From smago@uga.edu Sat May 2 03:54:44 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Sat, 2 May 2015 10:54:44 +0000 Subject: [Xmca-l] spring issue of the Journal of Language and Literacy Education Message-ID: The spring issue of the Journal of Language and Literacy Education is now uploaded and available for your reading pleasure! http://issuu.com/jolle_uga/docs/jolle_spring_issue_final Peter Smagorinsky Distinguished Research Professor of English Education Department of Language and Literacy Education The University of Georgia 315 Aderhold Hall Athens, GA 30602 Advisor, Journal of Language and Literacy Education Follow JoLLE on twitter @Jolle_uga [cid:image001.jpg@01CEA4AC.71367E90] Personal twitter account: @psmagorinsky -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 2929 bytes Desc: image001.jpg Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150502/aa0b49f7/attachment.jpg From smago@uga.edu Sat May 2 06:57:40 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Sat, 2 May 2015 13:57:40 +0000 Subject: [Xmca-l] Participatory Literacy Learning in an African Context: Perspectives from the Ombaderuku Primary School in the Arua District, Uganda Message-ID: I think that this article from the new JoLLE would be of interest to those who like Scribner and Cole's Psychology of Literacy. p Participatory Literacy Learning in an African Context: Perspectives from the Ombaderuku Primary School in the Arua District, Uganda Willy Ngaka & Fred Masagazi Masaazi, Makerere University, Kampala, Uganda From carolmacdon@gmail.com Sat May 2 07:05:57 2015 From: carolmacdon@gmail.com (Carol Macdonald) Date: Sat, 2 May 2015 16:05:57 +0200 Subject: [Xmca-l] Re: Participatory Literacy Learning in an African Context: Perspectives from the Ombaderuku Primary School in the Arua District, Uganda In-Reply-To: References: Message-ID: Hi Peter I already have that article open on my computer, and would love to know what other readers' responses are. Carol On 2 May 2015 at 15:57, Peter Smagorinsky wrote: > I think that this article from the new JoLLE would be of interest to those > who like Scribner and Cole's Psychology of Literacy. p > Participatory Literacy Learning in an African Context: Perspectives from > the Ombaderuku Primary School in the Arua District, Uganda< > http://jolle.coe.uga.edu/wp-content/uploads/2015/04/NgakaMasaazi_Final-.pdf > > > > Willy Ngaka & Fred Masagazi Masaazi, Makerere University, Kampala, Uganda > > -- Carol A Macdonald Ph D (Edin) Developmental psycholinguist Academic, Researcher, and Editor Honorary Research Fellow: Department of Linguistics, Unisa From smago@uga.edu Sat May 2 04:04:52 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Sat, 2 May 2015 11:04:52 +0000 Subject: [Xmca-l] spring issue of the Journal of Language and Literacy Education Message-ID: The spring issue of the Journal of Language and Literacy Education is now uploaded and available for your reading pleasure! http://issuu.com/jolle_uga/docs/jolle_spring_issue_final or http://jolle.coe.uga.edu/current-issue/ Please congratulate our editorial board for producing this issue under duress. We had some problems with WordPress that OIT helped us solve, with special thanks to Dave Wynne. Principal Editor Michelle Falter served our department and the international scholarly community with distinction this year and led the board through the production of this issue, which is based on the JoLLE winter conference. Please congratulate her and the whole team for what promises to be a stimulating set of articles, artwork, reviews, and other provocative scholarship to advance the field of language and literacy research, teaching, and learning. p Principal Editor Michelle M. Falter Managing Editor Meghan E. Barnes Production Editor Albina Khabibulina Communication Editors Crystal L. Beach & Jennifer J. Whitley Poetry & Arts Editor Margaret A. Robbins Children & Young Adult Literature (CYAL) Book Reviews Editor, Helene Halstead Book Review Editor Xiaoli Hong Review Board Members Melissa Baker Khanh Bui Lou Cardozo-Gaibisso Bernadette McKelly Xiaodi Zhou From jrene.rahm@umontreal.ca Mon May 4 04:50:05 2015 From: jrene.rahm@umontreal.ca (Rahm Jrene) Date: Mon, 4 May 2015 11:50:05 +0000 Subject: [Xmca-l] Call for Papers Special Issue of Mind, Culture & Activity Message-ID: <066213454A9C0F4388B272FC82ED6F5924DE923E@athens-cour.sim.umontreal.ca> Dear colleagues, We are soliciting proposals for papers for a special issue of Mind, Culture, and Activity: An International Journal (http://lchc.ucsd.edu/mca/Journal/) addressing the following theme: Reimagining Science Education in Neoliberal Global Contexts: Sociocultural Accounts of Science Learning in Underserved Communities. The call for papers is available at the following URL: http://explore.tandfonline.com/cfp/ed/hmca_cfp2015/ Note that extended abstracts of 500 to 700 words, excluding references, must be submitted by May 27, 2015 to jrene.rahm@umontreal.ca. Selected authors will be notified by June 15, 2015. Submissions are due August 15, 2015. Final length of papers will depend on the number of abstracts accepted, and will be between 6,000 to 8,000 words. We are anticipating a publication date in early 2016. If you have any question, please contact jrene.rahm@umontreal.ca Kind regards, Jrene Rahm & Carol Brandt (Guest editors) Jr?ne Rahm Universit? de Montr?al, Canada jrene.rahm@umontreal.ca & Carol Brandt Temple University, USA carol.brandt@temple.edu From cconnery@ithaca.edu Mon May 4 13:51:06 2015 From: cconnery@ithaca.edu (Cathrene Connery) Date: Mon, 4 May 2015 20:51:06 +0000 Subject: [Xmca-l] Ed Psych Textbook? Message-ID: Dear Colleagues: I'm writing for advice regarding what people on our list serve would consider to be the best text for an undergraduate educational psychology text for pre-service teachers. The students would eventually be taking the edTPA and New York State certification exams. Can you recommend a specific book or list of titles? Many thanks, Cathrene From wiobyrne@gmail.com Tue May 5 08:25:23 2015 From: wiobyrne@gmail.com (Ian O'Byrne) Date: Tue, 05 May 2015 15:25:23 +0000 Subject: [Xmca-l] Re: Ed Psych Textbook? In-Reply-To: References: Message-ID: Hi Cathrene, We have been (happily) using Educational Psychology by Jeanne Ormrod for years. The publishers rep came to us last year and indicated that they would be moving to a solely digital version, and charging more for paper copies of the text. As a result, we started looking for other texts. The good news is that Ormrod's text (and older versions) are available for rent and purchase online for relatively inexpensive prices. We supplement this with Dan Willingham's *Why don't students like school* and *Holler if you hear me * by Gregory Michie. We're in CT and many of our students look for employment in NY. Hope that helps, -Ian On Tue, May 5, 2015 at 11:12 AM Cathrene Connery wrote: > Dear Colleagues: > I'm writing for advice regarding what people on our list serve would > consider to be the best text for an undergraduate educational psychology > text for pre-service teachers. The students would eventually be taking the > edTPA and New York State certification exams. Can you recommend a specific > book or list of titles? > Many thanks, > Cathrene > > From wiobyrne@gmail.com Tue May 5 08:25:23 2015 From: wiobyrne@gmail.com (Ian O'Byrne) Date: Tue, 05 May 2015 15:25:23 +0000 Subject: [Xmca-l] Re: Ed Psych Textbook? In-Reply-To: References: Message-ID: Hi Cathrene, We have been (happily) using Educational Psychology by Jeanne Ormrod for years. The publishers rep came to us last year and indicated that they would be moving to a solely digital version, and charging more for paper copies of the text. As a result, we started looking for other texts. The good news is that Ormrod's text (and older versions) are available for rent and purchase online for relatively inexpensive prices. We supplement this with Dan Willingham's *Why don't students like school* and *Holler if you hear me * by Gregory Michie. We're in CT and many of our students look for employment in NY. Hope that helps, -Ian On Tue, May 5, 2015 at 11:12 AM Cathrene Connery wrote: > Dear Colleagues: > I'm writing for advice regarding what people on our list serve would > consider to be the best text for an undergraduate educational psychology > text for pre-service teachers. The students would eventually be taking the > edTPA and New York State certification exams. Can you recommend a specific > book or list of titles? > Many thanks, > Cathrene > > From nataliag@sfu.ca Tue May 5 08:41:18 2015 From: nataliag@sfu.ca (Natalia Gajdamaschko) Date: Tue, 5 May 2015 08:41:18 -0700 (PDT) Subject: [Xmca-l] a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) In-Reply-To: <948477240.113557052.1430840221123.JavaMail.zimbra@sfu.ca> Message-ID: <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> Hi Dear All, Please, see a call for reviewers from our AERA SIG030: Hi Cultural Historical SIGsters! We write to remind you of the upcoming May 11th deadline to sign up as a volunteer reviewer for the 2016 Annual Meeting. We are working on a very strong call for proposals for our SIG that will hopefully bring in many more of the thousands of proposals sent in each year to AERA overall that use the work of Vygotsky and socio-cultural and activity theory as their framing. We are really eager therefore to have a diversity of reviewers to read and evaluate the proposals. The review process occurs in August, a precious time of the summer and start of the academic year, so the more reviewers we have the fewer reviews we have to assign per person. Please sign up today! Carrie Lobman, Cultural Historical SIG President Nancy Ares, Program Co-Chair Natalia Gajdamaschko, Program Co-Chair From jgregmcverry@gmail.com Tue May 5 08:46:46 2015 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Tue, 05 May 2015 15:46:46 +0000 Subject: [Xmca-l] Re: Ed Psych Textbook? References: Message-ID: And we (CT) will probably be moving to edPTA as well. In Pearson we trust. I will say I use the Ormrod text as well but if you want to include CHAT or other theories more prevalent in learning sciences you need to supplement. On Tue, May 5, 2015, 11:34 AM Ian O'Byrne wrote: > Hi Cathrene, > > We have been (happily) using Educational Psychology > < > http://www.amazon.com/Educational-Psychology-Developing-Learners-myeducationlab/dp/0131381105 > > > by Jeanne Ormrod for years. The publishers rep came to us last year and > indicated that they would be moving to a solely digital version, and > charging more for paper copies of the text. As a result, we started looking > for other texts. The good news is that Ormrod's text (and older versions) > are available for rent and purchase online for relatively inexpensive > prices. > > We supplement this with Dan Willingham's *Why don't students like school* > < > http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X/ref=sr_1_1?s=books&ie=UTF8&qid=1430839400&sr=1-1&keywords=why+don%27t+students+like+school > >and > *Holler if you hear me > < > http://www.amazon.com/Holler-If-You-Hear-Education/dp/0807749583/ref=sr_1_1?s=books&ie=UTF8&qid=1430839448&sr=1-1&keywords=holler+if+you+hear+me > >* > by > Gregory Michie. > > We're in CT and many of our students look for employment in NY. > > Hope that helps, > -Ian > > On Tue, May 5, 2015 at 11:12 AM Cathrene Connery > wrote: > > > Dear Colleagues: > > I'm writing for advice regarding what people on our list serve would > > consider to be the best text for an undergraduate educational psychology > > text for pre-service teachers. The students would eventually be taking > the > > edTPA and New York State certification exams. Can you recommend a > specific > > book or list of titles? > > Many thanks, > > Cathrene > > > > > From jgregmcverry@gmail.com Tue May 5 08:46:46 2015 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Tue, 05 May 2015 15:46:46 +0000 Subject: [Xmca-l] Re: Ed Psych Textbook? References: Message-ID: And we (CT) will probably be moving to edPTA as well. In Pearson we trust. I will say I use the Ormrod text as well but if you want to include CHAT or other theories more prevalent in learning sciences you need to supplement. On Tue, May 5, 2015, 11:34 AM Ian O'Byrne wrote: > Hi Cathrene, > > We have been (happily) using Educational Psychology > < > http://www.amazon.com/Educational-Psychology-Developing-Learners-myeducationlab/dp/0131381105 > > > by Jeanne Ormrod for years. The publishers rep came to us last year and > indicated that they would be moving to a solely digital version, and > charging more for paper copies of the text. As a result, we started looking > for other texts. The good news is that Ormrod's text (and older versions) > are available for rent and purchase online for relatively inexpensive > prices. > > We supplement this with Dan Willingham's *Why don't students like school* > < > http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X/ref=sr_1_1?s=books&ie=UTF8&qid=1430839400&sr=1-1&keywords=why+don%27t+students+like+school > >and > *Holler if you hear me > < > http://www.amazon.com/Holler-If-You-Hear-Education/dp/0807749583/ref=sr_1_1?s=books&ie=UTF8&qid=1430839448&sr=1-1&keywords=holler+if+you+hear+me > >* > by > Gregory Michie. > > We're in CT and many of our students look for employment in NY. > > Hope that helps, > -Ian > > On Tue, May 5, 2015 at 11:12 AM Cathrene Connery > wrote: > > > Dear Colleagues: > > I'm writing for advice regarding what people on our list serve would > > consider to be the best text for an undergraduate educational psychology > > text for pre-service teachers. The students would eventually be taking > the > > edTPA and New York State certification exams. Can you recommend a > specific > > book or list of titles? > > Many thanks, > > Cathrene > > > > > From cconnery@ithaca.edu Tue May 5 09:34:26 2015 From: cconnery@ithaca.edu (Cathrene Connery) Date: Tue, 5 May 2015 16:34:26 +0000 Subject: [Xmca-l] Re: Ed Psych Textbook? In-Reply-To: References: , Message-ID: Dear Ian, Greg, and Colleagues: Many thanks for your insights regarding the Ed Psych text. Right now, I am looking at the Berk text. The corporate hijacking of the K-12 and teacher ed curriculum is pretty scary, isn't it?! If any of you would be interested in participating in a symposium related to the topic, please let me know. All the best, 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 May 5, 2015, at 11:48 AM, "Greg Mcverry" wrote: > And we (CT) will probably be moving to edPTA as well. In Pearson we trust. > > I will say I use the Ormrod text as well but if you want to include CHAT or > other theories more prevalent in learning sciences you need to supplement. > > On Tue, May 5, 2015, 11:34 AM Ian O'Byrne wrote: > >> Hi Cathrene, >> >> We have been (happily) using Educational Psychology >> < >> http://www.amazon.com/Educational-Psychology-Developing-Learners-myeducationlab/dp/0131381105 >> by Jeanne Ormrod for years. The publishers rep came to us last year and >> indicated that they would be moving to a solely digital version, and >> charging more for paper copies of the text. As a result, we started looking >> for other texts. The good news is that Ormrod's text (and older versions) >> are available for rent and purchase online for relatively inexpensive >> prices. >> >> We supplement this with Dan Willingham's *Why don't students like school* >> < >> http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X/ref=sr_1_1?s=books&ie=UTF8&qid=1430839400&sr=1-1&keywords=why+don%27t+students+like+school >>> and >> *Holler if you hear me >> < >> http://www.amazon.com/Holler-If-You-Hear-Education/dp/0807749583/ref=sr_1_1?s=books&ie=UTF8&qid=1430839448&sr=1-1&keywords=holler+if+you+hear+me >>> * >> by >> Gregory Michie. >> >> We're in CT and many of our students look for employment in NY. >> >> Hope that helps, >> -Ian >> >> On Tue, May 5, 2015 at 11:12 AM Cathrene Connery >> wrote: >> >>> Dear Colleagues: >>> I'm writing for advice regarding what people on our list serve would >>> consider to be the best text for an undergraduate educational psychology >>> text for pre-service teachers. The students would eventually be taking >> the >>> edTPA and New York State certification exams. Can you recommend a >> specific >>> book or list of titles? >>> Many thanks, >>> Cathrene >> From cconnery@ithaca.edu Tue May 5 09:34:26 2015 From: cconnery@ithaca.edu (Cathrene Connery) Date: Tue, 5 May 2015 16:34:26 +0000 Subject: [Xmca-l] Re: Ed Psych Textbook? In-Reply-To: References: , Message-ID: Dear Ian, Greg, and Colleagues: Many thanks for your insights regarding the Ed Psych text. Right now, I am looking at the Berk text. The corporate hijacking of the K-12 and teacher ed curriculum is pretty scary, isn't it?! If any of you would be interested in participating in a symposium related to the topic, please let