd.edu [xmca-l-bounces+cconnery=ithaca.edu@mailman.ucsd.edu] on behalf of Peter Smagorinsky [smago@uga.edu] Sent: Thursday, April 23, 2015 11:57 AM To: eXtended Mind, Culture, Activity; CultureActivity eXtended Mind Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution Thanks so much Robert. FYI I began writing profiles of great teachers in Georgia, the state where both Robert and I live in the USA, a few years ago when I became discouraged by the constant negative attention that the media direct at public education. I actually wrote this one several weeks ago, but it got bumped back because the Atlanta Public Schools cheating scandal trial dominated the local news--so it serves as a counterpoint to the belief held by many in the public that all public school teachers out there are cheats and bums, and that we need charters, private school vouchers, etc., to save us from the decline of civilization (US civilization that is). The whole series is at http://smago.coe.uga.edu/vita/vitaweb.htm#OpEd along with the other public writing I've done on education, teaching, policy, etc., mostly for the Atlanta Journal-Constitution but other outlets as well. I encourage anyone out there who finds the discursive climate of education to be depressing to write counter-narratives of your own to help demonstrate what great teaching looks like and how great teachers manage to do it in spite of limitations on their work instituted by policymakers. I'm fortunate to live in a state where the main newspaper has a prominent education blog, but there should be outlets everywhere for publishing more positive narratives about school. Peter -----Original Message----- From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Robert Lake Sent: Thursday, April 23, 2015 11:40 AM To: CultureActivity eXtended Mind; eXtended Mind, Culture, Activity Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal Constitution Hi Everyone, Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade teacher in today's* Atlanta Journal-Constitution*, that is certainly relevant to XCMA readers . *Robert* Smagorinsky, P. (2015, April 23). A teacher who understands third graders need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available at http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ ------------------------------ Robert Lake Ed.D. Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *He not busy being born is busy dying.* Bob Dylan (1964). From cconnery@ithaca.edu Thu Apr 23 09:08:20 2015 From: cconnery@ithaca.edu (Cathrene Connery) Date: Thu, 23 Apr 2015 16:08:20 +0000 Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution In-Reply-To: References: , Message-ID: Hi again: After a brutal winter, it is snowing here AGAIN in Ithaca. But, it must be a holiday to now have access to the Smagorinsky files listed below. Many, many thanks! Cathrene ________________________________________ From: xmca-l-bounces+cconnery=ithaca.edu@mailman.ucsd.edu [xmca-l-bounces+cconnery=ithaca.edu@mailman.ucsd.edu] on behalf of Peter Smagorinsky [smago@uga.edu] Sent: Thursday, April 23, 2015 11:57 AM To: eXtended Mind, Culture, Activity; CultureActivity eXtended Mind Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution Thanks so much Robert. FYI I began writing profiles of great teachers in Georgia, the state where both Robert and I live in the USA, a few years ago when I became discouraged by the constant negative attention that the media direct at public education. I actually wrote this one several weeks ago, but it got bumped back because the Atlanta Public Schools cheating scandal trial dominated the local news--so it serves as a counterpoint to the belief held by many in the public that all public school teachers out there are cheats and bums, and that we need charters, private school vouchers, etc., to save us from the decline of civilization (US civilization that is). The whole series is at http://smago.coe.uga.edu/vita/vitaweb.htm#OpEd along with the other public writing I've done on education, teaching, policy, etc., mostly for the Atlanta Journal-Constitution but other outlets as well. I encourage anyone out there who finds the discursive climate of education to be depressing to write counter-narratives of your own to help demonstrate what great teaching looks like and how great teachers manage to do it in spite of limitations on their work instituted by policymakers. I'm fortunate to live in a state where the main newspaper has a prominent education blog, but there should be outlets everywhere for publishing more positive narratives about school. Peter -----Original Message----- From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Robert Lake Sent: Thursday, April 23, 2015 11:40 AM To: CultureActivity eXtended Mind; eXtended Mind, Culture, Activity Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal Constitution Hi Everyone, Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade teacher in today's* Atlanta Journal-Constitution*, that is certainly relevant to XCMA readers . *Robert* Smagorinsky, P. (2015, April 23). A teacher who understands third graders need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available at http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ ------------------------------ Robert Lake Ed.D. Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *He not busy being born is busy dying.* Bob Dylan (1964). From greg.a.thompson@gmail.com Thu Apr 23 13:52:42 2015 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Thu, 23 Apr 2015 14:52:42 -0600 Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution In-Reply-To: References: Message-ID: Counter-narratives! Essential stuff! -greg On Thu, Apr 23, 2015 at 9:57 AM, Peter Smagorinsky wrote: > Thanks so much Robert. FYI I began writing profiles of great teachers in > Georgia, the state where both Robert and I live in the USA, a few years ago > when I became discouraged by the constant negative attention that the media > direct at public education. I actually wrote this one several weeks ago, > but it got bumped back because the Atlanta Public Schools cheating scandal > trial dominated the local news--so it serves as a counterpoint to the > belief held by many in the public that all public school teachers out there > are cheats and bums, and that we need charters, private school vouchers, > etc., to save us from the decline of civilization (US civilization that is). > > The whole series is at http://smago.coe.uga.edu/vita/vitaweb.htm#OpEd > along with the other public writing I've done on education, teaching, > policy, etc., mostly for the Atlanta Journal-Constitution but other outlets > as well. I encourage anyone out there who finds the discursive climate of > education to be depressing to write counter-narratives of your own to help > demonstrate what great teaching looks like and how great teachers manage to > do it in spite of limitations on their work instituted by policymakers. I'm > fortunate to live in a state where the main newspaper has a prominent > education blog, but there should be outlets everywhere for publishing more > positive narratives about school. > > Peter > > -----Original Message----- > From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Robert Lake > Sent: Thursday, April 23, 2015 11:40 AM > To: CultureActivity eXtended Mind; eXtended Mind, Culture, Activity > Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal > Constitution > > Hi Everyone, > Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade > teacher in today's* Atlanta Journal-Constitution*, that is certainly > relevant to XCMA readers . > *Robert* > > > > > Smagorinsky, P. (2015, April 23). A teacher who understands third graders > need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available > at > http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ > > > ------------------------------ > > Robert Lake Ed.D. > Associate Professor > Social Foundations of Education > Dept. of Curriculum, Foundations, and Reading Georgia Southern University > Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box > 8144 > Phone: (912) 478-0355 > Fax: (912) 478-5382 > Statesboro, GA 30460 > *He not busy being born is busy dying.* > Bob Dylan (1964). > > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From greg.a.thompson@gmail.com Thu Apr 23 13:52:42 2015 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Thu, 23 Apr 2015 14:52:42 -0600 Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution In-Reply-To: References: Message-ID: Counter-narratives! Essential stuff! -greg On Thu, Apr 23, 2015 at 9:57 AM, Peter Smagorinsky wrote: > Thanks so much Robert. FYI I began writing profiles of great teachers in > Georgia, the state where both Robert and I live in the USA, a few years ago > when I became discouraged by the constant negative attention that the media > direct at public education. I actually wrote this one several weeks ago, > but it got bumped back because the Atlanta Public Schools cheating scandal > trial dominated the local news--so it serves as a counterpoint to the > belief held by many in the public that all public school teachers out there > are cheats and bums, and that we need charters, private school vouchers, > etc., to save us from the decline of civilization (US civilization that is). > > The whole series is at http://smago.coe.uga.edu/vita/vitaweb.htm#OpEd > along with the other public writing I've done on education, teaching, > policy, etc., mostly for the Atlanta Journal-Constitution but other outlets > as well. I encourage anyone out there who finds the discursive climate of > education to be depressing to write counter-narratives of your own to help > demonstrate what great teaching looks like and how great teachers manage to > do it in spite of limitations on their work instituted by policymakers. I'm > fortunate to live in a state where the main newspaper has a prominent > education blog, but there should be outlets everywhere for publishing more > positive narratives about school. > > Peter > > -----Original Message----- > From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Robert Lake > Sent: Thursday, April 23, 2015 11:40 AM > To: CultureActivity eXtended Mind; eXtended Mind, Culture, Activity > Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal > Constitution > > Hi Everyone, > Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade > teacher in today's* Atlanta Journal-Constitution*, that is certainly > relevant to XCMA readers . > *Robert* > > > > > Smagorinsky, P. (2015, April 23). A teacher who understands third graders > need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available > at > http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ > > > ------------------------------ > > Robert Lake Ed.D. > Associate Professor > Social Foundations of Education > Dept. of Curriculum, Foundations, and Reading Georgia Southern University > Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box > 8144 > Phone: (912) 478-0355 > Fax: (912) 478-5382 > Statesboro, GA 30460 > *He not busy being born is busy dying.* > Bob Dylan (1964). > > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From dkellogg60@gmail.com Thu Apr 23 15:45:39 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Fri, 24 Apr 2015 07:45:39 +0900 Subject: [Xmca-l] Re: The Diagnostic Zoped In-Reply-To: References: Message-ID: I think that the Vygotskyan version of the Zoped differs from notion of the leading activity and of scaffolding in exactly the ways that Seth Chaiklin indicated in his 2003 article: it's much more precise. It's a "NEXT zone of development" not a vaguely "proximal" one, where the next "fruits" of development are stated twice: once as a process of maturing, and once as the mature product. For example: age period PROCESS (line of development) PRODUCT (neoformation) birth instinctive forms of extrauterine mental life physiological independence infancy primary intersubjectivity, imitation Ur-wir (the "Proto-We", an undifferentiated "you and me") crisis 1 autonomous speech, locomotion babble? crawling? early child- hood dialogue speech In the leading activity interpretation, development is inherent in the activity itself; there are essentially no internal products (what Chaiklin calls the potential assumption). In the scaffolding interpretation, the line of development is brought about by outside intervention and not by internalization (assistance assumption, in Chaiklin). In both interpretations, there is a zone of proximal development for everything (generalization assumption in Chaiklin). In Vygotsky, the idea of a zoped for everything is like saying that there has to be a blessing for the Tsar. David Kellogg On Thu, Apr 23, 2015 at 2:41 PM, Larry Purss wrote: > David, > What is the relevance you see in showing the disparity between a > scaffolding zoped, a leading activity zoped, and a diagnostic zoped? > I have just read Andy's article on the "nature" of concepts as always > expressing disparity This disparity is in their nature as concepts. Or in > a metaphor you offered describing Vygotsky as like a crow using "words [as > eggs] that are pilfered and filled with new "sense". > Does this disparity in the various meanings of zoped "deepen" our > understanding of the concept "zoped? or are the scaffolding and leading > activity versions of zoped "mis-taken" or "mis-guided" or inauthentic > versions? > > Larry > > On Sun, Apr 19, 2015 at 4:16 PM, David Kellogg > wrote: > > > I've been comparing the 2001 Korotaeva manuscript of Vygotsky's final > > pedological lectures with the version published in Volume Four of the > > Russian Collected Works (Volume Five of the English). This kind of > > textological comparison is fairly grueling work, and yields few dramatic > > moments. But the section which is called "The Problem of Age and the > > Dynamics of Development" (pp. 199-205) is an exception. > > > > First of all, the TITLE'S different! The CW has "dynamics", which makes > no > > sense, because the previous section was about dynamics. The Korotaeva > > manuscript makes it clear that this is about diagnostics. Secondly, there > > are two paras in the CW that don't appear in Korotaeva, and thirteen > > paragraphs (!!) in Korotaeva that do not appear in the CW. Thirdly, the > > word "pedology", which occurs 32 times in Korotaeva, does not appear once > > in the CW. > > > > I've always thought of the Soviet and the Western distortions of the > Zoped > > as being symmetrical: the Soviets pretended that it was all development > and > > no learning, dissolving it into the notion of leading activity, while the > > Americans pretended that it was all learning and no development, > dissolving > > it into the notion of scaffolding. > > > > But the Korotaeva manuscript really makes it clear that the Soviets and > the > > Americans really misconceived the Zoped in exactly the same way: both > > ignored the pedological nature of the Zoped--that it wasn't a description > > of dynamics at all but rather a diagnostic tool to be linked to very > > precise ideas about how and above all when neoformations arise, through > > lines of development, from the social situation. The Zoped wasn't a > fever, > > or even a temperature; it was a thermometer. > > > > David Kellogg > > > From helen.grimmett@monash.edu Thu Apr 23 16:01:57 2015 From: helen.grimmett@monash.edu (Helen Grimmett) Date: Fri, 24 Apr 2015 09:01:57 +1000 Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution In-Reply-To: References: Message-ID: Inspiring stuff! Thanks Peter for writing it and for your explanation here about the reasons behind it. And thanks Robert for sharing it with us. Cheers, Helen Dr Helen Grimmett Lecturer Professional Experience Liaison - Primary Faculty of Education, Room 159, Building 902 Monash University, Berwick campus Phone: 9904 7171 *New Book: * The Practice of Teachers' Professional Development: A Cultural-Historical Approach Helen Grimmett (2014) Sense Publishers On 24 April 2015 at 06:52, Greg Thompson wrote: > Counter-narratives! > Essential stuff! > -greg > > On Thu, Apr 23, 2015 at 9:57 AM, Peter Smagorinsky wrote: > > > Thanks so much Robert. FYI I began writing profiles of great teachers in > > Georgia, the state where both Robert and I live in the USA, a few years > ago > > when I became discouraged by the constant negative attention that the > media > > direct at public education. I actually wrote this one several weeks ago, > > but it got bumped back because the Atlanta Public Schools cheating > scandal > > trial dominated the local news--so it serves as a counterpoint to the > > belief held by many in the public that all public school teachers out > there > > are cheats and bums, and that we need charters, private school vouchers, > > etc., to save us from the decline of civilization (US civilization that > is). > > > > The whole series is at http://smago.coe.uga.edu/vita/vitaweb.htm#OpEd > > along with the other public writing I've done on education, teaching, > > policy, etc., mostly for the Atlanta Journal-Constitution but other > outlets > > as well. I encourage anyone out there who finds the discursive climate of > > education to be depressing to write counter-narratives of your own to > help > > demonstrate what great teaching looks like and how great teachers manage > to > > do it in spite of limitations on their work instituted by policymakers. > I'm > > fortunate to live in a state where the main newspaper has a prominent > > education blog, but there should be outlets everywhere for publishing > more > > positive narratives about school. > > > > Peter > > > > -----Original Message----- > > From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto: > > xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Robert Lake > > Sent: Thursday, April 23, 2015 11:40 AM > > To: CultureActivity eXtended Mind; eXtended Mind, Culture, Activity > > Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal > > Constitution > > > > Hi Everyone, > > Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade > > teacher in today's* Atlanta Journal-Constitution*, that is certainly > > relevant to XCMA readers . > > *Robert* > > > > > > > > > > Smagorinsky, P. (2015, April 23). A teacher who understands third > graders > > need play, joy and calm to learn. *Atlanta Journal-Constitution*. > Available > > at > > > http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ > > > > > > ------------------------------ > > > > Robert Lake Ed.D. > > Associate Professor > > Social Foundations of Education > > Dept. of Curriculum, Foundations, and Reading Georgia Southern University > > Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box > > 8144 > > Phone: (912) 478-0355 > > Fax: (912) 478-5382 > > Statesboro, GA 30460 > > *He not busy being born is busy dying.* > > Bob Dylan (1964). > > > > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > http://byu.academia.edu/GregoryThompson > From jgregmcverry@gmail.com Thu Apr 23 16:02:42 2015 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Thu, 23 Apr 2015 23:02:42 +0000 Subject: [Xmca-l] Re: The Diagnostic Zoped References: Message-ID: Larry, Can you point me to Andy's article this sounds fascinating. The conversation is a very concise description of the Zoped variants for us noobs. Thanks, Greg On Thu, Apr 23, 2015, 6:47 PM David Kellogg wrote: > I think that the Vygotskyan version of the Zoped differs from notion of the > leading activity and of scaffolding in exactly the ways that Seth Chaiklin > indicated in his 2003 article: it's much more precise. It's a "NEXT zone of > development" not a vaguely "proximal" one, where the next "fruits" of > development are stated twice: once as a process of maturing, and once as > the mature product. For example: > > age period PROCESS (line of development) PRODUCT > (neoformation) > > birth instinctive forms of extrauterine mental life > physiological independence > > infancy primary intersubjectivity, imitation > Ur-wir (the "Proto-We", an undifferentiated "you and me") > > crisis 1 autonomous speech, > locomotion babble? crawling? > > early child- > hood dialogue > speech > > In the leading activity interpretation, development is inherent in the > activity itself; there are essentially no internal products (what Chaiklin > calls the potential assumption). In the scaffolding interpretation, the > line of development is brought about by outside intervention and not by > internalization (assistance assumption, in Chaiklin). In both > interpretations, there is a zone of proximal development for everything > (generalization assumption in Chaiklin). In Vygotsky, the idea of a zoped > for everything is like saying that there has to be a blessing for the Tsar. > > David Kellogg > > On Thu, Apr 23, 2015 at 2:41 PM, Larry Purss wrote: > > > David, > > What is the relevance you see in showing the disparity between a > > scaffolding zoped, a leading activity zoped, and a diagnostic zoped? > > I have just read Andy's article on the "nature" of concepts as always > > expressing disparity This disparity is in their nature as concepts. Or > in > > a metaphor you offered describing Vygotsky as like a crow using "words > [as > > eggs] that are pilfered and filled with new "sense". > > Does this disparity in the various meanings of zoped "deepen" our > > understanding of the concept "zoped? or are the scaffolding and leading > > activity versions of zoped "mis-taken" or "mis-guided" or inauthentic > > versions? > > > > Larry > > > > On Sun, Apr 19, 2015 at 4:16 PM, David Kellogg > > wrote: > > > > > I've been comparing the 2001 Korotaeva manuscript of Vygotsky's final > > > pedological lectures with the version published in Volume Four of the > > > Russian Collected Works (Volume Five of the English). This kind of > > > textological comparison is fairly grueling work, and yields few > dramatic > > > moments. But the section which is called "The Problem of Age and the > > > Dynamics of Development" (pp. 199-205) is an exception. > > > > > > First of all, the TITLE'S different! The CW has "dynamics", which makes > > no > > > sense, because the previous section was about dynamics. The Korotaeva > > > manuscript makes it clear that this is about diagnostics. Secondly, > there > > > are two paras in the CW that don't appear in Korotaeva, and thirteen > > > paragraphs (!!) in Korotaeva that do not appear in the CW. Thirdly, the > > > word "pedology", which occurs 32 times in Korotaeva, does not appear > once > > > in the CW. > > > > > > I've always thought of the Soviet and the Western distortions of the > > Zoped > > > as being symmetrical: the Soviets pretended that it was all development > > and > > > no learning, dissolving it into the notion of leading activity, while > the > > > Americans pretended that it was all learning and no development, > > dissolving > > > it into the notion of scaffolding. > > > > > > But the Korotaeva manuscript really makes it clear that the Soviets and > > the > > > Americans really misconceived the Zoped in exactly the same way: both > > > ignored the pedological nature of the Zoped--that it wasn't a > description > > > of dynamics at all but rather a diagnostic tool to be linked to very > > > precise ideas about how and above all when neoformations arise, through > > > lines of development, from the social situation. The Zoped wasn't a > > fever, > > > or even a temperature; it was a thermometer. > > > > > > David Kellogg > > > > > > From mcole@ucsd.edu Thu Apr 23 17:40:27 2015 From: mcole@ucsd.edu (mike cole) Date: Thu, 23 Apr 2015 20:40:27 -0400 Subject: [Xmca-l] Fwd: Address to UN Security Council In-Reply-To: References: Message-ID: This might prove of interest. ---------- Forwarded message ---------- From: *Scott Atran* Date: Wednesday, April 22, 2015 Subject: Address to UN Security Council To: COG-SCI-REL-L@jiscmail.ac.uk Dear Colleagues, Attached is my brief to the UN Security Council, which I will present at the UN on Thursday to introduce a full ministerial debate on the Role of Youth in Countering Violent Extremism.? ... Current proposal in Congress to cut NSF social science funding by nearly half are, just from a national security vantage, nuts, so I've given NSF permission to use it in its lobbying. Cheers, Scott Atran -- "Each new level of development is a new relevant context." C.H. Waddington -------------- next part -------------- A non-text attachment was scrubbed... Name: Final Atran UN Sec Council Brief 23Apr15.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 193854 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150423/5b55ddb1/attachment.bin From ablunden@mira.net Thu Apr 23 17:51:35 2015 From: ablunden@mira.net (Andy Blunden) Date: Fri, 24 Apr 2015 10:51:35 +1000 Subject: [Xmca-l] Re: Fwd: Address to UN Security Council In-Reply-To: References: Message-ID: <55399397.6060107@mira.net> Thanks for this, Mike! Scott Atran is the best I have read on Foreign Fighters. See also http://artisresearch.com/wp-content/uploads/2014/12/Atran-Sheikh-G%C3%B3mez-PNAS-3-Dec-2104.pdf and I completely agree with his conclusions as in the UN address. I read his approach as one step away from Activity Theory, coming from a completely different direction. See https://www.academia.edu/11822578/Something_worth_dying_for Andy ------------------------------------------------------------ *Andy Blunden* http://home.pacific.net.au/~andy/ On 24/04/2015 10:40 AM, mike cole wrote: > This might prove of interest. > > ---------- Forwarded message ---------- > From: *Scott Atran* > Date: Wednesday, April 22, 2015 > Subject: Address to UN Security Council > To: COG-SCI-REL-L@jiscmail.ac.uk > > > Dear Colleagues, > > Attached is my brief to the UN Security Council, which I will present at > the UN on Thursday to introduce a full ministerial debate on the Role of > Youth in Countering Violent Extremism.? > > ... Current proposal in Congress to cut NSF social science funding by > nearly half are, just from a national security vantage, nuts, so I've given > NSF permission to use it in its lobbying. > > Cheers, Scott Atran > > > From lpscholar2@gmail.com Thu Apr 23 17:58:54 2015 From: lpscholar2@gmail.com (Lplarry) Date: Thu, 23 Apr 2015 17:58:54 -0700 Subject: [Xmca-l] Re: The Diagnostic Zoped In-Reply-To: References: Message-ID: <55399576.049c420a.431a.ffffc1d8@mx.google.com> Greg Am on phone so finger typing. Go to academia.edu and sign up. Then search Andy blunden and click "follow" Andy shares his articles on that site. David thanks for the answer and the relevance. Andy, I appreciated your concise locating of cognitive psychology and the exploration of the "nature" of concepts as always developing and poly. Not dictionary lists of features. Will stop finger typing but want to say thank you for THIS place Larry -----Original Message----- From: "Greg Mcverry" Sent: ?2015-?04-?23 4:05 PM To: "eXtended Mind, Culture, Activity" Subject: [Xmca-l] Re: The Diagnostic Zoped Larry, Can you point me to Andy's article this sounds fascinating. The conversation is a very concise description of the Zoped variants for us noobs. Thanks, Greg On Thu, Apr 23, 2015, 6:47 PM David Kellogg wrote: > I think that the Vygotskyan version of the Zoped differs from notion of the > leading activity and of scaffolding in exactly the ways that Seth Chaiklin > indicated in his 2003 article: it's much more precise. It's a "NEXT zone of > development" not a vaguely "proximal" one, where the next "fruits" of > development are stated twice: once as a process of maturing, and once as > the mature product. For example: > > age period PROCESS (line of development) PRODUCT > (neoformation) > > birth instinctive forms of extrauterine mental life > physiological independence > > infancy primary intersubjectivity, imitation > Ur-wir (the "Proto-We", an undifferentiated "you and me") > > crisis 1 autonomous speech, > locomotion babble? crawling? > > early child- > hood dialogue > speech > > In the leading activity interpretation, development is inherent in the > activity itself; there are essentially no internal products (what Chaiklin > calls the potential assumption). In the scaffolding interpretation, the > line of development is brought about by outside intervention and not by > internalization (assistance assumption, in Chaiklin). In both > interpretations, there is a zone of proximal development for everything > (generalization assumption in Chaiklin). In Vygotsky, the idea of a zoped > for everything is like saying that there has to be