me know. All the best, 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 May 5, 2015, at 11:48 AM, "Greg Mcverry" wrote: > And we (CT) will probably be moving to edPTA as well. In Pearson we trust. > > I will say I use the Ormrod text as well but if you want to include CHAT or > other theories more prevalent in learning sciences you need to supplement. > > On Tue, May 5, 2015, 11:34 AM Ian O'Byrne wrote: > >> Hi Cathrene, >> >> We have been (happily) using Educational Psychology >> < >> http://www.amazon.com/Educational-Psychology-Developing-Learners-myeducationlab/dp/0131381105 >> by Jeanne Ormrod for years. The publishers rep came to us last year and >> indicated that they would be moving to a solely digital version, and >> charging more for paper copies of the text. As a result, we started looking >> for other texts. The good news is that Ormrod's text (and older versions) >> are available for rent and purchase online for relatively inexpensive >> prices. >> >> We supplement this with Dan Willingham's *Why don't students like school* >> < >> http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X/ref=sr_1_1?s=books&ie=UTF8&qid=1430839400&sr=1-1&keywords=why+don%27t+students+like+school >>> and >> *Holler if you hear me >> < >> http://www.amazon.com/Holler-If-You-Hear-Education/dp/0807749583/ref=sr_1_1?s=books&ie=UTF8&qid=1430839448&sr=1-1&keywords=holler+if+you+hear+me >>> * >> by >> Gregory Michie. >> >> We're in CT and many of our students look for employment in NY. >> >> Hope that helps, >> -Ian >> >> On Tue, May 5, 2015 at 11:12 AM Cathrene Connery >> wrote: >> >>> Dear Colleagues: >>> I'm writing for advice regarding what people on our list serve would >>> consider to be the best text for an undergraduate educational psychology >>> text for pre-service teachers. The students would eventually be taking >> the >>> edTPA and New York State certification exams. Can you recommend a >> specific >>> book or list of titles? >>> Many thanks, >>> Cathrene >> From arips@optonline.net Tue May 5 10:59:46 2015 From: arips@optonline.net (avram rips) Date: Tue, 05 May 2015 13:59:46 -0400 (EDT) Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) In-Reply-To: <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> References: <948477240.113557052.1430840221123.JavaMail.zimbra@sfu.ca> <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> Message-ID: <4ac540af.36500.14d253bd07a.Webtop.38@optonline.net> Where is the annual meeting? ? ? ?On Tue, May 05, 2015 at 11:41 AM, Natalia Gajdamaschko wrote: ? ?> Hi Dear All, > Please, see a call for reviewers from our AERA SIG030: > Hi Cultural Historical SIGsters! We write to remind you of the > upcoming May 11th deadline to sign up as a volunteer reviewer for the > 2016 Annual Meeting. We are working on a very strong call for > proposals for our SIG that will hopefully bring in many more of the > thousands of proposals sent in each year to AERA overall that use the > work of Vygotsky and socio-cultural and activity theory as their > framing. We are really eager therefore to have a diversity of > reviewers to read and evaluate the proposals. The review process > occurs in August, a precious time of the summer and start of the > academic year, so the more reviewers we have the fewer reviews we have > to assign per person. Please sign up today! > > Carrie Lobman, Cultural Historical SIG President > Nancy Ares, Program Co-Chair > Natalia Gajdamaschko, Program Co-Chair > From boblake@georgiasouthern.edu Tue May 5 11:04:33 2015 From: boblake@georgiasouthern.edu (Robert Lake) Date: Tue, 5 May 2015 14:04:33 -0400 Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) In-Reply-To: <4ac540af.36500.14d253bd07a.Webtop.38@optonline.net> References: <948477240.113557052.1430840221123.JavaMail.zimbra@sfu.ca> <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> <4ac540af.36500.14d253bd07a.Webtop.38@optonline.net> Message-ID: Washington DC On Tue, May 5, 2015 at 1:59 PM, avram rips wrote: > Where is the annual meeting? > > > On Tue, May 05, 2015 at 11:41 AM, Natalia Gajdamaschko wrote: > > > Hi Dear All, > >> Please, see a call for reviewers from our AERA SIG030: >> Hi Cultural Historical SIGsters! We write to remind you of the upcoming >> May 11th deadline to sign up as a volunteer reviewer for the 2016 Annual >> Meeting. We are working on a very strong call for proposals for our SIG >> that will hopefully bring in many more of the thousands of proposals sent >> in each year to AERA overall that use the work of Vygotsky and >> socio-cultural and activity theory as their framing. We are really eager >> therefore to have a diversity of reviewers to read and evaluate the >> proposals. The review process occurs in August, a precious time of the >> summer and start of the academic year, so the more reviewers we have the >> fewer reviews we have to assign per person. Please sign up today! >> >> Carrie Lobman, Cultural Historical SIG President >> Nancy Ares, Program Co-Chair >> Natalia Gajdamaschko, Program Co-Chair >> >> > -- 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 nataliag@sfu.ca Tue May 5 11:09:20 2015 From: nataliag@sfu.ca (Natalia Gajdamaschko) Date: Tue, 5 May 2015 11:09:20 -0700 (PDT) Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) In-Reply-To: <4ac540af.36500.14d253bd07a.Webtop.38@optonline.net> References: <948477240.113557052.1430840221123.JavaMail.zimbra@sfu.ca> <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> <4ac540af.36500.14d253bd07a.Webtop.38@optonline.net> Message-ID: <793980956.113836319.1430849360044.JavaMail.zimbra@sfu.ca> It will be in Washington, DC http://www.aera.net/EventsMeetings/AnnualMeeting/2016AnnualMeeting/tabid/15862/Default.aspx ----- Original Message ----- From: "avram rips" To: "eXtended Mind, Culture, Activity" Sent: Tuesday, May 5, 2015 10:59:46 AM Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) Where is the annual meeting? ? ? ?On Tue, May 05, 2015 at 11:41 AM, Natalia Gajdamaschko wrote: ? ?> Hi Dear All, > Please, see a call for reviewers from our AERA SIG030: > Hi Cultural Historical SIGsters! We write to remind you of the > upcoming May 11th deadline to sign up as a volunteer reviewer for the > 2016 Annual Meeting. We are working on a very strong call for > proposals for our SIG that will hopefully bring in many more of the > thousands of proposals sent in each year to AERA overall that use the > work of Vygotsky and socio-cultural and activity theory as their > framing. We are really eager therefore to have a diversity of > reviewers to read and evaluate the proposals. The review process > occurs in August, a precious time of the summer and start of the > academic year, so the more reviewers we have the fewer reviews we have > to assign per person. Please sign up today! > > Carrie Lobman, Cultural Historical SIG President > Nancy Ares, Program Co-Chair > Natalia Gajdamaschko, Program Co-Chair > From laserna@fas.harvard.edu Tue May 5 11:42:54 2015 From: laserna@fas.harvard.edu (Laserna, Catalina) Date: Tue, 5 May 2015 18:42:54 +0000 Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) In-Reply-To: <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> References: <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> Message-ID: Hi Natalia, I am happy to volunteer as a reviewer for the AERA SIG030 Best, Catalina Catalina Laserna D.Phil Lecturer on Anthropology Harvard University Tozzer Anthropology Building 21 Divinity Ave, Room 205 Cambridge, MA 02138 Anthro 1795: The politics of Language and Identity in Latin America Office Hours: Tue. 3:00-6:00 pm cel: 617-230-8541 http://www.people.fas.harvard.edu/~laserna/ On May 5, 2015, at 4:41 PM, Natalia Gajdamaschko > wrote: Hi Dear All, Please, see a call for reviewers from our AERA SIG030: Hi Cultural Historical SIGsters! We write to remind you of the upcoming May 11th deadline to sign up as a volunteer reviewer for the 2016 Annual Meeting. We are working on a very strong call for proposals for our SIG that will hopefully bring in many more of the thousands of proposals sent in each year to AERA overall that use the work of Vygotsky and socio-cultural and activity theory as their framing. We are really eager therefore to have a diversity of reviewers to read and evaluate the proposals. The review process occurs in August, a precious time of the summer and start of the academic year, so the more reviewers we have the fewer reviews we have to assign per person. Please sign up today! Carrie Lobman, Cultural Historical SIG President Nancy Ares, Program Co-Chair Natalia Gajdamaschko, Program Co-Chair From pmocombe@mocombeian.com Tue May 5 12:54:30 2015 From: pmocombe@mocombeian.com (Dr. Paul C. Mocombe) Date: Tue, 05 May 2015 15:54:30 -0400 Subject: [Xmca-l] Watch "Emails Show American Psychological Association Secretly Worked with Bush Admin to Enable Torture" on YouTube Message-ID: https://youtu.be/Ovad2_D7NGs Dr. Paul C. Mocombe President The Mocombeian Foundation, inc. www.mocombeian.com ? www.readingroomcurriculum.com ? www.paulcmocombe.info ? From jgregmcverry@gmail.com Tue May 5 13:19:01 2015 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Tue, 05 May 2015 20:19:01 +0000 Subject: [Xmca-l] Re: Watch "Emails Show American Psychological Association Secretly Worked with Bush Admin to Enable Torture" on YouTube References: Message-ID: I heard about this. It was something about making sure every sentence had two spaces after a period. That and the shameful truth uncovered in the emails. We should demand better. On Tue, May 5, 2015, 4:17 PM Dr. Paul C. Mocombe wrote: > https://youtu.be/Ovad2_D7NGs > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > From tom.richardson3@googlemail.com Tue May 5 13:28:51 2015 From: tom.richardson3@googlemail.com (Tom Richardson) Date: Tue, 5 May 2015 21:28:51 +0100 Subject: [Xmca-l] Re: Watch "Emails Show American Psychological Association Secretly Worked with Bush Admin to Enable Torture" on YouTube In-Reply-To: References: Message-ID: Hi Paul - I can't face watching the video. I'm reminded of the concept of the 'self-hating Jew' by the preparedness of professionals in their position to collaborate in the aggression towards perceived enemies- the rationale goes: "if a citizen is not prepared to support all 'defensive' actions of their state/religioon/culture, they are seen as willing the destruction, that declared or undeclared, all persons are seen as wishing upon the embattled religion/state/group. I guess coming from a naive stance, I didn't understand that not everyone would have a similar moral position of "Do no evil." I hope that any revolution I'm involved in has some different moral practice - I wonder if that's possible? Solidarity Tom On 5 May 2015 at 20:54, Dr. Paul C. Mocombe wrote: > https://youtu.be/Ovad2_D7NGs > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > From nataliag@sfu.ca Tue May 5 13:32:14 2015 From: nataliag@sfu.ca (Natalia Gajdamaschko) Date: Tue, 5 May 2015 13:32:14 -0700 (PDT) Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) In-Reply-To: References: <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> Message-ID: <791534162.114163208.1430857934357.JavaMail.zimbra@sfu.ca> Thank you, Catalina -- please, follow the link to sign up http://www.aera.net/EventsMeetings/AnnualMeeting/2016AnnualMeeting/2016AnnualMeetingVolunteerReviewerSystemOpen/tabid/15863/Default.aspx Cheers, Natalia ----- Original Message ----- From: "Catalina Laserna" To: "eXtended Mind, Culture, Activity" Sent: Tuesday, May 5, 2015 11:42:54 AM Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) Hi Natalia, I am happy to volunteer as a reviewer for the AERA SIG030 Best, Catalina Catalina Laserna D.Phil Lecturer on Anthropology Harvard University Tozzer Anthropology Building 21 Divinity Ave, Room 205 Cambridge, MA 02138 Anthro 1795: The politics of Language and Identity in Latin America Office Hours: Tue. 3:00-6:00 pm cel: 617-230-8541 http://www.people.fas.harvard.edu/~laserna/ On May 5, 2015, at 4:41 PM, Natalia Gajdamaschko > wrote: Hi Dear All, Please, see a call for reviewers from our AERA SIG030: Hi Cultural Historical SIGsters! We write to remind you of the upcoming May 11th deadline to sign up as a volunteer reviewer for the 2016 Annual Meeting. We are working on a very strong call for proposals for our SIG that will hopefully bring in many more of the thousands of proposals sent in each year to AERA overall that use the work of Vygotsky and socio-cultural and activity theory as their framing. We are really eager therefore to have a diversity of reviewers to read and evaluate the proposals. The review process occurs in August, a precious time of the summer and start of the academic year, so the more reviewers we have the fewer reviews we have to assign per person. Please sign up today! Carrie Lobman, Cultural Historical SIG President Nancy Ares, Program Co-Chair Natalia Gajdamaschko, Program Co-Chair From mcole@ucsd.edu Tue May 5 13:39:04 2015 From: mcole@ucsd.edu (mike cole) Date: Tue, 5 May 2015 13:39:04 -0700 Subject: [Xmca-l] Re: Watch "Emails Show American Psychological Association Secretly Worked with Bush Admin to Enable Torture" on YouTube In-Reply-To: References: Message-ID: Note the absence of repercussions in the American Psychological Association. mike On Tue, May 5, 2015 at 1:28 PM, Tom Richardson < tom.richardson3@googlemail.com> wrote: > Hi Paul - I can't face watching the video. > I'm reminded of the concept of the 'self-hating Jew' by the preparedness of > professionals in their position to collaborate in the aggression towards > perceived enemies- the rationale goes: "if a citizen is not prepared to > support all 'defensive' actions of their state/religioon/culture, they are > seen as willing the destruction, that declared or undeclared, all persons > are seen as wishing upon the embattled religion/state/group. I guess coming > from a naive stance, I didn't understand that not everyone would have a > similar moral position of "Do no evil." I hope that any revolution I'm > involved in has some different moral practice - I wonder if that's > possible? > Solidarity > Tom > > On 5 May 2015 at 20:54, Dr. Paul C. Mocombe > wrote: > > > https://youtu.be/Ovad2_D7NGs > > > > > > > > Dr. Paul C. Mocombe > > President > > The Mocombeian Foundation, inc. > > www.mocombeian.com > > www.readingroomcurriculum.com > > www.paulcmocombe.info > > > > > -- "Each new level of development is a new relevant context." C.H. Waddington From kplakits@gmail.com Tue May 5 13:52:48 2015 From: kplakits@gmail.com (Katerina Plakitsi) Date: Tue, 5 May 2015 23:52:48 +0300 Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) In-Reply-To: <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> References: <948477240.113557052.1430840221123.JavaMail.zimbra@sfu.ca> <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> Message-ID: Hi Natalia. I am happy to serve as a reviewer to that great SIG. Yours Katerina Plakitsi ???? ?????, 5 ????? 2015, ? ??????? Natalia Gajdamaschko ??????: > Hi Dear All, > Please, see a call for reviewers from our AERA SIG030: > > Hi Cultural Historical SIGsters! We write to remind you of the upcoming > May 11th deadline to sign up as a volunteer reviewer for the 2016 Annual > Meeting. We are working on a very strong call for proposals for our SIG > that will hopefully bring in many more of the thousands of proposals sent > in each year to AERA overall that use the work of Vygotsky and > socio-cultural and activity theory as their framing. We are really eager > therefore to have a diversity of reviewers to read and evaluate the > proposals. The review process occurs in August, a precious time of the > summer and start of the academic year, so the more reviewers we have the > fewer reviews we have to assign per person. Please sign up today! > > Carrie Lobman, Cultural Historical SIG President > Nancy Ares, Program Co-Chair > Natalia Gajdamaschko, Program Co-Chair > -- ............................................................ Katerina Plakitsi Associate Professor of Science Education School of Education University of Ioannina University Campus Dourouti 45110 Ioannina Greece tel. +302651005771 fax. +302651005842 mobile.phone +306972898463 http://users.uoi.gr/kplakits http://erasmus-ip.uoi.gr http://www.lib.uoi.gr/serp From lsmolucha@hotmail.com Tue May 5 17:28:48 2015 From: lsmolucha@hotmail.com (larry smolucha) Date: Tue, 5 May 2015 19:28:48 -0500 Subject: [Xmca-l] Re: Ed Psych Textbook? In-Reply-To: References: Message-ID: Anita Woolfolk's book is good. James Vander Zanden also has a good Ed Psych book. > From: cconnery@ithaca.edu > To: xmca@potpourri.ucsd.edu > Date: Mon, 4 May 2015 20:51:06 +0000 > Subject: [Xmca-l] Ed Psych Textbook? > > Dear Colleagues: > I'm writing for advice regarding what people on our list serve would consider to be the best text for an undergraduate educational psychology text for pre-service teachers. The students would eventually be taking the edTPA and New York State certification exams. Can you recommend a specific book or list of titles? > Many thanks, > Cathrene > From umiazul@hotmail.com Tue May 5 19:19:05 2015 From: umiazul@hotmail.com (Mar Calero Guerrero) Date: Wed, 6 May 2015 02:19:05 +0000 Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) In-Reply-To: <793980956.113836319.1430849360044.JavaMail.zimbra@sfu.ca> References: <948477240.113557052.1430840221123.JavaMail.zimbra@sfu.ca>, <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca>, <4ac540af.36500.14d253bd07a.Webtop.38@optonline.net>, <793980956.113836319.1430849360044.JavaMail.zimbra@sfu.ca> Message-ID: Can we present in the meeting? I do not see any option for proposals. Mar Calero Spanish Lecturer Mahidol University International College Nakhon Pathon, Thailand > Date: Tue, 5 May 2015 11:09:20 -0700 > From: nataliag@sfu.ca > To: xmca-l@mailman.ucsd.edu > Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) > > It will be in Washington, DC > http://www.aera.net/EventsMeetings/AnnualMeeting/2016AnnualMeeting/tabid/15862/Default.aspx > > ----- Original Message ----- > From: "avram rips" > To: "eXtended Mind, Culture, Activity" > Sent: Tuesday, May 5, 2015 10:59:46 AM > Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) > > Where is the annual meeting? > > > On Tue, May 05, 2015 at 11:41 AM, Natalia Gajdamaschko wrote: > > > Hi Dear All, > > Please, see a call for reviewers from our AERA SIG030: > > Hi Cultural Historical SIGsters! We write to remind you of the > > upcoming May 11th deadline to sign up as a volunteer reviewer for the > > 2016 Annual Meeting. We are working on a very strong call for > > proposals for our SIG that will hopefully bring in many more of the > > thousands of proposals sent in each year to AERA overall that use the > > work of Vygotsky and socio-cultural and activity theory as their > > framing. We are really eager therefore to have a diversity of > > reviewers to read and evaluate the proposals. The review process > > occurs in August, a precious time of the summer and start of the > > academic year, so the more reviewers we have the fewer reviews we have > > to assign per person. Please sign up today! > > > > Carrie Lobman, Cultural Historical SIG President > > Nancy Ares, Program Co-Chair > > Natalia Gajdamaschko, Program Co-Chair > > > From nataliag@sfu.ca Tue May 5 20:16:46 2015 From: nataliag@sfu.ca (Natalia Gajdamaschko) Date: Tue, 5 May 2015 20:16:46 -0700 (PDT) Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) In-Reply-To: References: <948477240.113557052.1430840221123.JavaMail.zimbra@sfu.ca> <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca> <4ac540af.36500.14d253bd07a.Webtop.38@optonline.net> <793980956.113836319.1430849360044.JavaMail.zimbra@sfu.ca> Message-ID: <105570276.114584897.1430882206315.JavaMail.zimbra@sfu.ca> Hello Mar Calero, We are currently still working on a call for proposals for our SIG and as soon as it will be ready, we will post it on AERA website and here. Best wishes, Natalia. ----- Original Message ----- From: "Mar Calero Guerrero" To: "eXtended Mind, Culture, Activity" Sent: Tuesday, May 5, 2015 7:19:05 PM Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) Can we present in the meeting? I do not see any option for proposals. Mar Calero Spanish Lecturer Mahidol University International College Nakhon Pathon, Thailand > Date: Tue, 5 May 2015 11:09:20 -0700 > From: nataliag@sfu.ca > To: xmca-l@mailman.ucsd.edu > Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) > > It will be in Washington, DC > http://www.aera.net/EventsMeetings/AnnualMeeting/2016AnnualMeeting/tabid/15862/Default.aspx > > ----- Original Message ----- > From: "avram rips" > To: "eXtended Mind, Culture, Activity" > Sent: Tuesday, May 5, 2015 10:59:46 AM > Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) > > Where is the annual meeting? > > > On Tue, May 05, 2015 at 11:41 AM, Natalia Gajdamaschko wrote: > > > Hi Dear All, > > Please, see a call for reviewers from our AERA SIG030: > > Hi Cultural Historical SIGsters! We write to remind you of the > > upcoming May 11th deadline to sign up as a volunteer reviewer for the > > 2016 Annual Meeting. We are working on a very strong call for > > proposals for our SIG that will hopefully bring in many more of the > > thousands of proposals sent in each year to AERA overall that use the > > work of Vygotsky and socio-cultural and activity theory as their > > framing. We are really eager therefore to have a diversity of > > reviewers to read and evaluate the proposals. The review process > > occurs in August, a precious time of the summer and start of the > > academic year, so the more reviewers we have the fewer reviews we have > > to assign per person. Please sign up today! > > > > Carrie Lobman, Cultural Historical SIG President > > Nancy Ares, Program Co-Chair > > Natalia Gajdamaschko, Program Co-Chair > > > From umiazul@hotmail.com Tue May 5 21:23:23 2015 From: umiazul@hotmail.com (Mar Calero Guerrero) Date: Wed, 6 May 2015 04:23:23 +0000 Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) In-Reply-To: <105570276.114584897.1430882206315.JavaMail.zimbra@sfu.ca> References: <948477240.113557052.1430840221123.JavaMail.zimbra@sfu.ca>, <1292754253.113561976.1430840478700.JavaMail.zimbra@sfu.ca>, <4ac540af.36500.14d253bd07a.Webtop.38@optonline.net>, <793980956.113836319.1430849360044.JavaMail.zimbra@sfu.ca>, , <105570276.114584897.1430882206315.JavaMail.zimbra@sfu.ca> Message-ID: Thank you. Best regards, Mar > Date: Tue, 5 May 2015 20:16:46 -0700 > From: nataliag@sfu.ca > To: xmca-l@mailman.ucsd.edu > Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) > > > Hello Mar Calero, > > We are currently still working on a call for proposals for our SIG and as soon as it will be ready, we will post it on AERA website and here. > > Best wishes, > Natalia. > > ----- Original Message ----- > From: "Mar Calero Guerrero" > To: "eXtended Mind, Culture, Activity" > Sent: Tuesday, May 5, 2015 7:19:05 PM > Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) > > Can we present in the meeting? I do not see any option for proposals. > > Mar Calero > Spanish Lecturer > Mahidol University International College > Nakhon Pathon, Thailand > > > Date: Tue, 5 May 2015 11:09:20 -0700 > > From: nataliag@sfu.ca > > To: xmca-l@mailman.ucsd.edu > > Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) > > > > It will be in Washington, DC > > http://www.aera.net/EventsMeetings/AnnualMeeting/2016AnnualMeeting/tabid/15862/Default.aspx > > > > ----- Original Message ----- > > From: "avram rips" > > To: "eXtended Mind, Culture, Activity" > > Sent: Tuesday, May 5, 2015 10:59:46 AM > > Subject: [Xmca-l] Re: a call for reviewers from the Cultural-Historical SIG president and co-chairs (AERA SIG 030) > > > > Where is the annual meeting? > > > > > > On Tue, May 05, 2015 at 11:41 AM, Natalia Gajdamaschko wrote: > > > > > Hi Dear All, > > > Please, see a call for reviewers from our AERA SIG030: > > > Hi Cultural Historical SIGsters! We write to remind you of the > > > upcoming May 11th deadline to sign up as a volunteer reviewer for the > > > 2016 Annual Meeting. We are working on a very strong call for > > > proposals for our SIG that will hopefully bring in many more of the > > > thousands of proposals sent in each year to AERA overall that use the > > > work of Vygotsky and socio-cultural and activity theory as their > > > framing. We are really eager therefore to have a diversity of > > > reviewers to read and evaluate the proposals. The review process > > > occurs in August, a precious time of the summer and start of the > > > academic year, so the more reviewers we have the fewer reviews we have > > > to assign per person. Please sign up today! > > > > > > Carrie Lobman, Cultural Historical SIG President > > > Nancy Ares, Program Co-Chair > > > Natalia Gajdamaschko, Program Co-Chair > > > > > > From cconnery@ithaca.edu Wed May 6 00:58:48 2015 From: cconnery@ithaca.edu (Cathrene Connery) Date: Wed, 6 May 2015 07:58:48 +0000 Subject: [Xmca-l] Re: Ed Psych Textbook? In-Reply-To: References: , Message-ID: Thanks so much! Cathrene ________________________________________ From: xmca-l-bounces+cconnery=ithaca.edu@mailman.ucsd.edu [xmca-l-bounces+cconnery=ithaca.edu@mailman.ucsd.edu] on behalf of larry smolucha [lsmolucha@hotmail.com] Sent: Tuesday, May 05, 2015 8:28 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Ed Psych Textbook? Anita Woolfolk's book is good. James Vander Zanden also has a good Ed Psych book. > From: cconnery@ithaca.edu > To: xmca@potpourri.ucsd.edu > Date: Mon, 4 May 2015 20:51:06 +0000 > Subject: [Xmca-l] Ed Psych Textbook? > > Dear Colleagues: > I'm writing for advice regarding what people on our list serve would consider to be the best text for an undergraduate educational psychology text for pre-service teachers. The students would eventually be taking the edTPA and New York State certification exams. Can you recommend a specific book or list of titles? > Many thanks, > Cathrene > From huw.softdesigns@gmail.com Wed May 6 15:39:47 2015 From: huw.softdesigns@gmail.com (Huw Lloyd) Date: Wed, 6 May 2015 23:39:47 +0100 Subject: [Xmca-l] Re: Watch "Emails Show American Psychological Association Secretly Worked with Bush Admin to Enable Torture" on YouTube In-Reply-To: References: Message-ID: Here's the guardian article on it: http://www.theguardian.com/us-news/2015/apr/30/psychologists-bush-officials-torture-program Psychologists playing to the tune of their employers and sources of funding -- who'd have thought it? Next we'll be hearing that psychologists are used to maintain the status quo in education and that they're no better than "suet doctors"... Huw On 5 May 2015 at 21:39, mike cole wrote: > Note the absence of repercussions in the American Psychological > Association. > mike > > On Tue, May 5, 2015 at 1:28 PM, Tom Richardson < > tom.richardson3@googlemail.com> wrote: > > > Hi Paul - I can't face watching the video. > > I'm reminded of the concept of the 'self-hating Jew' by the preparedness > of > > professionals in their position to collaborate in the aggression towards > > perceived enemies- the rationale goes: "if a citizen is not prepared to > > support all 'defensive' actions of their state/religioon/culture, they > are > > seen as willing the destruction, that declared or undeclared, all persons > > are seen as wishing upon the embattled religion/state/group. I guess > coming > > from a naive stance, I didn't understand that not everyone would have a > > similar moral position of "Do no evil." I hope that any revolution I'm > > involved in has some different moral practice - I wonder if that's > > possible? > > Solidarity > > Tom > > > > On 5 May 2015 at 20:54, Dr. Paul C. Mocombe > > wrote: > > > > > https://youtu.be/Ovad2_D7NGs > > > > > > > > > > > > Dr. Paul C. Mocombe > > > President > > > The Mocombeian Foundation, inc. > > > www.mocombeian.com > > > www.readingroomcurriculum.com > > > www.paulcmocombe.info > > > > > > > > > > > > -- > "Each new level of development is a new relevant context." C.H. Waddington > From j.vadeboncoeur@ubc.ca Wed May 6 15:52:36 2015 From: j.vadeboncoeur@ubc.ca (Vadeboncoeur, Jennifer) Date: Wed, 6 May 2015 22:52:36 +0000 Subject: [Xmca-l] Re: Watch "Emails Show American Psychological Association Secretly Worked with Bush Admin to Enable Torture" on YouTube In-Reply-To: References: Message-ID: <3ECB5DD8-75CC-4C44-85E4-333C5733BE4F@mail.ubc.ca> There's a long history here, unfortunately. I ask students to read Chapter 5, The hereditarian theory of IQ, from Gould's (1981), The mismeasure of man, to share a bit of that history. The relation between assessment and the Immigration Act in the U.S. is particularly disturbing when some of those who contributed to policy later recanted. Psychology has a complicated history to say the least. Best to all - jen On 2015-05-06, at 3:39 PM, Huw Lloyd wrote: > Here's the guardian article on it: > > http://www.theguardian.com/us-news/2015/apr/30/psychologists-bush-officials-torture-program > > Psychologists playing to the tune of their employers and sources of funding > -- who'd have thought it? Next we'll be hearing that psychologists are > used to maintain the status quo in education and that they're no better > than "suet doctors"... > > Huw > > > On 5 May 2015 at 21:39, mike cole wrote: > >> Note the absence of repercussions in the American Psychological >> Association. >> mike >> >> On Tue, May 5, 2015 at 1:28 PM, Tom Richardson < >> tom.richardson3@googlemail.com> wrote: >> >>> Hi Paul - I can't face watching the video. >>> I'm reminded of the concept of the 'self-hating Jew' by the preparedness >> of >>> professionals in their position to collaborate in the aggression towards >>> perceived enemies- the rationale goes: "if a citizen is not prepared to >>> support all 'defensive' actions of their state/religioon/culture, they >> are >>> seen as willing the destruction, that declared or undeclared, all persons >>> are seen as wishing upon the embattled religion/state/group. I guess >> coming >>> from a naive stance, I didn't understand that not everyone would have a >>> similar moral position of "Do no evil." I hope that any revolution I'm >>> involved in has some different moral practice - I wonder if that's >>> possible? >>> Solidarity >>> Tom >>> >>> On 5 May 2015 at 20:54, Dr. Paul C. Mocombe >>> wrote: >>> >>>> https://youtu.be/Ovad2_D7NGs >>>> >>>> >>>> >>>> Dr. Paul C. Mocombe >>>> President >>>> The Mocombeian Foundation, inc. >>>> www.mocombeian.com >>>> www.readingroomcurriculum.com >>>> www.paulcmocombe.info >>>> >>>> >>> >> >> >> >> -- >> "Each new level of development is a new relevant context." C.H. Waddington >> From annalisa@unm.edu Wed May 6 21:43:54 2015 From: annalisa@unm.edu (Annalisa Aguilar) Date: Thu, 7 May 2015 04:43:54 +0000 Subject: [Xmca-l] Re: Watch "Emails Show American Psychological Association Secretly Worked with Bush Admin to Enable Torture" on YouTube In-Reply-To: <3ECB5DD8-75CC-4C44-85E4-333C5733BE4F@mail.ubc.ca> References: , <3ECB5DD8-75CC-4C44-85E4-333C5733BE4F@mail.ubc.ca> Message-ID: <1430973833450.4872@unm.edu> The most poignant discovery in the story is an attempt to hide behind the assertion "This is not a patient-doctor relationship," that is? the denial that there is a patient-doctor relationship. As Dr. Raymond indicates: "The Declaration of Helsinki and the Declaration of Tokyo, the Nuremberg Code, U.S. law, the Geneva Conventions are not based on whether someone?s a patient. It?s based on whether someone?s a human being. And the fact of the matter is that those codes were mangled and, in some cases, written out of what the APA did. So the issue is not about doctor-patient relationship here. It is about war crimes and about crimes against humanity, which are not contingent on someone being your patient." What comes to my mind is that if that is the case here to legitimize actions of coercion and torture through denial of a patient-doctor relationship (and if that is being brought to the table, it begs the question, what IS the relationship between the torturer and the tortured?), then this cannot not be protected under the screen of patient-doctor confidence either. All must be known. You can't have it both ways. This should be left to the sunshine in its entirety so the healing can have the best opportunity of happening, for this is a nasty and deep wound upon us all. Kind regards, Annalisa From annalisa@unm.edu Wed May 6 21:48:20 2015 From: annalisa@unm.edu (Annalisa Aguilar) Date: Thu, 7 May 2015 04:48:20 +0000 Subject: [Xmca-l] Re: Watch "Emails Show American Psychological Association Secretly Worked with Bush Admin to Enable Torture" on YouTube In-Reply-To: <1430973833450.4872@unm.edu> References: , <3ECB5DD8-75CC-4C44-85E4-333C5733BE4F@mail.ubc.ca>, <1430973833450.4872@unm.edu> Message-ID: <1430974100302.62645@unm.edu> Another thought: I wish Michel Foucault were still alive to speak about this. From smago@uga.edu Thu May 7 03:23:29 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Thu, 7 May 2015 10:23:29 +0000 Subject: [Xmca-l] Re: Watch "Emails Show American Psychological Association Secretly Worked with Bush Admin to Enable Torture" on YouTube In-Reply-To: References: Message-ID: I sent this video to a colleague with deep APA ties, who said: Within APA circles this has been discussed for about 4 years - all the information I've seen indicates APA wasn't involved but they have hired an external law firm to investigate. I hope there is nothing there but who knows? -----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 Huw Lloyd Sent: Wednesday, May 06, 2015 6:40 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Watch "Emails Show American Psychological Association Secretly Worked with Bush Admin to Enable Torture" on YouTube Here's the guardian article on it: http://www.theguardian.com/us-news/2015/apr/30/psychologists-bush-officials-torture-program Psychologists playing to the tune of their employers and sources of funding -- who'd have thought it? Next we'll be hearing that psychologists are used to maintain the status quo in education and that they're no better than "suet doctors"... Huw On 5 May 2015 at 21:39, mike cole wrote: > Note the absence of repercussions in the American Psychological > Association. > mike > > On Tue, May 5, 2015 at 1:28 PM, Tom Richardson < > tom.richardson3@googlemail.com> wrote: > > > Hi Paul - I can't face watching the video. > > I'm reminded of the concept of the 'self-hating Jew' by the > > preparedness > of > > professionals in their position to collaborate in the aggression > > towards perceived enemies- the rationale goes: "if a citizen is not > > prepared to support all 'defensive' actions of their > > state/religioon/culture, they > are > > seen as willing the destruction, that declared or undeclared, all > > persons are seen as wishing upon the embattled religion/state/group. > > I guess > coming > > from a naive stance, I didn't understand that not everyone would > > have a similar moral position of "Do no evil." I hope that any > > revolution I'm involved in has some different moral practice - I > > wonder if that's possible? > > Solidarity > > Tom > > > > On 5 May 2015 at 20:54, Dr. Paul C. Mocombe > > > > wrote: > > > > > https://youtu.be/Ovad2_D7NGs > > > > > > > > > > > > Dr. Paul C. Mocombe > > > President > > > The Mocombeian Foundation, inc. > > > www.mocombeian.com > > > www.readingroomcurriculum.com > > > www.paulcmocombe.info > > > > > > > > > > > > -- > "Each new level of development is a new relevant context." C.H. > Waddington > From annalisa@unm.edu Mon May 11 15:12:31 2015 From: annalisa@unm.edu (Annalisa Aguilar) Date: Mon, 11 May 2015 22:12:31 +0000 Subject: [Xmca-l] NYT Book Review - "On the Move" by Oliver Sacks Message-ID: <1431382350077.6623@unm.edu> FYI: http://www.nytimes.com/2015/05/17/books/review/on-the-move-by-oliver-sacks.html? From joe.glick@gmail.com Mon May 11 15:30:39 2015 From: joe.glick@gmail.com (JAG) Date: Mon, 11 May 2015 18:30:39 -0400 Subject: [Xmca-l] Also NY Review of Books Message-ID: For review of Oliver Sacks book and very sad news about him. From boblake@georgiasouthern.edu Mon May 11 16:36:40 2015 From: boblake@georgiasouthern.edu (Robert Lake) Date: Mon, 11 May 2015 19:36:40 -0400 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: Message-ID: Nothing attached Joe On May 11, 2015 6:31 PM, "JAG" wrote: > For review of Oliver Sacks book and very sad news about him. > From huw.softdesigns@gmail.com Tue May 12 01:15:59 2015 From: huw.softdesigns@gmail.com (Huw Lloyd) Date: Tue, 12 May 2015 09:15:59 +0100 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: Message-ID: New york review: http://www.nytimes.com/2015/05/17/books/review/on-the-move-by-oliver-sacks.html?_r=0 Guardian review section: http://www.theguardian.com/books/2015/may/08/on-the-move-a-life-oliver-sacks-review-autobiography-neurologist The first time I saw the book I thought, "Is there another Oliver Sacks I don't know about?" But, of course, it makes perfect sense: psychological insights are supported with wide experience. Huw On 12 May 2015 at 00:36, Robert Lake wrote: > Nothing attached Joe > On May 11, 2015 6:31 PM, "JAG" wrote: > > > For review of Oliver Sacks book and very sad news about him. > > > From greg.a.thompson@gmail.com Tue May 12 08:02:16 2015 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Tue, 12 May 2015 09:02:16 -0600 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: Message-ID: Regarding the Times piece, I was with the reviewer and with Sacks until the penultimate paragraph where we find this quote from Sacks: ?Individuality is deeply imbued in us from the very start, at the neuronal level. . . . We are destined, whether we wish it or not, to a life of particularity and self-development, to make our own individual paths through life.? With everything that comes before in Sacks' work, this seems entirely non sequitur. Or maybe I have misunderstood everything that came before? -greg On Tue, May 12, 2015 at 2:15 AM, Huw Lloyd wrote: > New york review: > > > http://www.nytimes.com/2015/05/17/books/review/on-the-move-by-oliver-sacks.html?_r=0 > > Guardian review section: > > > http://www.theguardian.com/books/2015/may/08/on-the-move-a-life-oliver-sacks-review-autobiography-neurologist > > The first time I saw the book I thought, "Is there another Oliver Sacks I > don't know about?" But, of course, it makes perfect sense: psychological > insights are supported with wide experience. > > Huw > > On 12 May 2015 at 00:36, Robert Lake wrote: > > > Nothing attached Joe > > On May 11, 2015 6:31 PM, "JAG" wrote: > > > > > For review of Oliver Sacks book and very sad news about him. > > > > > > -- 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 boblake@georgiasouthern.edu Tue May 12 08:12:02 2015 From: boblake@georgiasouthern.edu (Robert Lake) Date: Tue, 12 May 2015 11:12:02 -0400 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: Message-ID: Yes Greg I was bothered by that statement too. Especially when he acknowledges Luria's work earlier in his career. Robert From lspopov@bgsu.edu Tue May 12 08:38:52 2015 From: lspopov@bgsu.edu (Lubomir Savov Popov) Date: Tue, 12 May 2015 15:38:52 +0000 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: Message-ID: Hi Greg, You are not alone. I am also baffled by all that neuroscience talk. We need to study every level and every aspect, but should not go to the extremes and mantras about the neural. Unfortunately, society is mesmerized by promises that not always are grounded in good science. For me the proponents of the neuroscience miracles are transparent, just like for your and the rest of the culture studies people. I strongly believe that the human condition is anchored in the culture phenomenon rather than in the structure of the brain. I often compare the brain to the hardware and the behavior patterns and culture to the software. I don?t need to know how my computer works in order to use the software. Furthermore, all PC are the same, but the software we use is different and that makes the difference. It seems to me that with the current populist stunt of neuroscience we are going back in the dark ages. Might sound heretic, but the belief in mapping the neurons as a means of understanding human action is too reductionist, rigid, and misleading. Best wishes, Lubomir -----Original Message----- From: xmca-l-bounces+lspopov=bgsu.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+lspopov=bgsu.edu@mailman.ucsd.edu] On Behalf Of Greg Thompson Sent: Tuesday, May 12, 2015 11:02 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Also NY Review of Books Regarding the Times piece, I was with the reviewer and with Sacks until the penultimate paragraph where we find this quote from Sacks: ?Individuality is deeply imbued in us from the very start, at the neuronal level. . . . We are destined, whether we wish it or not, to a life of particularity and self-development, to make our own individual paths through life.? With everything that comes before in Sacks' work, this seems entirely non sequitur. Or maybe I have misunderstood everything that came before? -greg On Tue, May 12, 2015 at 2:15 AM, Huw Lloyd wrote: > New york review: > > > http://www.nytimes.com/2015/05/17/books/review/on-the-move-by-oliver-s > acks.html?_r=0 > > Guardian review section: > > > http://www.theguardian.com/books/2015/may/08/on-the-move-a-life-oliver > -sacks-review-autobiography-neurologist > > The first time I saw the book I thought, "Is there another Oliver > Sacks I don't know about?" But, of course, it makes perfect sense: > psychological insights are supported with wide experience. > > Huw > > On 12 May 2015 at 00:36, Robert Lake wrote: > > > Nothing attached Joe > > On May 11, 2015 6:31 PM, "JAG" wrote: > > > > > For review of Oliver Sacks book and very sad news about him. > > > > > > -- 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 mcole@ucsd.edu Tue May 12 09:18:22 2015 From: mcole@ucsd.edu (mike cole) Date: Tue, 12 May 2015 09:18:22 -0700 Subject: [Xmca-l] W.H.R. Rivers, re-considered Message-ID: This story ought to be of interest to those who are seeking to work out cultural theories of mind in society. Part of it is old history, but by the end the story can be found in a picture on the cover of the new york times today. mike http://www.theguardian.com/books/2014/nov/06/doctor-treated-siegfried-sassoon-pioneer-anthropology-william-rivers -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From greg.a.thompson@gmail.com Tue May 12 09:29:57 2015 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Tue, 12 May 2015 10:29:57 -0600 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: Message-ID: Yes, I agree the neuro-fascination goes off the rails at some point, but I'm willing to travel along a good ways with the neuroscientists to see where the tracks lead. My main concern with this quote was with the sole focus on individualism. Sure, individualism is a part of the story, but why make that the focus? (and are we really "hard-wired" for individualism? Seems to me that individualism would have been a phylogenetically late development - so much so that individualism would more likely be evolutionarily epiphenomenal and thus very unlikely to be "hard-wired" per se.) And, what of sociality? Of the communal and collective? (and yes, there is some concern about oversimplifying this duality of individual/social, but... well..., he started it!). So I wonder if, instead of the focus on individualism in that quote, why not say it as follows (italics mark my substitutions to Sacks' original quote): ?*Sociality* is deeply imbued in us from the very start, at the neuronal level. . . . We are destined, whether we wish it or not, to a life of *communal and collective*-development, to be a part of *various social wholes* through life.? Seems perhaps more true than the other way round. Anyone with me? And, I don't know about Luria, but isn't this what Vygotsky was up to? (following on the heels of Marx). Sociality is the phylogenetic (and ontogenetic) precursor and individuality develops out of this propensity for sociality? The individual emerges from one's immersion in the social? Or am I still oversimplifying? -greg On Tue, May 12, 2015 at 9:38 AM, Lubomir Savov Popov wrote: > Hi Greg, > > You are not alone. I am also baffled by all that neuroscience talk. We > need to study every level and every aspect, but should not go to the > extremes and mantras about the neural. Unfortunately, society is mesmerized > by promises that not always are grounded in good science. For me the > proponents of the neuroscience miracles are transparent, just like for your > and the rest of the culture studies people. I strongly believe that the > human condition is anchored in the culture phenomenon rather than in the > structure of the brain. I often compare the brain to the hardware and the > behavior patterns and culture to the software. I don?t need to know how my > computer works in order to use the software. Furthermore, all PC are the > same, but the software we use is different and that makes the difference. > It seems to me that with the current populist stunt of neuroscience we are > going back in the dark ages. Might sound heretic, but the belief in mapping > the neurons as a means of understanding human action is too reductionist, > rigid, and misleading. > > Best wishes, > > Lubomir > > -----Original Message----- > From: xmca-l-bounces+lspopov=bgsu.edu@mailman.ucsd.edu [mailto: > xmca-l-bounces+lspopov=bgsu.edu@mailman.ucsd.edu] On Behalf Of Greg > Thompson > Sent: Tuesday, May 12, 2015 11:02 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Also NY Review of Books > > Regarding the Times piece, I was with the reviewer and with Sacks until > the penultimate paragraph where we find this quote from Sacks: > > ?Individuality is deeply imbued in us from the very start, at the neuronal > level. . . . We are destined, whether we wish it or not, to a life of > particularity and self-development, to make our own individual paths > through life.? > > With everything that comes before in Sacks' work, this seems entirely non > sequitur. > > Or maybe I have misunderstood everything that came before? > > -greg > > > > > On Tue, May 12, 2015 at 2:15 AM, Huw Lloyd > wrote: > > > New york review: > > > > > > http://www.nytimes.com/2015/05/17/books/review/on-the-move-by-oliver-s > > acks.html?_r=0 > > > > Guardian review section: > > > > > > http://www.theguardian.com/books/2015/may/08/on-the-move-a-life-oliver > > -sacks-review-autobiography-neurologist > > > > The first time I saw the book I thought, "Is there another Oliver > > Sacks I don't know about?" But, of course, it makes perfect sense: > > psychological insights are supported with wide experience. > > > > Huw > > > > On 12 May 2015 at 00:36, Robert Lake > wrote: > > > > > Nothing attached Joe > > > On May 11, 2015 6:31 PM, "JAG" wrote: > > > > > > > For review of Oliver Sacks book and very sad news about him. > > > > > > > > > > > > > -- > 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 leifstrandberg.ab@telia.com Tue May 12 11:50:20 2015 From: leifstrandberg.ab@telia.com (Leif Strandberg) Date: Tue, 12 May 2015 20:50:20 +0200 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: Message-ID: <5396398F-CA23-4FAE-91C4-E9F9BA6FE8CA@telia.com> That does not sound like Oliver Sacks at all :-( I prefer to read his Seeing voices (1989) again. Where we meet both Vygotsky and Luria and the whole perspective in which human sociality and culture come to the fore. Leif Sweden 12 maj 2015 kl. 17:12 skrev Robert Lake : > Yes Greg I was bothered by that statement too. Especially when he > acknowledges Luria's work earlier in his career. > Robert From jkindred@cnr.edu Tue May 12 12:47:09 2015 From: jkindred@cnr.edu (Kindred, Jessica Dr.) Date: Tue, 12 May 2015 19:47:09 +0000 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: <5396398F-CA23-4FAE-91C4-E9F9BA6FE8CA@telia.com> References: <5396398F-CA23-4FAE-91C4-E9F9BA6FE8CA@telia.com> Message-ID: Hmm. I think Oliver Sacks has been very much about the individual AND the social, and that the gift of seeing the individual instead of the disease and despite the disease and within the disease and shaped by the disease has been his hallmark. I also think he is grappling with his own individuality, and we would be helped to see him as a developmental being grappling with developmentally appropriate issues as he does two things he really has not done before: to come out as gay and to come out as having a fatal diagnosis. And yes, Leif! Seeing Voices is the best Oliver Sacks with such great appreciations of Vygotsky and Luria-- very much an appreciation of the social and cultural dimensions of development. When I met Dr. Sacks at a Narcolepsy Network benefit a few years ago, I introduced myself as a great fan and reader of his books, and as one sharing in his love for Vygotsky and really appreciating the way that he incorporated Vygotsky. That was just before his Hallucinations book, which includes a chapter on Narcolepsy, an interest launched by his engagement with the topic through interviews with my twin sister who has narcolepsy and many others... acknowledged on p. 293. So when I met him, I also introduced myself by saying that he probably recognizes me, since I look just like my twin sister... and the blank look on his face was explained to me only months later when I heard an interview of him talking about his proposagnosia, an aspect of his neuronal individuality that makes him unable to recognize faces. Jessica Kindred, Ph.D. Instructional Staff, Psychology The College of New Rochelle School of New Resources, Brooklyn campus 1368 Fulton Street Brooklyn, NY 11216 718 638 2500 jkindred@cnr.edu -----Original Message----- From: xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu] On Behalf Of Leif Strandberg Sent: Tuesday, May 12, 2015 2:50 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Also NY Review of Books That does not sound like Oliver Sacks at all :-( I prefer to read his Seeing voices (1989) again. Where we meet both Vygotsky and Luria and the whole perspective in which human sociality and culture come to the fore. Leif Sweden 12 maj 2015 kl. 17:12 skrev Robert Lake : > Yes Greg I was bothered by that statement too. Especially when he > acknowledges Luria's work earlier in his career. > Robert From leifstrandberg.ab@telia.com Tue May 12 13:04:37 2015 From: leifstrandberg.ab@telia.com (Leif Strandberg) Date: Tue, 12 May 2015 22:04:37 +0200 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: <5396398F-CA23-4FAE-91C4-E9F9BA6FE8CA@telia.com> Message-ID: <3329C502-4FE0-4EED-A2F2-D071E8BEF121@telia.com> Lovely Jessica. You are wise and broad-minded as usual. And your close contact with Oliver Sacks makes your response even more interesting. Yes, he writes great about the individual and individuality. You are right. In the fine book The man who mistook his wife for a hat, in chapter 2, there is an interesting conversation between Sacks and Luria, where he shows what you write about, Jessica, his interest in putting individuals before the disease. Leif Sweden 12 maj 2015 kl. 21:47 skrev "Kindred, Jessica Dr." : > Hmm. I think Oliver Sacks has been very much about the individual AND the social, and that the gift of seeing the individual instead of the disease and despite the disease and within the disease and shaped by the disease has been his hallmark. I also think he is grappling with his own individuality, and we would be helped to see him as a developmental being grappling with developmentally appropriate issues as he does two things he really has not done before: to come out as gay and to come out as having a fatal diagnosis. > And yes, Leif! Seeing Voices is the best Oliver Sacks with such great appreciations of Vygotsky and Luria-- very much an appreciation of the social and cultural dimensions of development. > When I met Dr. Sacks at a Narcolepsy Network benefit a few years ago, I introduced myself as a great fan and reader of his books, and as one sharing in his love for Vygotsky and really appreciating the way that he incorporated Vygotsky. That was just before his Hallucinations book, which includes a chapter on Narcolepsy, an interest launched by his engagement with the topic through interviews with my twin sister who has narcolepsy and many others... acknowledged on p. 293. So when I met him, I also introduced myself by saying that he probably recognizes me, since I look just like my twin sister... and the blank look on his face was explained to me only months later when I heard an interview of him talking about his proposagnosia, an aspect of his neuronal individuality that makes him unable to recognize faces. > > > Jessica Kindred, Ph.D. > Instructional Staff, Psychology > The College of New Rochelle > School of New Resources, Brooklyn campus > 1368 Fulton Street > Brooklyn, NY 11216 > 718 638 2500 > jkindred@cnr.edu > > > -----Original Message----- > From: xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu] On Behalf Of Leif Strandberg > Sent: Tuesday, May 12, 2015 2:50 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Also NY Review of Books > > That does not sound like Oliver Sacks at all :-( I prefer to read his Seeing voices (1989) again. Where we meet both Vygotsky and Luria and the whole perspective in which human sociality and culture come to the fore. > Leif > Sweden > 12 maj 2015 kl. 17:12 skrev Robert Lake : > >> Yes Greg I was bothered by that statement too. Especially when he >> acknowledges Luria's work earlier in his career. >> Robert > > > From greg.a.thompson@gmail.com Tue May 12 18:43:12 2015 From: greg.a.thompson@gmail.com (greg.a.thompson@gmail.com) Date: Tue, 12 May 2015 19:43:12 -0600 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: <5396398F-CA23-4FAE-91C4-E9F9BA6FE8CA@telia.com> Message-ID: <8A2F8956-0E71-4B7A-8C68-2D6625FE22C7@gmail.com> Yes, thank you Jessica, that was really lovely. I'd add two more reasons not to get too down on his focus on individuality: 1. My comments were based on a review of the book and not the book itself. So this may have been cherry picked by the reviewer. Who knows what else might be in the book (but seriously, does anyone else know what is in the book?). 2. The genre of Autobiographical writing lends itself to a focus on the individual. Hard not to. -Greg Sent from my iPhone > On May 12, 2015, at 1:47 PM, Kindred, Jessica Dr. wrote: > > Hmm. I think Oliver Sacks has been very much about the individual AND the social, and that the gift of seeing the individual instead of the disease and despite the disease and within the disease and shaped by the disease has been his hallmark. I also think he is grappling with his own individuality, and we would be helped to see him as a developmental being grappling with developmentally appropriate issues as he does two things he really has not done before: to come out as gay and to come out as having a fatal diagnosis. > And yes, Leif! Seeing Voices is the best Oliver Sacks with such great appreciations of Vygotsky and Luria-- very much an appreciation of the social and cultural dimensions of development. > When I met Dr. Sacks at a Narcolepsy Network benefit a few years ago, I introduced myself as a great fan and reader of his books, and as one sharing in his love for Vygotsky and really appreciating the way that he incorporated Vygotsky. That was just before his Hallucinations book, which includes a chapter on Narcolepsy, an interest launched by his engagement with the topic through interviews with my twin sister who has narcolepsy and many others... acknowledged on p. 293. So when I met him, I also introduced myself by saying that he probably recognizes me, since I look just like my twin sister... and the blank look on his face was explained to me only months later when I heard an interview of him talking about his proposagnosia, an aspect of his neuronal individuality that makes him unable to recognize faces. > > > Jessica Kindred, Ph.D. > Instructional Staff, Psychology > The College of New Rochelle > School of New Resources, Brooklyn campus > 1368 Fulton Street > Brooklyn, NY 11216 > 718 638 2500 > jkindred@cnr.edu > > > -----Original Message----- > From: xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu] On Behalf Of Leif Strandberg > Sent: Tuesday, May 12, 2015 2:50 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Also NY Review of Books > > That does not sound like Oliver Sacks at all :-( I prefer to read his Seeing voices (1989) again. Where we meet both Vygotsky and Luria and the whole perspective in which human sociality and culture come to the fore. > Leif > Sweden >> 12 maj 2015 kl. 17:12 skrev Robert Lake : >> >> Yes Greg I was bothered by that statement too. Especially when he >> acknowledges Luria's work earlier in his career. >> Robert > > > From ablunden@mira.net Tue May 12 18:43:31 2015 From: ablunden@mira.net (Andy Blunden) Date: Wed, 13 May 2015 11:43:31 +1000 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: <5396398F-CA23-4FAE-91C4-E9F9BA6FE8CA@telia.com> Message-ID: <5552AC43.3060708@mira.net> Allow me to make an interpretation of the quote which makes sense of why Sacks would talk about neurons when introducing the topic of individuality. The contradiction is one inherent in all living beings, and in human beings in particular. Our neurons connect only to other neurons, our own eyes, our own stomach, our own hands. I can only see what falls on my eyes, I can only digest what is in my stomch and hold only what is in my hand. But our minds are not confined in this way under the skin. On the contrary. What is see is not in the eye, but is a material object; what I digest and gives me life is a product of industry, what I hold in my had is an artefact - the object of my desire is objective, material. The content of mind is objective and irreducibly social. But the form is that of a biological organism. So our minds and our bodies are a living subject-object contradiction. Individuality is not the same as "individualism." To be an individual does not imply selfishness, independent thinking, neo-liberal delusions or anything of the kind. It is simply to be an organism. An individual constituent of the human race, which becomes a social being. Andy ------------------------------------------------------------ *Andy Blunden* http://home.pacific.net.au/~andy/ On 13/05/2015 5:47 AM, Kindred, Jessica Dr. wrote: > Hmm. I think Oliver Sacks has been very much about the individual AND the social, and that the gift of seeing the individual instead of the disease and despite the disease and within the disease and shaped by the disease has been his hallmark. I also think he is grappling with his own individuality, and we would be helped to see him as a developmental being grappling with developmentally appropriate issues as he does two things he really has not done before: to come out as gay and to come out as having a fatal diagnosis. > And yes, Leif! Seeing Voices is the best Oliver Sacks with such great appreciations of Vygotsky and Luria-- very much an appreciation of the social and cultural dimensions of development. > When I met Dr. Sacks at a Narcolepsy Network benefit a few years ago, I introduced myself as a great fan and reader of his books, and as one sharing in his love for Vygotsky and really appreciating the way that he incorporated Vygotsky. That was just before his Hallucinations book, which includes a chapter on Narcolepsy, an interest launched by his engagement with the topic through interviews with my twin sister who has narcolepsy and many others... acknowledged on p. 293. So when I met him, I also introduced myself by saying that he probably recognizes me, since I look just like my twin sister... and the blank look on his face was explained to me only months later when I heard an interview of him talking about his proposagnosia, an aspect of his neuronal individuality that makes him unable to recognize faces. > > > Jessica Kindred, Ph.D. > Instructional Staff, Psychology > The College of New Rochelle > School of New Resources, Brooklyn campus > 1368 Fulton Street > Brooklyn, NY 11216 > 718 638 2500 > jkindred@cnr.edu > > > -----Original Message----- > From: xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu [mailto:xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu] On Behalf Of Leif Strandberg > Sent: Tuesday, May 12, 2015 2:50 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: Also NY Review of Books > > That does not sound like Oliver Sacks at all :-( I prefer to read his Seeing voices (1989) again. Where we meet both Vygotsky and Luria and the whole perspective in which human sociality and culture come to the fore. > Leif > Sweden > 12 maj 2015 kl. 17:12 skrev Robert Lake : > >> Yes Greg I was bothered by that statement too. Especially when he >> acknowledges Luria's work earlier in his career. >> Robert > > > > From ulvi.icil@gmail.com Tue May 12 22:39:34 2015 From: ulvi.icil@gmail.com (=?UTF-8?B?VWx2aSDEsMOnaWw=?=) Date: Wed, 13 May 2015 08:39:34 +0300 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: <5552AC43.3060708@mira.net> References: <5396398F-CA23-4FAE-91C4-E9F9BA6FE8CA@telia.com> <5552AC43.3060708@mira.net> Message-ID: "So our minds and our bodies are a living subject-object contradiction". Can anybody point out to a parallel in education what Andy indicated? e.g. tailoring a content to a particular student characteristics. I think this needs to be one of the core points of pedagogy as the science of teaching and learning. For instance, content knowledge and a transformed form of it, made teachable and learnable for the student by the teacher. Ulvi On 13 May 2015 at 04:43, Andy Blunden wrote: > Allow me to make an interpretation of the quote which makes sense of why > Sacks would talk about neurons when introducing the topic of individuality. > The contradiction is one inherent in all living beings, and in human > beings in particular. > Our neurons connect only to other neurons, our own eyes, our own stomach, > our own hands. I can only see what falls on my eyes, I can only digest what > is in my stomch and hold only what is in my hand. But our minds are not > confined in this way under the skin. On the contrary. What is see is not in > the eye, but is a material object; what I digest and gives me life is a > product of industry, what I hold in my had is an artefact - the object of > my desire is objective, material. The content of mind is objective and > irreducibly social. But the form is that of a biological organism. > So our minds and our bodies are a living subject-object contradiction. > Individuality is not the same as "individualism." To be an individual does > not imply selfishness, independent thinking, neo-liberal delusions or > anything of the kind. It is simply to be an organism. An individual > constituent of the human race, which becomes a social being. > Andy > ------------------------------------------------------------ > *Andy Blunden* > http://home.pacific.net.au/~andy/ > > On 13/05/2015 5:47 AM, Kindred, Jessica Dr. wrote: > >> Hmm. I think Oliver Sacks has been very much about the individual AND the >> social, and that the gift of seeing the individual instead of the disease >> and despite the disease and within the disease and shaped by the disease >> has been his hallmark. I also think he is grappling with his own >> individuality, and we would be helped to see him as a developmental being >> grappling with developmentally appropriate issues as he does two things he >> really has not done before: to come out as gay and to come out as having a >> fatal diagnosis. >> And yes, Leif! Seeing Voices is the best Oliver Sacks with such great >> appreciations of Vygotsky and Luria-- very much an appreciation of the >> social and cultural dimensions of development. >> When I met Dr. Sacks at a Narcolepsy Network benefit a few years ago, I >> introduced myself as a great fan and reader of his books, and as one >> sharing in his love for Vygotsky and really appreciating the way that he >> incorporated Vygotsky. That was just before his Hallucinations book, which >> includes a chapter on Narcolepsy, an interest launched by his engagement >> with the topic through interviews with my twin sister who has narcolepsy >> and many others... acknowledged on p. 293. So when I met him, I also >> introduced myself by saying that he probably recognizes me, since I look >> just like my twin sister... and the blank look on his face was explained to >> me only months later when I heard an interview of him talking about his >> proposagnosia, an aspect of his neuronal individuality that makes him >> unable to recognize faces. >> >> >> Jessica Kindred, Ph.D. >> Instructional Staff, Psychology >> The College of New Rochelle >> School of New Resources, Brooklyn campus >> 1368 Fulton Street >> Brooklyn, NY 11216 >> 718 638 2500 >> jkindred@cnr.edu >> >> >> -----Original Message----- >> From: xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu [mailto: >> xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu] On Behalf Of Leif >> Strandberg >> Sent: Tuesday, May 12, 2015 2:50 PM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: Also NY Review of Books >> >> That does not sound like Oliver Sacks at all :-( I prefer to read his >> Seeing voices (1989) again. Where we meet both Vygotsky and Luria and the >> whole perspective in which human sociality and culture come to the fore. >> Leif >> Sweden >> 12 maj 2015 kl. 17:12 skrev Robert Lake : >> >> Yes Greg I was bothered by that statement too. Especially when he >>> acknowledges Luria's work earlier in his career. >>> Robert >>> >> >> >> >> >> > From pmocombe@mocombeian.com Wed May 13 03:36:22 2015 From: pmocombe@mocombeian.com (Dr. Paul C. Mocombe) Date: Wed, 13 May 2015 06:36:22 -0400 Subject: [Xmca-l] Asia tops global school rankings Message-ID: <18koxttqbcdm6os324iva3s9.1431513382577@email.android.com> Asia tops global school rankings http://www.bbc.co.uk/news/business-32608772 Dr. Paul C. Mocombe President The Mocombeian Foundation, inc. www.mocombeian.com ? www.readingroomcurriculum.com ? www.paulcmocombe.info ? From smago@uga.edu Wed May 13 03:40:58 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Wed, 13 May 2015 10:40:58 +0000 Subject: [Xmca-l] Re: Asia tops global school rankings In-Reply-To: <18koxttqbcdm6os324iva3s9.1431513382577@email.android.com> References: <18koxttqbcdm6os324iva3s9.1431513382577@email.android.com> Message-ID: And yet, here it says that cheating is rampant. http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/05/12/new-allegations-of-an-sat-security-breach-this-time-on-a-u-s-test/ -----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: Wednesday, May 13, 2015 6:36 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Asia tops global school rankings Asia tops global school rankings http://www.bbc.co.uk/news/business-32608772 Dr. Paul C. Mocombe President The Mocombeian Foundation, inc. www.mocombeian.com ? www.readingroomcurriculum.com ? www.paulcmocombe.info ? From r.j.s.parsons@open.ac.uk Wed May 13 04:10:21 2015 From: r.j.s.parsons@open.ac.uk (rjsp2) Date: Wed, 13 May 2015 12:10:21 +0100 Subject: [Xmca-l] Re: Asia tops global school rankings In-Reply-To: References: <18koxttqbcdm6os324iva3s9.1431513382577@email.android.com> Message-ID: <5553311D.1030703@open.ac.uk> It's all right, Peter. Cheating is a necessary life skill; this