a blessing for the Tsar. > > David Kellogg > > On Thu, Apr 23, 2015 at 2:41 PM, Larry Purss wrote: > > > David, > > What is the relevance you see in showing the disparity between a > > scaffolding zoped, a leading activity zoped, and a diagnostic zoped? > > I have just read Andy's article on the "nature" of concepts as always > > expressing disparity This disparity is in their nature as concepts. Or > in > > a metaphor you offered describing Vygotsky as like a crow using "words > [as > > eggs] that are pilfered and filled with new "sense". > > Does this disparity in the various meanings of zoped "deepen" our > > understanding of the concept "zoped? or are the scaffolding and leading > > activity versions of zoped "mis-taken" or "mis-guided" or inauthentic > > versions? > > > > Larry > > > > On Sun, Apr 19, 2015 at 4:16 PM, David Kellogg > > wrote: > > > > > I've been comparing the 2001 Korotaeva manuscript of Vygotsky's final > > > pedological lectures with the version published in Volume Four of the > > > Russian Collected Works (Volume Five of the English). This kind of > > > textological comparison is fairly grueling work, and yields few > dramatic > > > moments. But the section which is called "The Problem of Age and the > > > Dynamics of Development" (pp. 199-205) is an exception. > > > > > > First of all, the TITLE'S different! The CW has "dynamics", which makes > > no > > > sense, because the previous section was about dynamics. The Korotaeva > > > manuscript makes it clear that this is about diagnostics. Secondly, > there > > > are two paras in the CW that don't appear in Korotaeva, and thirteen > > > paragraphs (!!) in Korotaeva that do not appear in the CW. Thirdly, the > > > word "pedology", which occurs 32 times in Korotaeva, does not appear > once > > > in the CW. > > > > > > I've always thought of the Soviet and the Western distortions of the > > Zoped > > > as being symmetrical: the Soviets pretended that it was all development > > and > > > no learning, dissolving it into the notion of leading activity, while > the > > > Americans pretended that it was all learning and no development, > > dissolving > > > it into the notion of scaffolding. > > > > > > But the Korotaeva manuscript really makes it clear that the Soviets and > > the > > > Americans really misconceived the Zoped in exactly the same way: both > > > ignored the pedological nature of the Zoped--that it wasn't a > description > > > of dynamics at all but rather a diagnostic tool to be linked to very > > > precise ideas about how and above all when neoformations arise, through > > > lines of development, from the social situation. The Zoped wasn't a > > fever, > > > or even a temperature; it was a thermometer. > > > > > > David Kellogg > > > > > > From helen.grimmett@monash.edu Thu Apr 23 18:08:37 2015 From: helen.grimmett@monash.edu (Helen Grimmett) Date: Fri, 24 Apr 2015 11:08:37 +1000 Subject: [Xmca-l] Re: The Diagnostic Zoped In-Reply-To: References: Message-ID: Hi David, I've been waiting with interest to see how you would answer Larry's very interesting questions. These are questions I have been pondering for quite some time as i was once taken to task by a reviewer who complained that I obviously misunderstood the notion of ZPD because I talked about the possibility of 'creating the ZPD' (i.e. creating a social activity environment in which development could occur) whereas they saw it as only a diagnostic tool for measuring/determining development as it occurred. I actually work on the understanding that the ZPD is all these things (and possibly more) simultaneously. Andy once explained to me that Vygotsky's Marxist background would lead him to take for granted the simultaneity (dialectical nature) of process and product and so he did not spell this out in the way that most Western readers would require. (I'm sure Andy will pull me up if I've misunderstood him here) Therefore although the reference to the ZPD you are referring to in the CW is no doubt talking about diagnosis of development isn't it possible the concept also includes the process dimension as well as the product? What are we to make of the mention of the ZPD in Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6-18. "Play is the source of development and creates the zone of proximal development" (p. 16)? I suppose what I am asking is can understanding different aspects of the ZPD be like understanding fever, temperature and thermometer as different aspects that give us a broader understanding of sickness (i.e. its cause, its symptoms and the way we diagnose it) or are you saying that the dialectical nature of the ZPD should be limited to the simultaneity of the process of diagnosing and the product of diagnosis? This is something I've never come to grips with as. Cheers, Helen Dr Helen Grimmett Lecturer Professional Experience Liaison - Primary Faculty of Education, Room 159, Building 902 Monash University, Berwick campus Phone: 9904 7171 *New Book: * The Practice of Teachers' Professional Development: A Cultural-Historical Approach Helen Grimmett (2014) Sense Publishers On 24 April 2015 at 08:45, David Kellogg wrote: > I think that the Vygotskyan version of the Zoped differs from notion of the > leading activity and of scaffolding in exactly the ways that Seth Chaiklin > indicated in his 2003 article: it's much more precise. It's a "NEXT zone of > development" not a vaguely "proximal" one, where the next "fruits" of > development are stated twice: once as a process of maturing, and once as > the mature product. For example: > > age period PROCESS (line of development) PRODUCT > (neoformation) > > birth instinctive forms of extrauterine mental life > physiological independence > > infancy primary intersubjectivity, imitation > Ur-wir (the "Proto-We", an undifferentiated "you and me") > > crisis 1 autonomous speech, > locomotion babble? crawling? > > early child- > hood dialogue > speech > > In the leading activity interpretation, development is inherent in the > activity itself; there are essentially no internal products (what Chaiklin > calls the potential assumption). In the scaffolding interpretation, the > line of development is brought about by outside intervention and not by > internalization (assistance assumption, in Chaiklin). In both > interpretations, there is a zone of proximal development for everything > (generalization assumption in Chaiklin). In Vygotsky, the idea of a zoped > for everything is like saying that there has to be a blessing for the Tsar. > > David Kellogg > > On Thu, Apr 23, 2015 at 2:41 PM, Larry Purss wrote: > > > David, > > What is the relevance you see in showing the disparity between a > > scaffolding zoped, a leading activity zoped, and a diagnostic zoped? > > I have just read Andy's article on the "nature" of concepts as always > > expressing disparity This disparity is in their nature as concepts. Or > in > > a metaphor you offered describing Vygotsky as like a crow using "words > [as > > eggs] that are pilfered and filled with new "sense". > > Does this disparity in the various meanings of zoped "deepen" our > > understanding of the concept "zoped? or are the scaffolding and leading > > activity versions of zoped "mis-taken" or "mis-guided" or inauthentic > > versions? > > > > Larry > > > > On Sun, Apr 19, 2015 at 4:16 PM, David Kellogg > > wrote: > > > > > I've been comparing the 2001 Korotaeva manuscript of Vygotsky's final > > > pedological lectures with the version published in Volume Four of the > > > Russian Collected Works (Volume Five of the English). This kind of > > > textological comparison is fairly grueling work, and yields few > dramatic > > > moments. But the section which is called "The Problem of Age and the > > > Dynamics of Development" (pp. 199-205) is an exception. > > > > > > First of all, the TITLE'S different! The CW has "dynamics", which makes > > no > > > sense, because the previous section was about dynamics. The Korotaeva > > > manuscript makes it clear that this is about diagnostics. Secondly, > there > > > are two paras in the CW that don't appear in Korotaeva, and thirteen > > > paragraphs (!!) in Korotaeva that do not appear in the CW. Thirdly, the > > > word "pedology", which occurs 32 times in Korotaeva, does not appear > once > > > in the CW. > > > > > > I've always thought of the Soviet and the Western distortions of the > > Zoped > > > as being symmetrical: the Soviets pretended that it was all development > > and > > > no learning, dissolving it into the notion of leading activity, while > the > > > Americans pretended that it was all learning and no development, > > dissolving > > > it into the notion of scaffolding. > > > > > > But the Korotaeva manuscript really makes it clear that the Soviets and > > the > > > Americans really misconceived the Zoped in exactly the same way: both > > > ignored the pedological nature of the Zoped--that it wasn't a > description > > > of dynamics at all but rather a diagnostic tool to be linked to very > > > precise ideas about how and above all when neoformations arise, through > > > lines of development, from the social situation. The Zoped wasn't a > > fever, > > > or even a temperature; it was a thermometer. > > > > > > David Kellogg > > > > > > From vygotsky@unm.edu Thu Apr 23 20:00:22 2015 From: vygotsky@unm.edu (Vera John-Steiner) Date: Thu, 23 Apr 2015 21:00:22 -0600 Subject: [Xmca-l] Re: Peter Smagorinsky's piece today for the Atlanta Journal Constitution In-Reply-To: References: Message-ID: <000b01d07e3a$d0956900$71c03b00$@edu> Great article Peter, and thanks Bob for sharing it, Vera -----Original Message----- From: xmca-l-bounces+vygotsky=unm.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+vygotsky=unm.edu@mailman.ucsd.edu] On Behalf Of Robert Lake Sent: Thursday, April 23, 2015 9:40 AM To: CultureActivity eXtended Mind; eXtended Mind, Culture, Activity Subject: [Xmca-l] Peter Smagorinsky's piece today for the Atlanta Journal Constitution Hi Everyone, Peter Smagorinsky wrote a fabulous piece about an extraordinary 3rd grade teacher in today's* Atlanta Journal-Constitution*, that is certainly relevant to XCMA readers . *Robert* Smagorinsky, P. (2015, April 23). A teacher who understands third graders need play, joy and calm to learn. *Atlanta Journal-Constitution*. Available at http://getschooled.blog.ajc.com/2015/04/23/a-teacher-who-understands-third-graders-need-play-joy-and-calm-to-learn/ ------------------------------ Robert Lake Ed.D. Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University Secretary/Treasurer-AERA- Paulo Freire Special Interest Group P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *He not busy being born is busy dying.* Bob Dylan (1964). From smago@uga.edu Fri Apr 24 03:19:40 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Fri, 24 Apr 2015 10:19:40 +0000 Subject: [Xmca-l] Re: Fwd: Address to UN Security Council In-Reply-To: References: Message-ID: http://www.spiegel.de/international/world/islamic-state-files-show-structure-of-islamist-terror-group-a-1029274.html This piece might also be of interest. p -----Original Message----- From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of mike cole Sent: Thursday, April 23, 2015 8:40 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Fwd: Address to UN Security Council This might prove of interest. ---------- Forwarded message ---------- From: *Scott Atran* Date: Wednesday, April 22, 2015 Subject: Address to UN Security Council To: COG-SCI-REL-L@jiscmail.ac.uk Dear Colleagues, Attached is my brief to the UN Security Council, which I will present at the UN on Thursday to introduce a full ministerial debate on the Role of Youth in Countering Violent Extremism.? ... Current proposal in Congress to cut NSF social science funding by nearly half are, just from a national security vantage, nuts, so I've given NSF permission to use it in its lobbying. Cheers, Scott Atran -- "Each new level of development is a new relevant context." C.H. Waddington From dkellogg60@gmail.com Fri Apr 24 16:07:02 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Sat, 25 Apr 2015 08:07:02 +0900 Subject: [Xmca-l] Re: The Diagnostic Zoped In-Reply-To: References: Message-ID: Helen: Yes, the line about play creating the zoped is certainly there. But there is also a well known line about imitation providing all the actual content of development. Now, one thing we know for certain about rule-based games is that the winners do not win by pure imitation: you don't win a race by JUST by imitating the fellow immediately in front of you. And then there is Vygotsky's statement (Chapter Six of T &S) that collaboration provides the content of the ZPD, but that this includes the kind of "collaboration" we see when a child, doing homework alone by the light of a lamp, remembers an example done by the teacher on the blackboard during the day. All of this can and does fit into the framework that Vygotsky outlines in his final work on Child Development (an edited version of which is in Volume Five of the English Collected Works, Volume Four of the Russian) and in the Korotaeva material (which is an apparently unedited stenogram of Vygotsky's very last lectures). Play is the central line of development for the child in preschool. That means that it does create a zoped for preschool. But it also means that play is NOT a central line of development in either early childhood (where dialogue is creating speech) or in school age children (where collaboration is forming the kind of thinking that the late and much missed Paula Towsey used to refer to as "complexitive"). You can see that in all cases, imitation (that is, cooperation, yea, even the "collaboration" that Andy refers to every time he says "collaborative project) does indeed provide some of the actual content, and that at lower stages of development (e.g. infancy) it might even provide all thereof (in infancy primary intersubjective responsive imitation is a central line of development). I think that for Vygotsky imitation is a specific feature of ontogenesis: that's why he speaks (in "Problem of the Environment") of the importance of teleology in ontogenesis--that is, the fact that the final form of development is not only present in the visual