result is measuring the fact that the Asians are better at it than we are, hence are bound to succeed in life. Now where was that irony emoticon... Rob On 13/05/2015 11:40, Peter Smagorinsky wrote: > And yet, here it says that cheating is rampant. http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/05/12/new-allegations-of-an-sat-security-breach-this-time-on-a-u-s-test/ > > -----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: Wednesday, May 13, 2015 6:36 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Asia tops global school rankings > > Asia tops global school rankings http://www.bbc.co.uk/news/business-32608772 > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > -- The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England & Wales and a charity registered in Scotland (SC 038302). The Open University is authorised and regulated by the Financial Conduct Authority. From dkellogg60@gmail.com Wed May 13 04:58:12 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Wed, 13 May 2015 20:58:12 +0900 Subject: [Xmca-l] Re: Asia tops global school rankings In-Reply-To: <5553311D.1030703@open.ac.uk> References: <18koxttqbcdm6os324iva3s9.1431513382577@email.android.com> <5553311D.1030703@open.ac.uk> Message-ID: I am rooting--quite unironically--for the cheaters; since the psychology profession, with a few noble exceptions (such as Bernard Spolsky and Stephen J. Gould), has been largely derelict in its duty to expose the psychometric frauds, I think the only hope of putting them out of business permanently lies in the highly ingenious work of Korean and Chinese test-takers, and I wish them all the best. The so-called SAT, whose predecessor was designed to keep Jews out of academia, now serves much the same purpose with respect to Asians (with, I am pleased to say, about the same degree of success). According to Bernard Spolsky, the extremely unstable statistical relationship of the "SAT' to either "aptitude" (that is, its ability to predict real academic success) or "achievement" (that is, its correlation with high school grades) is so tenuous that the company no longer claims that "A" actually stands for anything ("sat" just means you had to sit down and take a test). The true "cheating" scandal is the ability of ETS and other agents of the testing industry to sell wares which purport to predict academic success and in fact merely manufacture it for sale. David Kellogg On Wed, May 13, 2015 at 8:10 PM, rjsp2 wrote: > It's all right, Peter. Cheating is a necessary life skill; this result > is measuring the fact that the Asians are better at it than we are, > hence are bound to succeed in life. > > Now where was that irony emoticon... > > Rob > > On 13/05/2015 11:40, Peter Smagorinsky wrote: > >> And yet, here it says that cheating is rampant. >> http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/05/12/new-allegations-of-an-sat-security-breach-this-time-on-a-u-s-test/ >> >> -----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: Wednesday, May 13, 2015 6:36 AM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Asia tops global school rankings >> >> Asia tops global school rankings >> http://www.bbc.co.uk/news/business-32608772 >> >> >> >> Dr. Paul C. Mocombe >> President >> The Mocombeian Foundation, inc. >> www.mocombeian.com >> www.readingroomcurriculum.com >> www.paulcmocombe.info >> >> >> > -- The Open University is incorporated by Royal Charter (RC 000391), an > exempt charity in England & Wales and a charity registered in Scotland (SC > 038302). The Open University is authorised and regulated by the Financial > Conduct Authority. > > From carolmacdon@gmail.com Wed May 13 05:16:11 2015 From: carolmacdon@gmail.com (Carol Macdonald) Date: Wed, 13 May 2015 14:16:11 +0200 Subject: [Xmca-l] Re: Asia tops global school rankings In-Reply-To: References: <18koxttqbcdm6os324iva3s9.1431513382577@email.android.com> <5553311D.1030703@open.ac.uk> Message-ID: Dear David I have been looking at the report on BBC.com at the moment. I am not quite clear about what you imply, in your dense text. Are we to discount this new league table because of the nature of PISA and TIMMS assessments? I fully endorse you view of the "sat" nature of SAT. Does the same apply to the GRE? Are they in the same stable? Carol On 13 May 2015 at 13:58, David Kellogg wrote: > I am rooting--quite unironically--for the cheaters; since the psychology > profession, with a few noble exceptions (such as Bernard Spolsky and > Stephen J. Gould), has been largely derelict in its duty to expose the > psychometric frauds, I think the only hope of putting them out of business > permanently lies in the highly ingenious work of Korean and Chinese > test-takers, and I wish them all the best. > > The so-called SAT, whose predecessor was designed to keep Jews out of > academia, now serves much the same purpose with respect to Asians (with, I > am pleased to say, about the same degree of success). According to Bernard > Spolsky, the extremely unstable statistical relationship of the "SAT' to > either "aptitude" (that is, its ability to predict real academic success) > or "achievement" (that is, its correlation with high school grades) is so > tenuous that the company no longer claims that "A" actually stands for > anything ("sat" just means you had to sit down and take a test). > > The true "cheating" scandal is the ability of ETS and other agents of the > testing industry to sell wares which purport to predict academic success > and in fact merely manufacture it for sale. > > David Kellogg > > > > On Wed, May 13, 2015 at 8:10 PM, rjsp2 wrote: > > > It's all right, Peter. Cheating is a necessary life skill; this result > > is measuring the fact that the Asians are better at it than we are, > > hence are bound to succeed in life. > > > > Now where was that irony emoticon... > > > > Rob > > > > On 13/05/2015 11:40, Peter Smagorinsky wrote: > > > >> And yet, here it says that cheating is rampant. > >> > http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/05/12/new-allegations-of-an-sat-security-breach-this-time-on-a-u-s-test/ > >> > >> -----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: Wednesday, May 13, 2015 6:36 AM > >> To: eXtended Mind, Culture, Activity > >> Subject: [Xmca-l] Asia tops global school rankings > >> > >> Asia tops global school rankings > >> http://www.bbc.co.uk/news/business-32608772 > >> > >> > >> > >> Dr. Paul C. Mocombe > >> President > >> The Mocombeian Foundation, inc. > >> www.mocombeian.com > >> www.readingroomcurriculum.com > >> www.paulcmocombe.info > >> > >> > >> > > -- The Open University is incorporated by Royal Charter (RC 000391), an > > exempt charity in England & Wales and a charity registered in Scotland > (SC > > 038302). The Open University is authorised and regulated by the Financial > > Conduct Authority. > > > > > -- Carol A Macdonald Ph D (Edin) Developmental psycholinguist Academic, Researcher, and Editor Honorary Research Fellow: Department of Linguistics, Unisa From pfarruggio@utpa.edu Wed May 13 07:09:37 2015 From: pfarruggio@utpa.edu (Peter Farruggio) Date: Wed, 13 May 2015 14:09:37 +0000 Subject: [Xmca-l] Re: Asia tops global school rankings In-Reply-To: References: <18koxttqbcdm6os324iva3s9.1431513382577@email.android.com> <5553311D.1030703@open.ac.uk> Message-ID: Yes, yes, yes, David. Prof Yong Zhao addresses these issues, and more, at his blog space http://zhaolearning.com/category/blog/ My take on the persistence of high stakes standardized testing is that it is an essential tool of neoliberalism (pre-soviet capitalism) to a) maintain the unequal class system with class-biased tests, and b) ramp up anti-intellectualism and uncritical thinking in K-12 schools via all day long scripted behaviorist teaching. Visit any school in a US working class neighborhood and you'll see incessant, mind numbing test prep teaching designed to raise the test scores. School ethnographer Pauline Lipman has coined the term "militarization of the classroom" to capture such test prep teaching. The mainstream media, even its more "liberal" members, fails to see the official propaganda (lies) operating right in front of its eyes, and how the education testing regime, the NSA spying on everybody, the increasing police terrorism vs working class people, etc all serve to maintain the rulers' control over the population because these media folks have themselves been brainwashed. A case in point: excellent investigative reporter Sy Hersh just published the truth about how the official account of the killing of bin Laden in 2011 was a near complete fabrication http://www.democracynow.org/2015/5/12/seymour_hersh_details_explosive_story_on I'm told that Anderson Cooper did a 2 minute interview (2 whole minutes!!!) with Hersh on his CNN show, and asked something like "But why would we do this?" What does he mean by "we"??? Pete Farruggio, PhD Associate Professor Bilingual Education University of Texas Rio Grande Valley -----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 David Kellogg Sent: Wednesday, May 13, 2015 5:58 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Asia tops global school rankings I am rooting--quite unironically--for the cheaters; since the psychology profession, with a few noble exceptions (such as Bernard Spolsky and Stephen J. Gould), has been largely derelict in its duty to expose the psychometric frauds, I think the only hope of putting them out of business permanently lies in the highly ingenious work of Korean and Chinese test-takers, and I wish them all the best. The so-called SAT, whose predecessor was designed to keep Jews out of academia, now serves much the same purpose with respect to Asians (with, I am pleased to say, about the same degree of success). According to Bernard Spolsky, the extremely unstable statistical relationship of the "SAT' to either "aptitude" (that is, its ability to predict real academic success) or "achievement" (that is, its correlation with high school grades) is so tenuous that the company no longer claims that "A" actually stands for anything ("sat" just means you had to sit down and take a test). The true "cheating" scandal is the ability of ETS and other agents of the testing industry to sell wares which purport to predict academic success and in fact merely manufacture it for sale. David Kellogg On Wed, May 13, 2015 at 8:10 PM, rjsp2 wrote: > It's all right, Peter. Cheating is a necessary life skill; this result > is measuring the fact that the Asians are better at it than we are, > hence are bound to succeed in life. > > Now where was that irony emoticon... > > Rob > > On 13/05/2015 11:40, Peter Smagorinsky wrote: > >> And yet, here it says that cheating is rampant. >> http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/05/12/new-al >> legations-of-an-sat-security-breach-this-time-on-a-u-s-test/ >> >> -----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: Wednesday, May 13, 2015 6:36 AM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Asia tops global school rankings >> >> Asia tops global school rankings >> http://www.bbc.co.uk/news/business-32608772 >> >> >> >> Dr. Paul C. Mocombe >> President >> The Mocombeian Foundation, inc. >> www.mocombeian.com >> www.readingroomcurriculum.com >> www.paulcmocombe.info >> >> >> > -- The Open University is incorporated by Royal Charter (RC 000391), > an exempt charity in England & Wales and a charity registered in > Scotland (SC 038302). The Open University is authorised and regulated > by the Financial Conduct Authority. > > From jkindred@cnr.edu Wed May 13 07:36:21 2015 From: jkindred@cnr.edu (Kindred, Jessica Dr.) Date: Wed, 13 May 2015 14:36:21 +0000 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: <5396398F-CA23-4FAE-91C4-E9F9BA6FE8CA@telia.com> <5552AC43.3060708@mira.net>, Message-ID: Ulvi, I teach a course called Prior Learning: Theory and Practice which engages adult students in a process of documenting and describing their out-of-school learning (from work, community service, family, travel, even reading, performing, whatever) into portfolios to apply for college credit for courses they would not therefore take... I don't know if this is quite what you are thinking of, but I do see it as very much a process of pedagogiical tailoriing that supports students' metacognition and reflective skills as they reconceive their experiences as learning. I have written about my experience with it in the most recent PLAIO (Prior Learning Assessment Inside OutL at plaio.org. ________________________________________ From: xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu [xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu] on behalf of Ulvi ??il [ulvi.icil@gmail.com] Sent: Wednesday, May 13, 2015 1:39 AM To: Andy Blunden; eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Also NY Review of Books "So our minds and our bodies are a living subject-object contradiction". Can anybody point out to a parallel in education what Andy indicated? e.g. tailoring a content to a particular student characteristics. I think this needs to be one of the core points of pedagogy as the science of teaching and learning. For instance, content knowledge and a transformed form of it, made teachable and learnable for the student by the teacher. Ulvi On 13 May 2015 at 04:43, Andy Blunden wrote: > Allow me to make an interpretation of the quote which makes sense of why > Sacks would talk about neurons when introducing the topic of individuality. > The contradiction is one inherent in all living beings, and in human > beings in particular. > Our neurons connect only to other neurons, our own eyes, our own stomach, > our own hands. I can only see what falls on my eyes, I can only digest what > is in my stomch and hold only what is in my hand. But our minds are not > confined in this way under the skin. On the contrary. What is see is not in > the eye, but is a material object; what I digest and gives me life is a > product of industry, what I hold in my had is an artefact - the object of > my desire is objective, material. The content of mind is objective and > irreducibly social. But the form is that of a biological organism. > So our minds and our bodies are a living subject-object contradiction. > Individuality is not the same as "individualism." To be an individual does > not imply selfishness, independent thinking, neo-liberal delusions or > anything of the kind. It is simply to be an organism. An individual > constituent of the human race, which becomes a social being. > Andy > ------------------------------------------------------------ > *Andy Blunden* > http://home.pacific.net.au/~andy/ > > On 13/05/2015 5:47 AM, Kindred, Jessica Dr. wrote: > >> Hmm. I think Oliver Sacks has been very much about the individual AND the >> social, and that the gift of seeing the individual instead of the disease >> and despite the disease and within the disease and shaped by the disease >> has been his hallmark. I also think he is grappling with his own >> individuality, and we would be helped to see him as a developmental being >> grappling with developmentally appropriate issues as he does two things he >> really has not done before: to come out as gay and to come out as having a >> fatal diagnosis. >> And yes, Leif! Seeing Voices is the best Oliver Sacks with such great >> appreciations of Vygotsky and Luria-- very much an appreciation of the >> social and cultural dimensions of development. >> When I met Dr. Sacks at a Narcolepsy Network benefit a few years ago, I >> introduced myself as a great fan and reader of his books, and as one >> sharing in his love for Vygotsky and really appreciating the way that he >> incorporated Vygotsky. That was just before his Hallucinations book, which >> includes a chapter on Narcolepsy, an interest launched by his engagement >> with the topic through interviews with my twin sister who has narcolepsy >> and many others... acknowledged on p. 293. So when I met him, I also >> introduced myself by saying that he probably recognizes me, since I look >> just like my twin sister... and the blank look on his face was explained to >> me only months later when I heard an interview of him talking about his >> proposagnosia, an aspect of his neuronal individuality that makes him >> unable to recognize faces. >> >> >> Jessica Kindred, Ph.D. >> Instructional Staff, Psychology >> The College of New Rochelle >> School of New Resources, Brooklyn campus >> 1368 Fulton Street >> Brooklyn, NY 11216 >> 718 638 2500 >> jkindred@cnr.edu >> >> >> -----Original Message----- >> From: xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu [mailto: >> xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu] On Behalf Of Leif >> Strandberg >> Sent: Tuesday, May 12, 2015 2:50 PM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: Also NY Review of Books >> >> That does not sound like Oliver Sacks