purview of the child but actively guides imitation in the child. So imitation is not a feature of all sorts of development; but it does appear to be a feature of all sorts of cultural historical development. I've always wondered and worried about the passages in HDHMF where Vygotsky speaks of synthesizing Lamarckianism and Darwinianism. It wasn't originally his idea: it was Buhler's. But it is worrisome, because of course that's essentially what the Lysenkoists wanted to do, and it prevented the emergence of modern genetics in the USSR. But it is also wonderful because it's a recognition that although the idea that giraffes "learn" to have long necks by reaching for high-hanging foliage and then pass it onto their children is not compatible with what we know about biology, it is wonderfully compatible with what we know about the way in which imitation works in human culture. David Kellogg On Fri, Apr 24, 2015 at 10:08 AM, Helen Grimmett wrote: > Hi David, > > I've been waiting with interest to see how you would answer Larry's very > interesting questions. These are questions I have been pondering for quite > some time as i was once taken to task by a reviewer who complained that I > obviously misunderstood the notion of ZPD because I talked about the > possibility of 'creating the ZPD' (i.e. creating a social activity > environment in which development could occur) whereas they saw it as only a > diagnostic tool for measuring/determining development as it occurred. > > I actually work on the understanding that the ZPD is all these things (and > possibly more) simultaneously. Andy once explained to me that Vygotsky's > Marxist background would lead him to take for granted the simultaneity > (dialectical nature) of process and product and so he did not spell this > out in the way that most Western readers would require. (I'm sure Andy will > pull me up if I've misunderstood him here) Therefore although the reference > to the ZPD you are referring to in the CW is no doubt talking about > diagnosis of development isn't it possible the concept also includes the > process dimension as well as the product? > > What are we to make of the mention of the ZPD in Vygotsky, L. S. (1967). > Play and its role in the mental development of the child. Soviet > Psychology, 5(3), 6-18. "Play is the source of development and creates > the zone of proximal development" (p. 16)? > > I suppose what I am asking is can understanding different aspects of the > ZPD be like understanding fever, temperature and thermometer as different > aspects that give us a broader understanding of sickness (i.e. its cause, > its symptoms and the way we diagnose it) or are you saying that the > dialectical nature of the ZPD should be limited to the simultaneity of the > process of diagnosing and the product of diagnosis? > > This is something I've never come to grips with as. > > Cheers, > Helen > > > Dr Helen Grimmett > Lecturer > Professional Experience Liaison - Primary > Faculty of Education, > Room 159, Building 902 > Monash University, Berwick campus > Phone: 9904 7171 > > *New Book: * > The Practice of Teachers' Professional Development: A Cultural-Historical > Approach > < > https://www.sensepublishers.com/catalogs/bookseries/professional-learning-1/the-practice-of-teachers-professional-development/ > > > Helen Grimmett (2014) Sense Publishers > > > > < > http://monash.edu.au/education/news/50-years/?utm_source=staff-email&utm_medium=email-signature&utm_campaign=50th > > > > On 24 April 2015 at 08:45, David Kellogg wrote: > > > I think that the Vygotskyan version of the Zoped differs from notion of > the > > leading activity and of scaffolding in exactly the ways that Seth > Chaiklin > > indicated in his 2003 article: it's much more precise. It's a "NEXT zone > of > > development" not a vaguely "proximal" one, where the next "fruits" of > > development are stated twice: once as a process of maturing, and once as > > the mature product. For example: > > > > age period PROCESS (line of development) PRODUCT > > (neoformation) > > > > birth instinctive forms of extrauterine mental life > > physiological independence > > > > infancy primary intersubjectivity, imitation > > Ur-wir (the "Proto-We", an undifferentiated "you and me") > > > > crisis 1 autonomous speech, > > locomotion babble? crawling? > > > > early child- > > hood dialogue > > speech > > > > In the leading activity interpretation, development is inherent in the > > activity itself; there are essentially no internal products (what > Chaiklin > > calls the potential assumption). In the scaffolding interpretation, the > > line of development is brought about by outside intervention and not by > > internalization (assistance assumption, in Chaiklin). In both > > interpretations, there is a zone of proximal development for everything > > (generalization assumption in Chaiklin). In Vygotsky, the idea of a zoped > > for everything is like saying that there has to be a blessing for the > Tsar. > > > > David Kellogg > > > > On Thu, Apr 23, 2015 at 2:41 PM, Larry Purss > wrote: > > > > > David, > > > What is the relevance you see in showing the disparity between a > > > scaffolding zoped, a leading activity zoped, and a diagnostic zoped? > > > I have just read Andy's article on the "nature" of concepts as always > > > expressing disparity This disparity is in their nature as concepts. Or > > in > > > a metaphor you offered describing Vygotsky as like a crow using "words > > [as > > > eggs] that are pilfered and filled with new "sense". > > > Does this disparity in the various meanings of zoped "deepen" our > > > understanding of the concept "zoped? or are the scaffolding and > leading > > > activity versions of zoped "mis-taken" or "mis-guided" or inauthentic > > > versions? > > > > > > Larry > > > > > > On Sun, Apr 19, 2015 at 4:16 PM, David Kellogg > > > wrote: > > > > > > > I've been comparing the 2001 Korotaeva manuscript of Vygotsky's final > > > > pedological lectures with the version published in Volume Four of the > > > > Russian Collected Works (Volume Five of the English). This kind of > > > > textological comparison is fairly grueling work, and yields few > > dramatic > > > > moments. But the section which is called "The Problem of Age and the > > > > Dynamics of Development" (pp. 199-205) is an exception. > > > > > > > > First of all, the TITLE'S different! The CW has "dynamics", which > makes > > > no > > > > sense, because the previous section was about dynamics. The Korotaeva > > > > manuscript makes it clear that this is about diagnostics. Secondly, > > there > > > > are two paras in the CW that don't appear in Korotaeva, and thirteen > > > > paragraphs (!!) in Korotaeva that do not appear in the CW. Thirdly, > the > > > > word "pedology", which occurs 32 times in Korotaeva, does not appear > > once > > > > in the CW. > > > > > > > > I've always thought of the Soviet and the Western distortions of the > > > Zoped > > > > as being symmetrical: the Soviets pretended that it was all > development > > > and > > > > no learning, dissolving it into the notion of leading activity, while > > the > > > > Americans pretended that it was all learning and no development, > > > dissolving > > > > it into the notion of scaffolding. > > > > > > > > But the Korotaeva manuscript really makes it clear that the Soviets > and > > > the > > > > Americans really misconceived the Zoped in exactly the same way: both > > > > ignored the pedological nature of the Zoped--that it wasn't a > > description > > > > of dynamics at all but rather a diagnostic tool to be linked to very > > > > precise ideas about how and above all when neoformations arise, > through > > > > lines of development, from the social situation. The Zoped wasn't a > > > fever, > > > > or even a temperature; it was a thermometer. > > > > > > > > David Kellogg > > > > > > > > > > From mcole@ucsd.edu Sat Apr 25 11:58:01 2015 From: mcole@ucsd.edu (mike cole) Date: Sat, 25 Apr 2015 14:58:01 -0400 Subject: [Xmca-l] Fwd: Positive Youth Development Special Section Call In-Reply-To: References: Message-ID: ---------- Forwarded message ---------- From: *Child Development* Date: Saturday, April 25, 2015 Subject: Positive Youth Development Special Section Call To: Michael Child Development Call for Special Section Submissions View this email in your browser Child Development Call for Special Section Submissions *Positive Youth Development in Diverse and Global Contexts* *Child Development* invites manuscripts for a Special Section focused on Positive Youth Development in Diverse and Global Contexts, to be edited by Emilie Smith (University of Georgia), Anne C. Petersen (University of Michigan), and Patrick Lehman, (Royal Holloway, University of London). Increasingly, research seeks to understand positive youth development (PYD), its trajectory and promotive and inhibiting factors within the socio-cultural contexts in which youth reside. Such an approach moves beyond a focus on risks and deficits, instead seeking to understand how successful youth, particularly those who are from ethnic-minority and/or less-advantaged groups, come to frame themselves in terms of identity, civic engagement, collective efficacy, and a pattern of positive inter-relationships with their peers, families, schools, and communities. This special section seeks manuscripts from the national and international communities *bridging research and practice*, particularly as it relates to trajectories of normative and positive development. We welcome articles that offer and test conceptual models using a variety of rigorous, innovative, and mixed-methods. These might include measurement models, as well as exploratory methods using grounded theoretical approaches, ecological momentary assessments of youth experiences using technology, or large-scale developmental, contextual studies of PYD among youth ranging from kindergarten through high-school. Authors who plan to submit a manuscript for the special section are asked to submit a letter of intent (LOI) to cdev@srcd.org by May 15, 2015, that includes: 1) tentative title; 2) contact information and corresponding author; 3) names and affiliations of anticipated authors; 4) brief description (500 words or less); and 5) a brief explanation (2 sentences) of the perceived fit between the submission and the themes described. Full manuscripts will be selected from among these to be submitted for full peer review. Further details are available in the full call, which includes manuscript requirements, further examples of possible topics, and further contact information, and is available at http://srcd.org/publications/child-development/calls-special-issues-sections . *Copyright ? 2015 SRCD, All rights reserved.* Members of SRCD receive news and updates as a benefit of membership. *Our mailing address is:* SRCD 2950 S. State Street, Suite 401 Ann Arbor, MI 48104 Add us to your address book unsubscribe from this list update subscription preferences -- "Each new level of development is a new relevant context." C.H. Waddington From annalisa@unm.edu Mon Apr 27 10:27:56 2015 From: annalisa@unm.edu (Annalisa Aguilar) Date: Mon, 27 Apr 2015 17:27:56 +0000 Subject: [Xmca-l] Aeon article - School of Failure Message-ID: <1430155682058.87224@unm.edu> Hi Everyone, This arrived in my in box today, thought I'd share: http://aeon.co/magazine/society/how-african-americans-get-schooled-for-failure/ by D. Watkins (4,000 words) an excerpt: 'There's a myth floating around that education is white culture, books are white culture,' said Eric Rice, an expert in urban education, when I went to visit him at the Johns Hopkins University School of Education this year. 'But African Americans have a long history of wanting education. The South had laws against teaching slaves to read, and people risked beatings and death trying to learn to read during slavery. There has always been a huge demand.'? My apologies for list members on lchc for my double posting. Kind regards, Annalisa From pfarruggio@utpa.edu Mon Apr 27 19:24:29 2015 From: pfarruggio@utpa.edu (Peter Farruggio) Date: Tue, 28 Apr 2015 02:24:29 +0000 Subject: [Xmca-l] Re: Aeon article - School of Failure In-Reply-To: <1430155682058.87224@unm.edu> References: <1430155682058.87224@unm.edu> Message-ID: Thanks for sharing this article. The author gives a personal description of the double-edged plight of Black folks in the US, oppressed by institutional racism and chronic poverty. Working class African Americans, as expressed in the article, have been in a de facto economic Depression since the 1970s. This experience is happening to working class folks of all ethnicities now, especially since the bust of 2008. Inner city and barrio schools are horrible, due to deliberate underfunding by conservative politicians since the 1970s. It's part of the broader neoliberal program of austerity imposed worldwide by the plutocrats (the so-called .01%) But talking about education and schools, the author gets it wrong when he admires the alleged "success" of plutocrat funded charter schools, like Geoffrey Canada's operation in Harlem. Like most such heavily financed charters, the administrators game the system with various maneuvers to appear much better than they are. For example, they teach to the test incessantly, and get rid of kids who can't keep up, to make their test score numbers look good. At least the author realizes that such school by school philanthropy can't overcome the overwhelming existence of poverty in Black neighborhoods. Here's Stephen Krashen talking about poverty, followed by a much better example of quality education for working class kids. Pete Farruggio, PhD Associate Professor, Bilingual Education University of Texas Pan American http://www.joebower.org/2012/01/stephen-krashen-on-poverty-and-literacy.html http://www.missionhillschool.org/a-year-at-mission-hill/ -----Original Message----- From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of Annalisa Aguilar Sent: Monday, April 27, 2015 12:28 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Aeon article - School of Failure Hi Everyone, This arrived in my in box today, thought I'd share: http://aeon.co/magazine/society/how-african-americans-get-schooled-for-failure/ by D. Watkins (4,000 words) an excerpt: 'There's a myth floating around that education is white culture, books are white culture,' said Eric Rice, an expert in urban education, when I went to visit him at the Johns Hopkins University School of Education this year. 