at all :-( I prefer to read his >> Seeing voices (1989) again. Where we meet both Vygotsky and Luria and the >> whole perspective in which human sociality and culture come to the fore. >> Leif >> Sweden >> 12 maj 2015 kl. 17:12 skrev Robert Lake : >> >> Yes Greg I was bothered by that statement too. Especially when he >>> acknowledges Luria's work earlier in his career. >>> Robert >>> >> >> >> >> >> > From joe.glick@gmail.com Wed May 13 07:44:05 2015 From: joe.glick@gmail.com (JAG) Date: Wed, 13 May 2015 10:44:05 -0400 Subject: [Xmca-l] A Different Angle Message-ID: If anyone gets the NY Review of Books there is some news that has not yet made its way into our discussions or in to the reviews cited. In the April 23 edition Sacks himself reveals that he is in, and trying to cope with metastatic melanoma (it's already in the liver). In the May 21 edition the review the last book again indicates that he has metastatic cancer and has been give a few months to live. We can endlessly discuss why this book is different from the ones we know and love, with the appropriate references to our beloved people. For me, this book is different because it is framed from the prospect of dying. It is therefore very autobiographical and there is perhaps nothing so individualizing as the prospect of dying. This is an Oliver Sacks we don't know about. It is an Oliver Sacks that he also didn't know about. He didn't know about his cancer until recently (see April 23 article by Sacks on the sharp transition from fully alive to really dying). It has many of the characteristics of what we've known and loved about his writings. but this is a very different sort of perspective. I'm not seeing this last book as a shift in theory, or an outing of sexual orientation. I see it as the writing of a dear colleague who is grappling with his end. Perspectives shift. From haydizulfei@rocketmail.com Wed May 13 08:34:28 2015 From: haydizulfei@rocketmail.com (Haydi Zulfei) Date: Wed, 13 May 2015 15:34:28 +0000 (UTC) Subject: [Xmca-l] Re: Asia tops global school rankings In-Reply-To: <5553311D.1030703@open.ac.uk> References: <5553311D.1030703@open.ac.uk> Message-ID: <617603768.2126046.1431531268595.JavaMail.yahoo@mail.yahoo.com> Rob Have you always lived with this kind of generalizations ? Are you sure You've been appropriate with the formation of concepts (Vygotskian) in your mind ? A whole continent following the same NECESSARY life skill , without any development all through , without any learning like from the diad , seem to be completely linear , seems like to be a trait , a blood , a gene . Beware teaching in CALSS !! Were we not just attacking , criticizing an old scholar at the threshold of a farewell to all for his supposedly neuronal particularization , individuation , say , acculturation ? Now what can we do with a cultural continentalization ? ? What was we read about a tribal identifying themselves with the red parrots and the like ? So fluid in speech but no alteration in primary functions !! Vygotsky's bad luck !! Vygotsky : Nature-bound kids being tested , independent from speech , saw the whole picture not the single individual objects in it and the relations therefrom . Now why is it that Your supreme person cannot see the Simians in their totality , partitioning the whole picture into dissected parts ; again bad luck for Our Teacher , Vygotsky ? Noble people don't talk like this , Americans included . It's just one ?case which goes against Vygotsky's findings !? From: rjsp2 To: "eXtended Mind, Culture, Activity" Sent: Wednesday, 13 May 2015, 15:40:21 Subject: [Xmca-l] Re: Asia tops global school rankings It's all right, Peter. Cheating is a necessary life skill; this result is measuring the fact that the Asians are better at it than we are, hence are bound to succeed in life. Now where was that irony emoticon... Rob On 13/05/2015 11:40, Peter Smagorinsky wrote: > And yet, here it says that cheating is rampant. http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/05/12/new-allegations-of-an-sat-security-breach-this-time-on-a-u-s-test/ > > -----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: Wednesday, May 13, 2015 6:36 AM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Asia tops global school rankings > > Asia tops global school rankings http://www.bbc.co.uk/news/business-32608772 > > > > Dr. Paul C. Mocombe > President > The Mocombeian Foundation, inc. > www.mocombeian.com > www.readingroomcurriculum.com > www.paulcmocombe.info > > -- The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England & Wales and a charity registered in Scotland (SC 038302). The Open University is authorised and regulated by the Financial Conduct Authority. From jkindred@cnr.edu Wed May 13 08:45:13 2015 From: jkindred@cnr.edu (Kindred, Jessica Dr.) Date: Wed, 13 May 2015 15:45:13 +0000 Subject: [Xmca-l] Re: A Different Angle In-Reply-To: References: Message-ID: Thank you Joe! Yes, yes, yes. ________________________________________ From: xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu [xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu] on behalf of JAG [joe.glick@gmail.com] Sent: Wednesday, May 13, 2015 10:44 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] A Different Angle If anyone gets the NY Review of Books there is some news that has not yet made its way into our discussions or in to the reviews cited. In the April 23 edition Sacks himself reveals that he is in, and trying to cope with metastatic melanoma (it's already in the liver). In the May 21 edition the review the last book again indicates that he has metastatic cancer and has been give a few months to live. We can endlessly discuss why this book is different from the ones we know and love, with the appropriate references to our beloved people. For me, this book is different because it is framed from the prospect of dying. It is therefore very autobiographical and there is perhaps nothing so individualizing as the prospect of dying. This is an Oliver Sacks we don't know about. It is an Oliver Sacks that he also didn't know about. He didn't know about his cancer until recently (see April 23 article by Sacks on the sharp transition from fully alive to really dying). It has many of the characteristics of what we've known and loved about his writings. but this is a very different sort of perspective. I'm not seeing this last book as a shift in theory, or an outing of sexual orientation. I see it as the writing of a dear colleague who is grappling with his end. Perspectives shift. From ewall@umich.edu Wed May 13 10:27:12 2015 From: ewall@umich.edu (Ed Wall) Date: Wed, 13 May 2015 12:27:12 -0500 Subject: [Xmca-l] Re: Also NY Review of Books In-Reply-To: References: <5396398F-CA23-4FAE-91C4-E9F9BA6FE8CA@telia.com> <5552AC43.3060708@mira.net> Message-ID: Ulvi What is termed Early Childhood education might, if I understand you, be an interesting parallel (although not necessarily so). Ed On May 13, 2015, at 12:39 AM, Ulvi ??il wrote: > "So our minds and our bodies are a living subject-object contradiction". > > Can anybody point out to a parallel in education what Andy indicated? e.g. > tailoring a content to a particular student characteristics. I think this > needs to be one of the core points of pedagogy as the science of teaching > and learning. For instance, content knowledge and a transformed form of it, > made teachable and learnable for the student by the teacher. > > Ulvi > > > > On 13 May 2015 at 04:43, Andy Blunden wrote: > >> Allow me to make an interpretation of the quote which makes sense of why >> Sacks would talk about neurons when introducing the topic of individuality. >> The contradiction is one inherent in all living beings, and in human >> beings in particular. >> Our neurons connect only to other neurons, our own eyes, our own stomach, >> our own hands. I can only see what falls on my eyes, I can only digest what >> is in my stomch and hold only what is in my hand. But our minds are not >> confined in this way under the skin. On the contrary. What is see is not in >> the eye, but is a material object; what I digest and gives me life is a >> product of industry, what I hold in my had is an artefact - the object of >> my desire is objective, material. The content of mind is objective and >> irreducibly social. But the form is that of a biological organism. >> So our minds and our bodies are a living subject-object contradiction. >> Individuality is not the same as "individualism." To be an individual does >> not imply selfishness, independent thinking, neo-liberal delusions or >> anything of the kind. It is simply to be an organism. An individual >> constituent of the human race, which becomes a social being. >> Andy >> ------------------------------------------------------------ >> *Andy Blunden* >> http://home.pacific.net.au/~andy/ >> >> On 13/05/2015 5:47 AM, Kindred, Jessica Dr. wrote: >> >>> Hmm. I think Oliver Sacks has been very much about the individual AND the >>> social, and that the gift of seeing the individual instead of the disease >>> and despite the disease and within the disease and shaped by the disease >>> has been his hallmark. I also think he is grappling with his own >>> individuality, and we would be helped to see him as a developmental being >>> grappling with developmentally appropriate issues as he does two things he >>> really has not done before: to come out as gay and to come out as having a >>> fatal diagnosis. >>> And yes, Leif! Seeing Voices is the best Oliver Sacks with such great >>> appreciations of Vygotsky and Luria-- very much an appreciation of the >>> social and cultural dimensions of development. >>> When I met Dr. Sacks at a Narcolepsy Network benefit a few years ago, I >>> introduced myself as a great fan and reader of his books, and as one >>> sharing in his love for Vygotsky and really appreciating the way that he >>> incorporated Vygotsky. That was just before his Hallucinations book, which >>> includes a chapter on Narcolepsy, an interest launched by his engagement >>> with the topic through interviews with my twin sister who has narcolepsy >>> and many others... acknowledged on p. 293. So when I met him, I also >>> introduced myself by saying that he probably recognizes me, since I look >>> just like my twin sister... and the blank look on his face was explained to >>> me only months later when I heard an interview of him talking about his >>> proposagnosia, an aspect of his neuronal individuality that makes him >>> unable to recognize faces. >>> >>> >>> Jessica Kindred, Ph.D. >>> Instructional Staff, Psychology >>> The College of New Rochelle >>> School of New Resources, Brooklyn campus >>> 1368 Fulton Street >>> Brooklyn, NY 11216 >>> 718 638 2500 >>> jkindred@cnr.edu >>> >>> >>> -----Original Message----- >>> From: xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu [mailto: >>> xmca-l-bounces+jkindred=cnr.edu@mailman.ucsd.edu] On Behalf Of Leif >>> Strandberg >>> Sent: Tuesday, May 12, 2015 2:50 PM >>> To: eXtended Mind, Culture, Activity >>> Subject: [Xmca-l] Re: Also NY Review of Books >>> >>> That does not sound like Oliver Sacks at all :-( I prefer to read his >>> Seeing voices (1989) again. Where we meet both Vygotsky and Luria and the >>> whole perspective in which human sociality and culture come to the fore. >>> Leif >>> Sweden >>> 12 maj 2015 kl. 17:12 skrev Robert Lake : >>> >>> Yes Greg I was bothered by that statement too. Especially when he >>>> acknowledges Luria's work earlier in his career. >>>> Robert >>>> >>> >>> >>> >>> >>> >> From ewall@umich.edu Wed May 13 10:43:20 2015 From: ewall@umich.edu (Ed Wall) Date: Wed, 13 May 2015 12:43:20 -0500 Subject: [Xmca-l] Re: Asia tops global school rankings In-Reply-To: References: <18koxttqbcdm6os324iva3s9.1431513382577@email.android.com> <5553311D.1030703@open.ac.uk> Message-ID: <19E57C17-E919-4218-A484-3139C0CC1FD3@umich.edu> Although cheating, perhaps, has the reputation of being morally disreputable, it also can be evidence of considerable sagacity (perhaps even what the early Greeks termed ?metis'). It also seems, and I interpret some of what Michel de Certeau writes in ?The Practice of Everyday Life? in this way, a ?tactical? response to some sort of ?strategic? imposition. As such it is, I think, worthy of thoughtful consideration rather than blanket condemnation. Ed Wall On May 13, 2015, at 6:58 AM, David Kellogg wrote: > I am rooting--quite unironically--for the cheaters; since the psychology > profession, with a few noble exceptions (such as Bernard Spolsky and > Stephen J. Gould), has been largely derelict in its duty to expose the > psychometric frauds, I think the only hope of putting them out of business > permanently lies in the highly ingenious work of Korean and Chinese > test-takers, and I wish them all the best. > > The so-called SAT, whose predecessor was designed to keep Jews out of > academia, now serves much the same purpose with respect to Asians (with, I > am pleased to say, about the same degree of success). According to Bernard > Spolsky, the extremely unstable statistical relationship of the "SAT' to > either "aptitude" (that is, its ability to predict real academic success) > or "achievement" (that is, its correlation with high school grades) is so > tenuous that the company no longer claims that "A" actually stands for > anything ("sat" just means you had to sit down and take a test). > > The true "cheating" scandal is the ability of ETS and other agents of the > testing industry to sell wares which purport to predict academic success > and in fact merely manufacture it for sale. > > David Kellogg > > > > On Wed, May 13, 2015 at 8:10 PM, rjsp2 wrote: > >> It's all right, Peter. Cheating is a necessary life skill; this result >> is measuring the fact that the Asians are better at it than we are, >> hence are bound to succeed in life. >> >> Now where was that irony emoticon... >> >> Rob >> >> On 13/05/2015 11:40, Peter Smagorinsky wrote: >> >>> And yet, here it says that cheating is rampant. >>> http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/05/12/new-allegations-of-an-sat-security-breach-this-time-on-a-u-s-test/ >>> >>> -----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: Wednesday, May 13, 2015 6:36 AM >>> To: eXtended Mind, Culture, Activity >>> Subject: [Xmca-l] Asia tops global school rankings >>> >>> Asia tops global school rankings >>> http://www.bbc.co.uk/news/business-32608772 >>> >>> >>> >>> Dr. Paul C. Mocombe >>> President >>> The Mocombeian Foundation, inc. >>> www.mocombeian.com >>> www.readingroomcurriculum.com >>> www.paulcmocombe.info >>> >>> >>> >> -- The Open University is incorporated by Royal Charter (RC 000391), an >> exempt charity in England & Wales and a charity registered in Scotland (SC >> 038302). The Open University is authorised and regulated by the Financial >> Conduct Authority. >> >> From kimberly.richards888@gmail.com Wed May 13 10:51:05 2015 From: kimberly.richards888@gmail.com (Kim Richards) Date: Wed, 13 May 2015 12:51:05 -0500 Subject: [Xmca-l] Please remove me from the listserv Message-ID: Hello! Please remove these email addresses from your listserv: kimberly.richards888@gmail.com krichards@colum.edu Thank you! Kim -- *We have to continue to learn. We have to be open. And we have to be ready to release our knowledge in order to come to a higher understanding of reality* ~ Thich Nhat Hanh From dkellogg60@gmail.com Wed May 13 14:18:07 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Thu, 14 May 2015 06:18:07 +0900 Subject: [Xmca-l] Re: Asia tops global school rankings In-Reply-To: References: <18koxttqbcdm6os324iva3s9.1431513382577@email.android.com> <5553311D.1030703@open.ac.uk> Message-ID: Dear Carol: I think that programmes like PISA and TIMMS are not designed to, and do not actually claim to, predict individual academic success for the purposes of gate-keeping. Every study using PISA and TIMMS that I have read have used the tests as they were designed, to evaluate the overall effects of instruction on a whole society and to compare it with other societies. Like Haydi, I believe in testing, and I think LSV did too. But Vygotsky knew that academic success is by its very nature not individual. So if you want to really predict academic success on an individual scale, you can't do it by looking at what the child has already internalized, because that has been already individualized and is no longer predictive of future academic prowess. When I read Cole and Scribner (and also Stephen J. Gould), I find that what they have done is to take this argument and extend Vygotsky's skepticism about the predictive potential of testing beyond the individual and the interpersonal to the social and cultural. That is, if you really want to measure what it is to be a thinking, speaking person, you can't even confine yourself to looking at what a society has internalized