'But African Americans have a long history of wanting education. The South had laws against teaching slaves to read, and people risked beatings and death trying to learn to read during slavery. There has always been a huge demand.'? My apologies for list members on lchc for my double posting. Kind regards, Annalisa From mcole@ucsd.edu Mon Apr 27 20:10:12 2015 From: mcole@ucsd.edu (mike cole) Date: Mon, 27 Apr 2015 20:10:12 -0700 Subject: [Xmca-l] Re: Aeon article - School of Failure In-Reply-To: References: <1430155682058.87224@unm.edu> Message-ID: Thanks for the link, Peter. I happened to drive past the "Harlem Kids Zone" building on 125th st today on my way out of the not so easy Apple, and was thinking about what a dismal program to be held up as "the solution," while 60 blocks south multibillionaires are occupying the highrises with a great view of the Park. And as I write, the headline on CNN webnews "is Baltimore Burns" with nice yellow oranges visuals in the background, while a talented African American woman becomes the Attorney General. Enough to stop and make one wonder. mike On Mon, Apr 27, 2015 at 7:24 PM, Peter Farruggio wrote: > Thanks for sharing this article. The author gives a personal description of the double-edged plight of Black folks in the US, oppressed by institutional racism and chronic poverty. Working class African Americans, as expressed in the article, have been in a de facto economic Depression since the 1970s. This experience is happening to working class folks of all ethnicities now, especially since the bust of 2008. > > Inner city and barrio schools are horrible, due to deliberate underfunding by conservative politicians since the 1970s. It's part of the broader neoliberal program of austerity imposed worldwide by the plutocrats (the so-called .01%) > > But talking about education and schools, the author gets it wrong when he admires the alleged "success" of plutocrat funded charter schools, like Geoffrey Canada's operation in Harlem. Like most such heavily financed charters, the administrators game the system with various maneuvers to appear much better than they are. For example, they teach to the test incessantly, and get rid of kids who can't keep up, to make their test score numbers look good. > > At least the author realizes that such school by school philanthropy can't overcome the overwhelming existence of poverty in Black neighborhoods. > > Here's Stephen Krashen talking about poverty, followed by a much better example of quality education for working class kids. > > Pete Farruggio, PhD > Associate Professor, Bilingual Education > University of Texas Pan American > > http://www.joebower.org/2012/01/stephen-krashen-on-poverty-and-literacy.html > > http://www.missionhillschool.org/a-year-at-mission-hill/ > > > > -----Original Message----- > From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of Annalisa Aguilar > Sent: Monday, April 27, 2015 12:28 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Aeon article - School of Failure > > Hi Everyone, > > > This arrived in my in box today, thought I'd share: > > http://aeon.co/magazine/society/how-african-americans-get-schooled-for-failure/ > > > by D. Watkins > > (4,000 words) > > > an excerpt: > > > 'There's a myth floating around that education is white culture, books are white culture,' said Eric Rice, an expert in urban education, when I went to visit him at the Johns Hopkins University School of Education this year. 'But African Americans have a long history of wanting education. The South had laws against teaching slaves to read, and people risked beatings and death trying to learn to read during slavery. There has always been a huge demand.'? > > > My apologies for list members on lchc for my double posting. > > > Kind regards, > > > Annalisa > -- "Each new level of development is a new relevant context." C.H. Waddington From pfarruggio@utpa.edu Mon Apr 27 20:25:03 2015 From: pfarruggio@utpa.edu (Peter Farruggio) Date: Tue, 28 Apr 2015 03:25:03 +0000 Subject: [Xmca-l] Baltimore burns Message-ID: Yes, Mike, life in the Empire. I don't know about CNN, but my wife had one of the network stations on the TV in a nearby room. I listened to the disgusting, biased coverage of Baltimore, as read straight off the police dept info feed. Lots of details about a handful of policemen injured ( a broken leg was mentioned), and the heroic efforts to rescue them from the angry mob, and oh, the horror! Etc A typical "the natives are restless" piece, with little emphasis on the fact that a young man was KILLED in police custody (with an 80% severed spine!!), for running away from a cop who was staring at him. -----Original Message----- From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of mike cole Sent: Monday, April 27, 2015 10:10 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Aeon article - School of Failure Thanks for the link, Peter. I happened to drive past the "Harlem Kids Zone" building on 125th st today on my way out of the not so easy Apple, and was thinking about what a dismal program to be held up as "the solution," while 60 blocks south multibillionaires are occupying the highrises with a great view of the Park. And as I write, the headline on CNN webnews "is Baltimore Burns" with nice yellow oranges visuals in the background, while a talented African American woman becomes the Attorney General. Enough to stop and make one wonder. mike On Mon, Apr 27, 2015 at 7:24 PM, Peter Farruggio wrote: > Thanks for sharing this article. The author gives a personal description of the double-edged plight of Black folks in the US, oppressed by institutional racism and chronic poverty. Working class African Americans, as expressed in the article, have been in a de facto economic Depression since the 1970s. This experience is happening to working class folks of all ethnicities now, especially since the bust of 2008. > > Inner city and barrio schools are horrible, due to deliberate > underfunding by conservative politicians since the 1970s. It's part of > the broader neoliberal program of austerity imposed worldwide by the > plutocrats (the so-called .01%) > > But talking about education and schools, the author gets it wrong when he admires the alleged "success" of plutocrat funded charter schools, like Geoffrey Canada's operation in Harlem. Like most such heavily financed charters, the administrators game the system with various maneuvers to appear much better than they are. For example, they teach to the test incessantly, and get rid of kids who can't keep up, to make their test score numbers look good. > > At least the author realizes that such school by school philanthropy can't overcome the overwhelming existence of poverty in Black neighborhoods. > > Here's Stephen Krashen talking about poverty, followed by a much better example of quality education for working class kids. > > Pete Farruggio, PhD > Associate Professor, Bilingual Education University of Texas Pan > American > > http://www.joebower.org/2012/01/stephen-krashen-on-poverty-and-literac > y.html > > http://www.missionhillschool.org/a-year-at-mission-hill/ > > > > -----Original Message----- > From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu > [mailto:xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf > Of Annalisa Aguilar > Sent: Monday, April 27, 2015 12:28 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Aeon article - School of Failure > > Hi Everyone, > > > This arrived in my in box today, thought I'd share: > > http://aeon.co/magazine/society/how-african-americans-get-schooled-for > -failure/ hooled-for-failure/?utm_source=Aeon+newsletter&utm_campaign=02111b1de0 > -Daily_newsletter_April_274_27_2015&utm_medium=email&utm_term=0_411a82 > e59d-02111b1de0-68662025> > > > by D. Watkins > > (4,000 words) > > > an excerpt: > > > 'There's a myth floating around that education is white culture, books are white culture,' said Eric Rice, an expert in urban education, when I went to visit him at the Johns Hopkins University School of Education this year. 'But African Americans have a long history of wanting education. The South had laws against teaching slaves to read, and people risked beatings and death trying to learn to read during slavery. There has always been a huge demand.'? > > > My apologies for list members on lchc for my double posting. > > > Kind regards, > > > Annalisa > -- "Each new level of development is a new relevant context." C.H. Waddington From Phillip.White@ucdenver.edu Mon Apr 27 20:38:19 2015 From: Phillip.White@ucdenver.edu (White, Phillip) Date: Tue, 28 Apr 2015 03:38:19 +0000 Subject: [Xmca-l] baltimore Message-ID: http://www.theatlantic.com/politics/archive/2015/04/nonviolence-as-compliance/391640/ [http://cdn.theatlantic.com/assets/media/img/mt/2015/04/TNC_Baltimore/lead_large.jpg] As Riots Follow Freddie Gray's Death in Baltimore, Calls for Calm Ring Hollow - The Atlantic Officials calling for calm can offer no rational justification for Gray's death, and so they appeal for order. Read more... From mcole@ucsd.edu Mon Apr 27 20:57:13 2015 From: mcole@ucsd.edu (mike cole) Date: Mon, 27 Apr 2015 20:57:13 -0700 Subject: [Xmca-l] Re: Baltimore burns In-Reply-To: References: Message-ID: Coverage looks better than that from here, Peter. I do not think the "natives are restless" story holds. Of course, time will tell. But the high school kids are incredibly angry, that is clear. The difference in this case is that everyone is privy to the reasons, even as the youth inflict damage on communities they can no abide seeing as their future. See the earlier post on Scott Atran at the UN. Seems relevant. For a US alternative, check out http://allstars.org/ux mike On Mon, Apr 27, 2015 at 8:25 PM, Peter Farruggio wrote: > Yes, Mike, life in the Empire. I don't know about CNN, but my wife had one of the network stations on the TV in a nearby room. I listened to the disgusting, biased coverage of Baltimore, as read straight off the police dept info feed. Lots of details about a handful of policemen injured ( a broken leg was mentioned), and the heroic efforts to rescue them from the angry mob, and oh, the horror! Etc A typical "the natives are restless" piece, with little emphasis on the fact that a young man was KILLED in police custody (with an 80% severed spine!!), for running away from a cop who was staring at him. > > -----Original Message----- > From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of mike cole > Sent: Monday, April 27, 2015 10:10 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Aeon article - School of Failure > > Thanks for the link, Peter. I happened to drive past the "Harlem Kids Zone" building on 125th st today on my way out of the not so easy Apple, and was thinking about what a dismal program to be held up as "the solution," while 60 blocks south multibillionaires are occupying the highrises with a great view of the Park. > > And as I write, the headline on CNN webnews "is Baltimore Burns" with nice yellow oranges visuals in the background, while a talented African American woman becomes the Attorney General. > > Enough to stop and make one wonder. > mike > > On Mon, Apr 27, 2015 at 7:24 PM, Peter Farruggio wrote: >> Thanks for sharing this article. The author gives a personal description of the double-edged plight of Black folks in the US, oppressed by institutional racism and chronic poverty. Working class African Americans, as expressed in the article, have been in a de facto economic Depression since the 1970s. This experience is happening to working class folks of all ethnicities now, especially since the bust of 2008. >> >> Inner city and barrio schools are horrible, due to deliberate >> underfunding by conservative politicians since the 1970s. It's part of >> the broader neoliberal program of austerity imposed worldwide by the >> plutocrats (the so-called .01%) >> >> But talking about education and schools, the author gets it wrong when he admires the alleged "success" of plutocrat funded charter schools, like Geoffrey Canada's operation in Harlem. Like most such heavily financed charters, the administrators game the system with various maneuvers to appear much better than they are. For example, they teach to the test incessantly, and get rid of kids who can't keep up, to make their test score numbers look good. >> >> At least the author realizes that such school by school philanthropy can't overcome the overwhelming existence of poverty in Black neighborhoods. >> >> Here's Stephen Krashen talking about poverty, followed by a much better example of quality education for working class kids. >> >> Pete Farruggio, PhD >> Associate Professor, Bilingual Education University of Texas Pan >> American >> >> http://www.joebower.org/2012/01/stephen-krashen-on-poverty-and-literac >> y.html >> >> http://www.missionhillschool.org/a-year-at-mission-hill/ >> >> >> >> -----Original Message----- >> From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu >> [mailto:xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf >> Of Annalisa Aguilar >> Sent: Monday, April 27, 2015 12:28 PM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Aeon article - School of Failure >> >> Hi Everyone, >> >> >> This arrived in my in box today, thought I'd share: >> >> http://aeon.co/magazine/society/how-african-americans-get-schooled-for >> -failure/> hooled-for-failure/?utm_source=Aeon+newsletter&utm_campaign=02111b1de0 >> -Daily_newsletter_April_274_27_2015&utm_medium=email&utm_term=0_411a82 >> e59d-02111b1de0-68662025> >> >> >> by D. Watkins >> >> (4,000 words) >> >> >> an excerpt: >> >> >> 'There's a myth floating around that education is white culture, books are white culture,' said Eric Rice, an expert in urban education, when I went to visit him at the Johns Hopkins University School of Education this year. 'But African Americans have a long history of wanting education. The South had laws against teaching slaves to read, and people risked beatings and death trying to learn to read during slavery. There has always been a huge demand.'? >> >> >> My apologies for list members on lchc for my double posting. >> >> >> Kind regards, >> >> >> Annalisa >> > > > > -- > "Each new level of development is a new relevant context." C.H. Waddington > > -- "Each new level of development is a new relevant context." C.H. Waddington From vygotsky@unm.edu Mon Apr 27 21:28:02 2015 From: vygotsky@unm.edu (Vera John-Steiner) Date: Mon, 27 Apr 2015 22:28:02 -0600 Subject: [Xmca-l] Re: Aeon article - School of Failure In-Reply-To: <1430155682058.87224@unm.edu> References: <1430155682058.87224@unm.edu> Message-ID: <003e01d0816b$ba30f9c0$2e92ed40$@edu> Hi, Certainly a relevant article today about the pain in which these kids in Baltimore live. Thanks for sending it, Vera -----Original Message----- From: xmca-l-bounces+vygotsky=unm.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+vygotsky=unm.edu@mailman.ucsd.edu] On Behalf Of Annalisa Aguilar Sent: Monday, April 27, 2015 11:28 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Aeon article - School of Failure Hi Everyone, This arrived in my in box today, thought I'd share: http://aeon.co/magazine/society/how-african-americans-get-schooled-for-failu re/ by D. Watkins (4,000 words) an excerpt: 'There's a myth floating around that education is white culture, books are white culture,' said Eric Rice, an expert in urban education, when I went to visit him at the Johns Hopkins University School of Education this year. 'But African Americans have a long history of wanting education. The South had laws against teaching slaves to read, and people risked beatings and death trying to learn to read during slavery. There has always been a huge demand.'? My apologies for list members on lchc for my double posting. Kind regards, Annalisa From pfarruggio@utpa.edu Mon Apr 27 20:28:07 2015 From: pfarruggio@utpa.edu (Peter Farruggio) Date: Tue, 28 Apr 2015 03:28:07 +0000 Subject: [Xmca-l] May Day Action Against Police Terror at Port of Oakland Message-ID: Apropos of police killings... Friday, May 1st 9am Labor Against Police Brutality Port of Oakland, take Adeline St. Statement by the Stop Police Terror Committee of the International Longshore and Warehouse Union, Local 10 [Image removed by sender.] A CALL TO ACTION! The membership of International Longshore and Warehouse Union (ILWU) Local 10 has voted at its meeting on April 16, 2015 to call for a stopwork meeting on May 1st. It is fitting that on May Day, International Workers Day, Bay Area ports will be shut down to protest the racist police killing of mainly black and brown people. This is the first U.S. union to take such action. Local 10 took similar action on May Day 2008 to close Pacific Coast ports stopping all work to demand an end to the wars in Iraq and Afghanistan, the first such anti-war union action in American labor history. Every July 5, Bloody Thursday, the ILWU shuts down all West Coast ports to commemorate the killing of two strikers shot in the back by police during the 1934 maritime strike. That police murder provoked the San Francisco General Strike. Most recently the local has rallied and closed Bay Area ports to call for justice for the family of Oscar Grant, a young black man killed by BART police in 2009. Today, Local 10, outraged by the recent escalation in police brutality throughout the U.S. that has resulted in the needless killing of innocent and unarmed minorities, has called for unions and workers to join our march from the port to Oakland City Hall. WHERE: Port of Oakland, take Adeline St. to portside of overpass WHEN: 9 AM May 1st March to City Hall @ 10 AM for 11:30 AM Rally Endorsers Include: Onyx Organizing Committee, The Alan Blueford Center for Justice, Anti Police-Terror Project, Community Ready Corps, Black Power Network, A.N.S.W.E.R Coalition, AROC-Arab Resource & Organizing Center, Oakland Sin Fronteras, Workers World, Stop Mass Incarceration Network, Transport Workers Solidarity Committee, Love Not Blood Campaign, Oscar Grant Committee, Oakland Socialist, International Socialist Organization-No. California, Party for Socialism & Liberation For information: Stop Police Terror Committee Chairperson Stacey Rodgers 510-686-0634. (labor donated) -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 1457 bytes Desc: image001.jpg Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150428/4039bf16/attachment.jpg From lholzman@eastsideinstitute.org Wed Apr 29 07:06:12 2015 From: lholzman@eastsideinstitute.org (Lois Holzman) Date: Wed, 29 Apr 2015 10:06:12 -0400 Subject: [Xmca-l] Announcement: The International Class Message-ID: XMCA-ers? We're seeking applicants for our study and training program, The International Class. About 100 practitioners and scholars from dozens of countries (including the US) have graduated since 2004. Some have learned about the program from this list in the past. The program combines in-person residencies and online activities and is always a mix of cultures and community practitioners, activists and scholars. I'd appreciate it it if you'd pass this along. Thanks, Lois APPLY NOW FOR THE 2015-2016 PROGRAM. DEADLINE IS MAY 30. THE INTERNATIONAL CLASS A Study and Training Program in Social Therapeutics _______________________________________ Open to practitioners and scholars with a broad range of educational and life experiences -- and a passion for innovation. The International Class changed my life and work. How? By fostering communication, creativity, collaboration, and play - by celebrating mistakes as opportunities to learn, discover, develop. I started loving language again - I discovered that words not only record what is - but create what is becoming. I met talented, playful people from around the world and found a home with no walls and many languages! Social therapeutics revolutionionized my work with groups. I would recommend The International Class to you - even if you don't know your profession, nationality, or lifestyle. No matter what you bring with you, The International Class will show you how to build something new with it." -Elena Boukouvala, MA, Dramatherapy, University of London (from Thessaloniki, Greece) Led by Institute director Lois Holzman, The International Class is a unique study and training program in cultural and creative approaches to human development and learning. The program focuses on social therapeutics, a philosophically informed, practically oriented method in which human beings are related to as creators of their culture and ensemble performers of their lives. The performatory approach of social therapeutics allows people to experience life in new ways other than how we've been socialized,and to organize environments for group creativity to flourish in unforeseen developmental ways. Utilized in diverse mental health, educational, youth development and community organizing settings in the US and internationally, social therapeutics has influenced both the postmodern and the cultural-historical activity theory movements in psychology, psychotherapy, education and community and organizational development. A Flexible Structure and Curriculum The ten-month program combines residencies in New York City and seminars, supervision and project development sessions conducted online. Students come together to work with Institute faculty and others in a broad development community and advance their own programs and research. Residencies. The International Class meets at the Institute three times during the year (in October, February and June) to work together as a group with Institute faculty and associates at The Social Therapy Group, The All Stars Project, Performance of a Lifetime, and Independentvoting.org. Site visits Observations Community organizing participation Workshops Seminars At Home. In between residencies, students study the social therapeutic method at home. Learning formats include on-line seminars and Skype calls with faculty. Seminar and Workshop Topics for Online Study and In-Person Residencies include: The Politics, Philosophy and Psychology of Social Therapeutics The Postmodernizing of Marx, Vygotsky and Wittgenstein Social Therapy as Clinical Practice Breakthroughs in Youth Development Performance Activism Play, Performance, Learning and Development Improvisation and Theater Community Organizing Independent Fundraising for NGOs Click here for more information and an application... Lois Holzman Director, East Side Institute for Group & Short Term Psychotherapy 119 West 23 St, suite 902 New York, NY 10011 Chair, Global Outreach, All Stars Project, UX Tel. +1.212.941.8906 x324 Fax +1.718.797.3966 lholzman@eastsideinstitute.org Social Media Facebook | LinkedIn | Twitter Blogs Psychology Today| Psychology of Becoming | ESI Community News Websites Lois Holzman | East Side Institute | Performing the World All Stars Project From pmocombe@mocombeian.com Thu Apr 30 05:27:16 2015 From: pmocombe@mocombeian.com (Dr. Paul C. Mocombe) Date: Thu, 30 Apr 2015 08:27:16 -0400 Subject: [Xmca-l] =?utf-8?q?Watch_=22=22You_Can_Replace_Property=2C_You_Can?= =?utf-8?q?=E2=80=99t_Replace_a_Life=22=3A_Voices_of_the_Unheard_in_the_Ba?= =?utf-8?q?ltimore_Streets=22_on_YouTube?= Message-ID: Best reporting I have seen to date.... https://youtu.be/2M9R9Oq2rXo Dr. Paul C. Mocombe President The Mocombeian Foundation, inc. www.mocombeian.com ? www.readingroomcurriculum.com ? www.paulcmocombe.info ? From smago@uga.edu Thu Apr 30 06:00:25 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Thu, 30 Apr 2015 13:00:25 +0000 Subject: [Xmca-l] Re: =?utf-8?q?Watch_=22=22You_Can_Replace_Property=2C_You_Can?= =?utf-8?q?=E2=80=99t_Replace_a_Life=22=3A_Voices_of_the_Unheard_in_the_Ba?= =?utf-8?q?ltimore_Streets=22_on_YouTube?= In-Reply-To: References: Message-ID: See also Larry Wilmore, http://www.dailydot.com/politics/jon-stewart-larry-wilmore-baltimore-protests/ -----Original Message----- From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Dr. Paul C. Mocombe Sent: Thursday, April 30, 2015 8:27 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Watch ""You Can Replace Property, You Can?t Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube Best reporting I have seen to date.... https://youtu.be/2M9R9Oq2rXo Dr. Paul C. Mocombe President The Mocombeian Foundation, inc. www.mocombeian.com ? www.readingroomcurriculum.com ? www.paulcmocombe.info ? From hshonerd@gmail.com Thu Apr 30 09:10:07 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Thu, 30 Apr 2015 10:10:07 -0600 Subject: [Xmca-l] Re: =?utf-8?q?Watch_=22=22You_Can_Replace_Property=2C_You_Can?= =?utf-8?q?=E2=80=99t_Replace_a_Life=22=3A_Voices_of_the_Unheard_in_the_Ba?= =?utf-8?q?ltimore_Streets=22_on_YouTube?= In-Reply-To: References: Message-ID: <25CF3087-86DC-41F9-A574-FCC9BF3C65AB@gmail.com> Thank you, Paul!! > On Apr 30, 2015, at 6:27 AM, Dr. Paul C. Mocombe wrote: > > Best reporting I have seen to date.... > > https://youtu.be/2M9R9Oq2rXo > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > From mpacker@uniandes.edu.co Thu Apr 30 09:11:43 2015 From: mpacker@uniandes.edu.co (Martin John Packer) Date: Thu, 30 Apr 2015 16:11:43 +0000 Subject: [Xmca-l] Postdocs at University of the Andes, Colombia In-Reply-To: References: Message-ID: If anyone would like to work as a postdoc with me, look for me on Academia.edu! ) Martin Post-Doctoral Fellows, Faculty of Social Sciences: Universidad de los Andes, Bogot?-Colombia The Faculty of Social Sciences at Universidad de los Andes (Bogot?, Colombia) invites applications for four (4) one-year postdoctoral positions in the areas of Sociology, Political Science, Philosophy, and Psychology (one position is available in each of these areas), to start in the second (Fall) semester of 2015. The position is renewable for one more year The position includes an 11-month contract beginning August 1, 2015. Universidad de los Andes will provide a salary of COL$6?000,000/month, plus healthcare insurance and other social security benefits. The appointed postdoctoral fellow is expected to teach two different seminars during the year of appointment (one each semester) at the graduate level. He or she is also expected to be involved in the research activities of the Faculty and of the concerned department and discipline, and to present his/her research findings to professors and students at the graduate and undergraduate levels. This position is open to candidates who have completed the doctoral degree in Sociology, Political Science, Philosophy, and Psychology between 2011 and August 1, 2015. Applicants should submit (a) a cover letter outlining the research project to be undertaken during the post-doc year, as well as the applicant?s teaching experience, (b) curriculum vitae, (c) proposals for two courses at the graduate level, and (d) two letters of recommendation. Applications should be submitted by e-mail to faciso@uniandes.edu.co. Applications will be received until 06/10/2015. The appointment decision will be announced no later than 07/01/2015. Posiciones postdoctorales, Facultad de Ciencias Sociales: Universidad de los Andes, Bogot?-Colombia La Facultad de Ciencias Sociales de la Universidad de los Andes (Bogot?, Colombia) invita postulaciones para 4 posici?nes postdoctorales en las ?reas de sociolog?a, ciencia pol?tica, filosof?a y psicolog?a. Se financiar?n estancias de un a?o, renovable por un a?o m?s, para empezar en el segundo semestre de 2015. La posici?n incluye un contrato de 11 meses, empezando el 1 de agosto de 2015. La Universidad de los Andes proveer? un salario mensual de $ 6.000.000 (seis millones de pesos), m?s prestaciones sociales. Se espera que el investigador postdoctoral seleccionado dicte dos seminarios diferentes durante el a?o (uno cada semestre) preferiblemente a nivel de postgrado. Tambi?n se espera que se involucre en las actividades de investigaci?n de la Facultad y de los departamentos y disciplinas respectivas, y que presente avances de su proyecto de investigaci?n ante profesores, estudiantes de post y pregrado interesados en el tema. Estas posici?nes est?n abiertas a candidatos que hayan terminado sus estudios doctorales en los campos de sociolog?a, ciencia pol?tica, filosof?a y psicolog?a entre 2011 y el 1 de agosto de 2015. Los postulantes deben enviar (a) una carta de intenci?n que presente el proyecto de investigaci?n a desarrollar, as? como la experiencia docente del postulante, (b) curr?culum vitae, (c) propuestas para dos cursos a nivel de postgrado, y (d) dos cartas de recomendaci?n. Las postulaciones deben enviarse por correo electr?nico a la Decanatura de la Facultad. faciso@uniandes.edu.co Se recibir?n postulaciones hasta el 10 de junio de 2015. La selecci?n ser? anunciada a m?s tardar el 1 de julio de 2015. Informaci?n de contacto: faciso@uniandes.edu.co From hshonerd@gmail.com Thu Apr 30 09:36:04 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Thu, 30 Apr 2015 10:36:04 -0600 Subject: [Xmca-l] Re: =?utf-8?q?Watch_=22=22You_Can_Replace_Property=2C_You_Can?= =?utf-8?q?=E2=80=99t_Replace_a_Life=22=3A_Voices_of_the_Unheard_in_the_Ba?= =?utf-8?q?ltimore_Streets=22_on_YouTube?= In-Reply-To: References: Message-ID: <5BF6069A-97B7-4AC8-9D1A-A8C0F60430EC@gmail.com> Thank you, Peter! Henry > On Apr 30, 2015, at 7:00 AM, Peter Smagorinsky wrote: > > See also Larry Wilmore, http://www.dailydot.com/politics/jon-stewart-larry-wilmore-baltimore-protests/ > > -----Original Message----- > From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Dr. Paul C. Mocombe > Sent: Thursday, April 30, 2015 8:27 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Watch ""You Can Replace Property, You Can?t Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube > > Best reporting I have seen to date.... > > https://youtu.be/2M9R9Oq2rXo > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > From pfarruggio@utpa.edu Thu Apr 30 10:11:03 2015 From: pfarruggio@utpa.edu (Peter Farruggio) Date: Thu, 30 Apr 2015 17:11:03 +0000 Subject: [Xmca-l] Re: =?utf-8?q?Watch_=22=22You_Can_Replace_Property=2C_You_Can?= =?utf-8?q?=E2=80=99t_Replace_a_Life=22=3A_Voices_of_the_Unheard_in_the_Ba?= =?utf-8?q?ltimore_Streets=22_on_YouTube?= In-Reply-To: References: Message-ID: The Democracy Now segment on Baltimore begins at 9:30. By the way, I believe that police/FBI provocateurs had a hand in the arson. Having the president denouncing protestors as thugs and criminals fits in with the broader neoliberal goal of manufacturing consent for a police state to control all of us. It's so conveeenient to see working class Black folks as wild animals, no? http://www.democracynow.org/shows/2015/4/29 Pete Farruggio, PhD Associate Professor, Bilingual Education University of Texas Pan American -----Original Message----- From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of Peter Smagorinsky Sent: Thursday, April 30, 2015 8:00 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can?t Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube See also Larry Wilmore, http://www.dailydot.com/politics/jon-stewart-larry-wilmore-baltimore-protests/ -----Original Message----- From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Dr. Paul C. Mocombe Sent: Thursday, April 30, 2015 8:27 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Watch ""You Can Replace Property, You Can?t Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube Best reporting I have seen to date.... https://youtu.be/2M9R9Oq2rXo Dr. Paul C. Mocombe President The Mocombeian Foundation, inc. www.mocombeian.com ? www.readingroomcurriculum.com ? www.paulcmocombe.info ? From carolmacdon@gmail.com Thu Apr 30 10:47:34 2015 From: carolmacdon@gmail.com (Carol Macdonald) Date: Thu, 30 Apr 2015 19:47:34 +0200 Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube In-Reply-To: References: Message-ID: Hi colleagues I need to ask two ill-informed questions: I need background to the clips and programmes. 1. Are there any AfrAmer police used in quelling these "riots"? 2. Are there any NON- Afr Americ people in the riots? I was moved by the earlier clip posted about the local people holding the peace, and cleaning up too. Which prompts another ill-informed question: Who watches Democracy Now? Do mainstream Americans watch it? I have been watching Noam Chomsky talks over the last few days, so developing a new language of healthy scepticism. I didn't have the right *language *of scepticism before, just the scepticism *itself*. Bravo Chomsky - I only studied his linguistics as a student, and wrote about his position in my MA. Please bear with me. I know a lot about South Africa politics but obviously not enough about racial issues in the US. I am using my XMCA colleagues as a short cut to knowledge. Carol On 30 April 2015 at 19:11, Peter Farruggio wrote: > The Democracy Now segment on Baltimore begins at 9:30. By the way, I > believe that police/FBI provocateurs had a hand in the arson. Having the > president denouncing protestors as thugs and criminals fits in with the > broader neoliberal goal of manufacturing consent for a police state to > control all of us. It's so conveeenient to see working class Black folks as > wild animals, no? > > http://www.democracynow.org/shows/2015/4/29 > > Pete Farruggio, PhD > Associate Professor, Bilingual Education > University of Texas Pan American > > > > -----Original Message----- > From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of Peter > Smagorinsky > Sent: Thursday, April 30, 2015 8:00 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace > a Life": Voices of the Unheard in the Baltimore Streets" on YouTube > > See also Larry Wilmore, > http://www.dailydot.com/politics/jon-stewart-larry-wilmore-baltimore-protests/ > > -----Original Message----- > From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Dr. Paul C. > Mocombe > Sent: Thursday, April 30, 2015 8:27 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Watch ""You Can Replace Property, You Can't Replace a > Life": Voices of the Unheard in the Baltimore Streets" on YouTube > > Best reporting I have seen to date.... > > https://youtu.be/2M9R9Oq2rXo > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > > > -- Carol A Macdonald Ph D (Edin) Developmental psycholinguist Academic, Researcher, and Editor Honorary Research Fellow: Department of Linguistics, Unisa From pmocombe@mocombeian.com Thu Apr 30 11:49:03 2015 From: pmocombe@mocombeian.com (Dr. Paul C. Mocombe) Date: Thu, 30 Apr 2015 14:49:03 -0400 Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube Message-ID: Yes to both questions... however, there is an emerging divide amongst blacks during this whole process: 1. Young black people have shun the older leaders, jesse jackson, al sharpton, etc., of the civil rights movement...embracing cornel west who is being attacked by dyson, Sharpton and some others 2. ?Black police officers in many instances ?are complicit in covering up some of the actions of their white colleagues ? 3. ?The divide between the interests of the black middle and upper-middle classes and those who William Julius Wilson refer to as the truly disadvantage are coming to light in these protest movements. Dr. Paul C. Mocombe President The Mocombeian Foundation, inc. www.mocombeian.com ? www.readingroomcurriculum.com ? www.paulcmocombe.info ?
-------- Original message --------
From: Carol Macdonald
Date:04/30/2015 1:47 PM (GMT-05:00)
To: "eXtended Mind, Culture, Activity"
Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube
Hi colleagues I need to ask two ill-informed questions: I need background to the clips and programmes. 1. Are there any AfrAmer police used in quelling these "riots"? 2. Are there any NON- Afr Americ people in the riots? I was moved by the earlier clip posted about the local people holding the peace, and cleaning up too. Which prompts another ill-informed question: Who watches Democracy Now? Do mainstream Americans watch it? I have been watching Noam Chomsky talks over the last few days, so developing a new language of healthy scepticism. I didn't have the right *language *of scepticism before, just the scepticism *itself*. Bravo Chomsky - I only studied his linguistics as a student, and wrote about his position in my MA. Please bear with me. I know a lot about South Africa politics but obviously not enough about racial issues in the US. I am using my XMCA colleagues as a short cut to knowledge. Carol On 30 April 2015 at 19:11, Peter Farruggio wrote: > The Democracy Now segment on Baltimore begins at 9:30. By the way, I > believe that police/FBI provocateurs had a hand in the arson. Having the > president denouncing protestors as thugs and criminals fits in with the > broader neoliberal goal of manufacturing consent for a police state to > control all of us. It's so conveeenient to see working class Black folks as > wild animals, no? > > http://www.democracynow.org/shows/2015/4/29 > > Pete Farruggio, PhD > Associate Professor, Bilingual Education > University of Texas Pan American > > > > -----Original Message----- > From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of Peter > Smagorinsky > Sent: Thursday, April 30, 2015 8:00 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace > a Life": Voices of the Unheard in the Baltimore Streets" on YouTube > > See also Larry Wilmore, > http://www.dailydot.com/politics/jon-stewart-larry-wilmore-baltimore-protests/ > > -----Original Message----- > From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Dr. Paul C. > Mocombe > Sent: Thursday, April 30, 2015 8:27 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Watch ""You Can Replace Property, You Can't Replace a > Life": Voices of the Unheard in the Baltimore Streets" on YouTube > > Best reporting I have seen to date.... > > https://youtu.be/2M9R9Oq2rXo > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > > > -- Carol A Macdonald Ph D (Edin) Developmental psycholinguist Academic, Researcher, and Editor Honorary Research Fellow: Department of Linguistics, Unisa From greg.a.thompson@gmail.com Thu Apr 30 12:19:20 2015 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Thu, 30 Apr 2015 13:19:20 -0600 Subject: [Xmca-l] Re: =?utf-8?q?Watch_=22=22You_Can_Replace_Property=2C_You_Can?= =?utf-8?q?=E2=80=99t_Replace_a_Life=22=3A_Voices_of_the_Unheard_in?= =?utf-8?q?_the_Baltimore_Streets=22_on_YouTube?= In-Reply-To: References: Message-ID: Here is a link in the first minute or so it has the original video of Gray with what looks to be severely broken legs being dragged into a police van despite being implored by bystanders to get medical help: http://www.democracynow.org/2015/4/23/running_while_black_protests_swell_over -greg On Thu, Apr 30, 2015 at 11:11 AM, Peter Farruggio wrote: > The Democracy Now segment on Baltimore begins at 9:30. By the way, I > believe that police/FBI provocateurs had a hand in the arson. Having the > president denouncing protestors as thugs and criminals fits in with the > broader neoliberal goal of manufacturing consent for a police state to > control all of us. It's so conveeenient to see working class Black folks as > wild animals, no? > > http://www.democracynow.org/shows/2015/4/29 > > Pete Farruggio, PhD > Associate Professor, Bilingual Education > University of Texas Pan American > > > > -----Original Message----- > From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of Peter > Smagorinsky > Sent: Thursday, April 30, 2015 8:00 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can?t Replace > a Life": Voices of the Unheard in the Baltimore Streets" on YouTube > > See also Larry Wilmore, > http://www.dailydot.com/politics/jon-stewart-larry-wilmore-baltimore-protests/ > > -----Original Message----- > From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Dr. Paul C. > Mocombe > Sent: Thursday, April 30, 2015 8:27 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Watch ""You Can Replace Property, You Can?t Replace a > Life": Voices of the Unheard in the Baltimore Streets" on YouTube > > Best reporting I have seen to date.... > > https://youtu.be/2M9R9Oq2rXo > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > > > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From greg.a.thompson@gmail.com Thu Apr 30 13:44:30 2015 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Thu, 30 Apr 2015 14:44:30 -0600 Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube In-Reply-To: References: Message-ID: Anyone heard of activist Joseph Kent? He was one of the people who was working diligently to keep protests nonviolent. Here is a video of him in "conversation" with Geraldo Rivera: http://www.washingtonpost.com/posttv/national/baltimore-prostester-confronts-geraldo-rivera/2015/04/29/bcd4720e-eea5-11e4-8050-839e9234b303_video.html Joseph Kent gives me great hope. Seems like he might be a link between old and young (he is 21). -greg On Thu, Apr 30, 2015 at 12:49 PM, Dr. Paul C. Mocombe < pmocombe@mocombeian.com> wrote: > Yes to both questions... however, there is an emerging divide amongst > blacks during this whole process: > > 1. Young black people have shun the older leaders, jesse jackson, al > sharpton, etc., of the civil rights movement...embracing cornel west who is > being attacked by dyson, Sharpton and some others > > 2. Black police officers in many instances are complicit in covering up > some of the actions of their white colleagues > > 3. The divide between the interests of the black middle and upper-middle > classes and those who William Julius Wilson refer to as the truly > disadvantage are coming to light in these protest movements. > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > > >
-------- Original message --------
From: Carol Macdonald < > carolmacdon@gmail.com>
Date:04/30/2015 1:47 PM (GMT-05:00) >
To: "eXtended Mind, Culture, Activity" >
Subject: [Xmca-l] Re: Watch ""You Can Replace Property, > You Can't Replace a Life": Voices of the Unheard in the Baltimore > Streets" on YouTube
>
Hi colleagues > > I need to ask two ill-informed questions: I need background to the clips > and programmes. > > 1. Are there any AfrAmer police used in quelling these "riots"? > 2. Are there any NON- Afr Americ people in the riots? > > I was moved by the earlier clip posted about the local people holding the > peace, and cleaning up too. Which prompts another ill-informed question: > > Who watches Democracy Now? Do mainstream Americans watch it? > > I have been watching Noam Chomsky talks over the last few days, so > developing a new language of healthy scepticism. I didn't have the > right *language > *of scepticism before, just the scepticism *itself*. Bravo Chomsky - I only > studied his linguistics as a student, and wrote about his position in my > MA. > > Please bear with me. I know a lot about South Africa politics but > obviously not enough about racial issues in the US. I am using my XMCA > colleagues as a short cut to knowledge. > > Carol > > On 30 April 2015 at 19:11, Peter Farruggio wrote: > > > The Democracy Now segment on Baltimore begins at 9:30. By the way, I > > believe that police/FBI provocateurs had a hand in the arson. Having the > > president denouncing protestors as thugs and criminals fits in with the > > broader neoliberal goal of manufacturing consent for a police state to > > control all of us. It's so conveeenient to see working class Black folks > as > > wild animals, no? > > > > http://www.democracynow.org/shows/2015/4/29 > > > > Pete Farruggio, PhD > > Associate Professor, Bilingual Education > > University of Texas Pan American > > > > > > > > -----Original Message----- > > From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto: > > xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of Peter > > Smagorinsky > > Sent: Thursday, April 30, 2015 8:00 AM > > To: eXtended Mind, Culture, Activity > > Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace > > a Life": Voices of the Unheard in the Baltimore Streets" on YouTube > > > > See also Larry Wilmore, > > > http://www.dailydot.com/politics/jon-stewart-larry-wilmore-baltimore-protests/ > > > > -----Original Message----- > > From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto: > > xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Dr. Paul C. > > Mocombe > > Sent: Thursday, April 30, 2015 8:27 AM > > To: eXtended Mind, Culture, Activity > > Subject: [Xmca-l] Watch ""You Can Replace Property, You Can't Replace a > > Life": Voices of the Unheard in the Baltimore Streets" on YouTube > > > > Best reporting I have seen to date.... > > > > https://youtu.be/2M9R9Oq2rXo > > > > > > > > Dr. Paul C. Mocombe > > President > > The Mocombeian Foundation, inc. > > www.mocombeian.com > > www.readingroomcurriculum.com > > www.paulcmocombe.info > > > > > > > > > > > -- > Carol A Macdonald Ph D (Edin) > Developmental psycholinguist > Academic, Researcher, and Editor > Honorary Research Fellow: Department of Linguistics, Unisa > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From greg.a.thompson@gmail.com Thu Apr 30 13:55:32 2015 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Thu, 30 Apr 2015 14:55:32 -0600 Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube In-Reply-To: References: Message-ID: Actually I think that may be someone different in the Geraldo video. I'd love to know who it is. -greg On Thu, Apr 30, 2015 at 2:44 PM, Greg Thompson wrote: > Anyone heard of activist Joseph Kent? > > He was one of the people who was working diligently to keep protests > nonviolent. > > Here is a video of him in "conversation" with Geraldo Rivera: > > http://www.washingtonpost.com/posttv/national/baltimore-prostester-confronts-geraldo-rivera/2015/04/29/bcd4720e-eea5-11e4-8050-839e9234b303_video.html > > Joseph Kent gives me great hope. Seems like he might be a link between old > and young (he is 21). > > -greg > > On Thu, Apr 30, 2015 at 12:49 PM, Dr. Paul C. Mocombe < > pmocombe@mocombeian.com> wrote: > >> Yes to both questions... however, there is an emerging divide amongst >> blacks during this whole process: >> >> 1. Young black people have shun the older leaders, jesse jackson, al >> sharpton, etc., of the civil rights movement...embracing cornel west who is >> being attacked by dyson, Sharpton and some others >> >> 2. Black police officers in many instances are complicit in covering up >> some of the actions of their white colleagues >> >> 3. The divide between the interests of the black middle and upper-middle >> classes and those who William Julius Wilson refer to as the truly >> disadvantage are coming to light in these protest movements. >> >> >> Dr. Paul C. Mocombe >> President >> The Mocombeian Foundation, inc. >> www.mocombeian.com >> www.readingroomcurriculum.com >> www.paulcmocombe.info >> >> >> >>
-------- Original message --------
From: Carol Macdonald < >> carolmacdon@gmail.com>
Date:04/30/2015 1:47 PM (GMT-05:00) >>
To: "eXtended Mind, Culture, Activity" < >> xmca-l@mailman.ucsd.edu>
Subject: [Xmca-l] Re: Watch ""You >> Can Replace Property, >> You Can't Replace a Life": Voices of the Unheard in the Baltimore >> Streets" on YouTube
>>
Hi colleagues >> >> I need to ask two ill-informed questions: I need background to the clips >> and programmes. >> >> 1. Are there any AfrAmer police used in quelling these "riots"? >> 2. Are there any NON- Afr Americ people in the riots? >> >> I was moved by the earlier clip posted about the local people holding the >> peace, and cleaning up too. Which prompts another ill-informed question: >> >> Who watches Democracy Now? Do mainstream Americans watch it? >> >> I have been watching Noam Chomsky talks over the last few days, so >> developing a new language of healthy scepticism. I didn't have the >> right *language >> *of scepticism before, just the scepticism *itself*. Bravo Chomsky - I >> only >> studied his linguistics as a student, and wrote about his position in my >> MA. >> >> Please bear with me. I know a lot about South Africa politics but >> obviously not enough about racial issues in the US. I am using my XMCA >> colleagues as a short cut to knowledge. >> >> Carol >> >> On 30 April 2015 at 19:11, Peter Farruggio wrote: >> >> > The Democracy Now segment on Baltimore begins at 9:30. By the way, I >> > believe that police/FBI provocateurs had a hand in the arson. Having the >> > president denouncing protestors as thugs and criminals fits in with the >> > broader neoliberal goal of manufacturing consent for a police state to >> > control all of us. It's so conveeenient to see working class Black >> folks as >> > wild animals, no? >> > >> > http://www.democracynow.org/shows/2015/4/29 >> > >> > Pete Farruggio, PhD >> > Associate Professor, Bilingual Education >> > University of Texas Pan American >> > >> > >> > >> > -----Original Message----- >> > From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto: >> > xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of Peter >> > Smagorinsky >> > Sent: Thursday, April 30, 2015 8:00 AM >> > To: eXtended Mind, Culture, Activity >> > Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't >> Replace >> > a Life": Voices of the Unheard in the Baltimore Streets" on YouTube >> > >> > See also Larry Wilmore, >> > >> http://www.dailydot.com/politics/jon-stewart-larry-wilmore-baltimore-protests/ >> > >> > -----Original Message----- >> > From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto: >> > xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Dr. Paul C. >> > Mocombe >> > Sent: Thursday, April 30, 2015 8:27 AM >> > To: eXtended Mind, Culture, Activity >> > Subject: [Xmca-l] Watch ""You Can Replace Property, You Can't Replace a >> > Life": Voices of the Unheard in the Baltimore Streets" on YouTube >> > >> > Best reporting I have seen to date.... >> > >> > https://youtu.be/2M9R9Oq2rXo >> > >> > >> > >> > Dr. Paul C. Mocombe >> > President >> > The Mocombeian Foundation, inc. >> > www.mocombeian.com >> > www.readingroomcurriculum.com >> > www.paulcmocombe.info >> > >> > >> > >> > >> >> >> -- >> Carol A Macdonald Ph D (Edin) >> Developmental psycholinguist >> Academic, Researcher, and Editor >> Honorary Research Fellow: Department of Linguistics, Unisa >> > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > http://byu.academia.edu/GregoryThompson > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From pfarruggio@utpa.edu Thu Apr 30 15:16:49 2015 From: pfarruggio@utpa.edu (Peter Farruggio) Date: Thu, 30 Apr 2015 22:16:49 +0000 Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube In-Reply-To: References: Message-ID: I'd call the "truly disadvantaged" the working class, many of whom are unemployed or underemployed in this economy. Let's not forget that Sharpton was an FBI informer in the 1970s, during COINTELPRO, and that he and Jesse Jackson are heavily funded by billionaires' foundations. Also, he teamed up for big money with Newt Gingrich to promote the neoliberal education agenda, privatization via corporate school takeovers http://www.blackagendareport.com/content/send-clowns-3-stooges-gingrich-sharpton-duncan-hit-road-corporate-%E2%80%9Cschool-reform%E2%80%9D -----Original Message----- From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of Dr. Paul C. Mocombe Sent: Thursday, April 30, 2015 1:49 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube Yes to both questions... however, there is an emerging divide amongst blacks during this whole process: 1. Young black people have shun the older leaders, jesse jackson, al sharpton, etc., of the civil rights movement...embracing cornel west who is being attacked by dyson, Sharpton and some others 2. ?Black police officers in many instances ?are complicit in covering up some of the actions of their white colleagues ? 3. ?The divide between the interests of the black middle and upper-middle classes and those who William Julius Wilson refer to as the truly disadvantage are coming to light in these protest movements. Dr. Paul C. Mocombe President The Mocombeian Foundation, inc. www.mocombeian.com www.readingroomcurriculum.com www.paulcmocombe.info ?
-------- Original message --------
From: Carol Macdonald
Date:04/30/2015 1:47 PM (GMT-05:00)
To: "eXtended Mind, Culture, Activity"
Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't Replace a Life": Voices of the Unheard in the Baltimore Streets" on YouTube
Hi colleagues I need to ask two ill-informed questions: I need background to the clips and programmes. 1. Are there any AfrAmer police used in quelling these "riots"? 2. Are there any NON- Afr Americ people in the riots? I was moved by the earlier clip posted about the local people holding the peace, and cleaning up too. Which prompts another ill-informed question: Who watches Democracy Now? Do mainstream Americans watch it? I have been watching Noam Chomsky talks over the last few days, so developing a new language of healthy scepticism. I didn't have the right *language *of scepticism before, just the scepticism *itself*. Bravo Chomsky - I only studied his linguistics as a student, and wrote about his position in my MA. Please bear with me. I know a lot about South Africa politics but obviously not enough about racial issues in the US. I am using my XMCA colleagues as a short cut to knowledge. Carol On 30 April 2015 at 19:11, Peter Farruggio wrote: > The Democracy Now segment on Baltimore begins at 9:30. By the way, I > believe that police/FBI provocateurs had a hand in the arson. Having > the president denouncing protestors as thugs and criminals fits in > with the broader neoliberal goal of manufacturing consent for a police > state to control all of us. It's so conveeenient to see working class > Black folks as wild animals, no? > > http://www.democracynow.org/shows/2015/4/29 > > Pete Farruggio, PhD > Associate Professor, Bilingual Education University of Texas Pan > American > > > > -----Original Message----- > From: xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+pfarruggio=utpa.edu@mailman.ucsd.edu] On Behalf Of > xmca-l-bounces+Peter > Smagorinsky > Sent: Thursday, April 30, 2015 8:00 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Watch ""You Can Replace Property, You Can't > Replace a Life": Voices of the Unheard in the Baltimore Streets" on > YouTube > > See also Larry Wilmore, > http://www.dailydot.com/politics/jon-stewart-larry-wilmore-baltimore-p > rotests/ > > -----Original Message----- > From: xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+smago=uga.edu@mailman.ucsd.edu] On Behalf Of Dr. Paul C. > Mocombe > Sent: Thursday, April 30, 2015 8:27 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Watch ""You Can Replace Property, You Can't Replace > a > Life": Voices of the Unheard in the Baltimore Streets" on YouTube > > Best reporting I have seen to date.... > > https://youtu.be/2M9R9Oq2rXo > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > > > -- Carol A Macdonald Ph D (Edin) Developmental psycholinguist Academic, Researcher, and Editor Honorary Research Fellow: Department of Linguistics, Unisa From greg.a.thompson@gmail.com Thu Apr 30 21:21:20 2015 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Thu, 30 Apr 2015 22:21:20 -0600 Subject: [Xmca-l] teaching resources re: Baltimore Message-ID: A friend shared this with me - it is very nice list of resources to help with teaching about Baltimore: https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview?sle=true Please put it to good use. -greg -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 http://byu.academia.edu/GregoryThompson From hshonerd@gmail.com Thu Apr 30 22:05:55 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Thu, 30 Apr 2015 23:05:55 -0600 Subject: [Xmca-l] Re: teaching resources re: Baltimore In-Reply-To: References: Message-ID: <31062E53-7406-41B6-B335-408BADC88FD9@gmail.com> A gold mine! > On Apr 30, 2015, at 10:21 PM, Greg Thompson wrote: > > A friend shared this with me - it is very nice list of resources to help > with teaching about Baltimore: > > https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview?sle=true > > Please put it to good use. > -greg > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > http://byu.academia.edu/GregoryThompson From hshonerd@gmail.com Thu Apr 30 22:05:55 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Thu, 30 Apr 2015 23:05:55 -0600 Subject: [Xmca-l] Re: teaching resources re: Baltimore In-Reply-To: References: Message-ID: <31062E53-7406-41B6-B335-408BADC88FD9@gmail.com> A gold mine! > On Apr 30, 2015, at 10:21 PM, Greg Thompson wrote: > > A friend shared this with me - it is very nice list of resources to help > with teaching about Baltimore: > > https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview?sle=true > > Please put it to good use. > -greg > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > http://byu.academia.edu/GregoryThompson