and codified in its academic rituals; you need some measure that will look at very different societies and be able to see human progress in all its complex potential independent of one specific model. I think that the PISA and the TIMMS are NOT designed to do this, but I think that, oddly enough, they were pretty well designed to work in a modern Korean context. (China is a very different matter, though.) . I have never really studied the GRE, but I remember my wife taking it to get into graduate school in the USA. The mathematics portion has no predictive power over here in Asia (because of the ceiling effect) and the verbal quotient is mostly a test of language ability. Tests of language ability have been shown not to correlate with students' grades after the first semester or so of study, because the verbal ability of people who go and study in the USA changes quite rapidly.My wife also had to take a "literature" GRE test. In preparation, she read the whole of "Clarissa", an eighteenth century novel by Samuel Richardson in nine volumes (it has to be said that she's rather fond of that sort of thing, and I suspect she really just used GRE preparation as a pretext). There was only one question on Richardson in the whole test, and you could answer it without reading any book at all (I think it was something like "Who was the author of 'Pamela'?") David Kellogg On Wed, May 13, 2015 at 9:16 PM, Carol Macdonald wrote: > Dear David > > I have been looking at the report on BBC.com at the moment. I am not quite > clear about what you imply, in your dense text. Are we to discount this new > league table because of the nature of PISA and TIMMS assessments? > > I fully endorse you view of the "sat" nature of SAT. Does the same apply > to the GRE? Are they in the same stable? > > Carol > > > On 13 May 2015 at 13:58, David Kellogg wrote: > > > I am rooting--quite unironically--for the cheaters; since the psychology > > profession, with a few noble exceptions (such as Bernard Spolsky and > > Stephen J. Gould), has been largely derelict in its duty to expose the > > psychometric frauds, I think the only hope of putting them out of > business > > permanently lies in the highly ingenious work of Korean and Chinese > > test-takers, and I wish them all the best. > > > > The so-called SAT, whose predecessor was designed to keep Jews out of > > academia, now serves much the same purpose with respect to Asians (with, > I > > am pleased to say, about the same degree of success). According to > Bernard > > Spolsky, the extremely unstable statistical relationship of the "SAT' to > > either "aptitude" (that is, its ability to predict real academic success) > > or "achievement" (that is, its correlation with high school grades) is so > > tenuous that the company no longer claims that "A" actually stands for > > anything ("sat" just means you had to sit down and take a test). > > > > The true "cheating" scandal is the ability of ETS and other agents of the > > testing industry to sell wares which purport to predict academic success > > and in fact merely manufacture it for sale. > > > > David Kellogg > > > > > > > > On Wed, May 13, 2015 at 8:10 PM, rjsp2 wrote: > > > > > It's all right, Peter. Cheating is a necessary life skill; this result > > > is measuring the fact that the Asians are better at it than we are, > > > hence are bound to succeed in life. > > > > > > Now where was that irony emoticon... > > > > > > Rob > > > > > > On 13/05/2015 11:40, Peter Smagorinsky wrote: > > > > > >> And yet, here it says that cheating is rampant. > > >> > > > http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/05/12/new-allegations-of-an-sat-security-breach-this-time-on-a-u-s-test/ > > >> > > >> -----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: Wednesday, May 13, 2015 6:36 AM > > >> To: eXtended Mind, Culture, Activity > > >> Subject: [Xmca-l] Asia tops global school rankings > > >> > > >> Asia tops global school rankings > > >> http://www.bbc.co.uk/news/business-32608772 > > >> > > >> > > >> > > >> Dr. Paul C. Mocombe > > >> President > > >> The Mocombeian Foundation, inc. > > >> www.mocombeian.com > > >> www.readingroomcurriculum.com > > >> www.paulcmocombe.info > > >> > > >> > > >> > > > -- The Open University is incorporated by Royal Charter (RC 000391), an > > > exempt charity in England & Wales and a charity registered in Scotland > > (SC > > > 038302). The Open University is authorised and regulated by the > Financial > > > Conduct Authority. > > > > > > > > > > > > -- > Carol A Macdonald Ph D (Edin) > Developmental psycholinguist > Academic, Researcher, and Editor > Honorary Research Fellow: Department of Linguistics, Unisa > From mcole@ucsd.edu Thu May 14 07:10:18 2015 From: mcole@ucsd.edu (mike cole) Date: Thu, 14 May 2015 07:10:18 -0700 Subject: [Xmca-l] Re: Asia tops global school rankings In-Reply-To: References: <18koxttqbcdm6os324iva3s9.1431513382577@email.android.com> <5553311D.1030703@open.ac.uk> Message-ID: For a CHAT approach to cheating, see http://lchc.ucsd.edu/mca/Mail/xmcamail.2008_12.dir/att-0247/Yrjo.dev.pdf mike On Wed, May 13, 2015 at 2:18 PM, David Kellogg wrote: > Dear Carol: > > I think that programmes like PISA and TIMMS are not designed to, and do not > actually claim to, predict individual academic success for the purposes of > gate-keeping. Every study using PISA and TIMMS that I have read have used > the tests as they were designed, to evaluate the overall effects of > instruction on a whole society and to compare it with other societies. > > Like Haydi, I believe in testing, and I think LSV did too. But Vygotsky > knew that academic success is by its very nature not individual. So if you > want to really predict academic success on an individual scale, you can't > do it by looking at what the child has already internalized, because that > has been already individualized and is no longer predictive of future > academic prowess. > > When I read Cole and Scribner (and also Stephen J. Gould), I find that what > they have done is to take this argument and extend Vygotsky's skepticism > about the predictive potential of testing beyond the individual and the > interpersonal to the social and cultural. That is, if you really want to > measure what it is to be a thinking, speaking person, you can't even > confine yourself to looking at what a society has internalized and codified > in its academic rituals; you need some measure that will look at very > different societies and be able to see human progress in all its complex > potential independent of one specific model. I think that the PISA and the > TIMMS are NOT designed to do this, but I think that, oddly enough, they > were pretty well designed to work in a modern Korean context. (China is a > very different matter, though.) > . > I have never really studied the GRE, but I remember my wife taking it to > get into graduate school in the USA. The mathematics portion has no > predictive power over here in Asia (because of the ceiling effect) and the > verbal quotient is mostly a test of language ability. Tests of language > ability have been shown not to correlate with students' grades after the > first semester or so of study, because the verbal ability of people who go > and study in the USA changes quite rapidly.My wife also had to take a > "literature" GRE test. In preparation, she read the whole of "Clarissa", an > eighteenth century novel by Samuel Richardson in nine volumes (it has to be > said that she's rather fond of that sort of thing, and I suspect she really > just used GRE preparation as a pretext). There was only one question on > Richardson in the whole test, and you could answer it without reading any > book at all (I think it was something like "Who was the author of > 'Pamela'?") > > David Kellogg > > > > On Wed, May 13, 2015 at 9:16 PM, Carol Macdonald > wrote: > > > Dear David > > > > I have been looking at the report on BBC.com at the moment. I am not > quite > > clear about what you imply, in your dense text. Are we to discount this > new > > league table because of the nature of PISA and TIMMS assessments? > > > > I fully endorse you view of the "sat" nature of SAT. Does the same apply > > to the GRE? Are they in the same stable? > > > > Carol > > > > > > On 13 May 2015 at 13:58, David Kellogg wrote: > > > > > I am rooting--quite unironically--for the cheaters; since the > psychology > > > profession, with a few noble exceptions (such as Bernard Spolsky and > > > Stephen J. Gould), has been largely derelict in its duty to expose the > > > psychometric frauds, I think the only hope of putting them out of > > business > > > permanently lies in the highly ingenious work of Korean and Chinese > > > test-takers, and I wish them all the best. > > > > > > The so-called SAT, whose predecessor was designed to keep Jews out of > > > academia, now serves much the same purpose with respect to Asians > (with, > > I > > > am pleased to say, about the same degree of success). According to > > Bernard > > > Spolsky, the extremely unstable statistical relationship of the "SAT' > to > > > either "aptitude" (that is, its ability to predict real academic > success) > > > or "achievement" (that is, its correlation with high school grades) is > so > > > tenuous that the company no longer claims that "A" actually stands for > > > anything ("sat" just means you had to sit down and take a test). > > > > > > The true "cheating" scandal is the ability of ETS and other agents of > the > > > testing industry to sell wares which purport to predict academic > success > > > and in fact merely manufacture it for sale. > > > > > > David Kellogg > > > > > > > > > > > > On Wed, May 13, 2015 at 8:10 PM, rjsp2 > wrote: > > > > > > > It's all right, Peter. Cheating is a necessary life skill; this > result > > > > is measuring the fact that the Asians are better at it than we are, > > > > hence are bound to succeed in life. > > > > > > > > Now where was that irony emoticon... > > > > > > > > Rob > > > > > > > > On 13/05/2015 11:40, Peter Smagorinsky wrote: > > > > > > > >> And yet, here it says that cheating is rampant. > > > >> > > > > > > http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/05/12/new-allegations-of-an-sat-security-breach-this-time-on-a-u-s-test/ > > > >> > > > >> -----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: Wednesday, May 13, 2015 6:36 AM > > > >> To: eXtended Mind, Culture, Activity > > > >> Subject: [Xmca-l] Asia tops global school rankings > > > >> > > > >> Asia tops global school rankings > > > >> http://www.bbc.co.uk/news/business-32608772 > > > >> > > > >> > > > >> > > > >> Dr. Paul C. Mocombe > > > >> President > > > >> The Mocombeian Foundation, inc. > > > >> www.mocombeian.com > > > >> www.readingroomcurriculum.com > > > >> www.paulcmocombe.info > > > >> > > > >> > > > >> > > > > -- The Open University is incorporated by Royal Charter (RC 000391), > an > > > > exempt charity in England & Wales and a charity registered in > Scotland > > > (SC > > > > 038302). The Open University is authorised and regulated by the > > Financial > > > > Conduct Authority. > > > > > > > > > > > > > > > > > > > -- > > Carol A Macdonald Ph D (Edin) > > Developmental psycholinguist > > Academic, Researcher, and Editor > > Honorary Research Fellow: Department of Linguistics, Unisa > > > -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From mcole@ucsd.edu Fri May 15 08:58:29 2015 From: mcole@ucsd.edu (mike cole) Date: Fri, 15 May 2015 08:58:29 -0700 Subject: [Xmca-l] Fwd: ACTION ALERT: Tell Your Member of Congress to Vote NO on NSF Bill, H.R. 1806 In-Reply-To: <2064984712.24906740.1431704854663.JavaMail.cqolmstr@acw-pxb02.capwiz.com> References: <2064984712.24906740.1431704854663.JavaMail.cqolmstr@acw-pxb02.capwiz.com> Message-ID: For your consideration. mike ---------- Forwarded message ---------- From: Felice J. Levine, AERA Executive Director Date: Fri, May 15, 2015 at 8:47 AM Subject: ACTION ALERT: Tell Your Member of Congress to Vote NO on NSF Bill, H.R. 1806 To: lchcmike@gmail.com Dear Michael Cole, I am writing to you directly because we need your help now. The House of Representatives is expected to debate and vote on the *America COMPETES Reauthorization Act of 2015 *(H.R. 1806) during the week of Monday, May 18. AERA opposes H.R. 1806 because of its potential adverse impact on the vital role of the National Science Foundation (NSF). We hope that you will weigh in too as an active member of the education research community. Please take a moment to send an email to your Member of Congress stating your concerns about H.R. 1806 and urging your Representative to vote NO on *COMPETES*. If you have received NSF funding, please include how NSF funding was important to your work. If you have not received NSF funding, please do not hesitate to speak to the value of NSF support in advancing knowledge and education in our field. AERA opposes H.R. 1806 because it undermines the scientific flexibility delegated to NSF and this agency?s commitment to supporting the best science based on peer review across all fields. Specifically, this bill: - Authorizes funding levels by NSF directorate in place of a Research and Related Activities Account. - Cuts funding for the Social, Behavioral, and Economic Sciences Directorate by 58 percent, accounting for the line item for the National Center for Science and Engineering Statistics. - Cuts funding for the Education and Human Resources Directorate (EHR) by 10 percent from the administration?s budget proposal. AERA, along with more than 30 other scientific associations, submitted letters opposing H.R. 1806. Expressing your view can make a difference. Please take a minute to contact your Member of Congress on this important issue. Sincerely, Felice J. Levine, PhD Executive Director flevine@aera.net Unsubscribe [image: Powered by CQRC Engage] -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From mcole@ucsd.edu Sun May 17 11:05:40 2015 From: mcole@ucsd.edu (mike cole) Date: Sun, 17 May 2015 11:05:40 -0700 Subject: [Xmca-l] Fwd: Sternberg's 2015 reflections on his search for the nature of intelligence In-Reply-To: References: Message-ID: Concerning those questions about intelligence that were floating around recently. Perhaps the attached will prove of intrest. I include Robert Serpell's introduction. ---------- Forwarded message ---------- Dear colleagues, students and friends, Please find attached a light-heartedly phrased but also insightful 2015 essay by Robert Sternberg ? on the various approaches he has adopted over the years to research on the nature of intelligence. It reminded me of conversations I have had with many of you over the years ! I hope you enjoy it. RS Robert Serpell PhD Professor of Psychology, University of Zambia Coordinator, Centre for the Promotion of Literacy in Sub-Saharan Africa (CAPOLSA) Psychology Department, School of Humanities & Social Sciences Great East Road Campus PO Box 32379, Lusaka, Zambia Phone: (+260) 211 290850 (direct line to my office) Cell (+260) 977 758705 webpage http://unza.academia.edu/RobertSerpell CAPOLSA website - new link: http://bit.ly/16nNi50 -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* -------------- next part -------------- A non-text attachment was scrubbed... Name: Sternberg 2015. Still_Searching_for_the_Zipperumpazoo[1].pdf Type: application/pdf Size: 111838 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150517/9c44f783/attachment.pdf From lpscholar2@gmail.com Sun May 17 20:48:22 2015 From: lpscholar2@gmail.com (lpscholar2@gmail.com) Date: Mon, 18 May 2015 03:48:22 +0000 Subject: [Xmca-l] =?utf-8?q?_Re=3A__Fwd=3A_Sternberg=27s_2015_reflections_on_his_s?= =?utf-8?q?earch_for_the_nature_of_intelligence?= In-Reply-To: References: , Message-ID: <55596429.036f440a.60dc.77fc@mx.google.com> Mike, Robert's insight that people in different cultures have very different metaphors of mind and as a result they raised their children to be smart in terms of their own implicit theories of intelligence. I would add that in various historical epochs people had very different metaphors of intelligence. the search for intelligence ?as? a zipperrump-a-zoo may be the misguided metaphor. the search may be more productive to look at another metaphor [the ?field?] as the place where zipperrump-a-zoo's actually show up. Sternberg concludes his look back with the advice; ?should you encounter anyone who believes he or she has found it [the zipperump-a-zoo]nand there are plenty of those IN THE FIELD of intelligence - my advice is: ?Caveat emptor: Buyer beware? The metaphors that carry the meaning of intelligence emerge within ?fields? this may be where to search for zipperump-a-zoo as a species. larry Sent from Windows Mail From: mike cole Sent: ?Sunday?, ?May? ?17?, ?2015 ?11?:?05? ?AM To: eXtended Mind, Culture, Activity Concerning those questions about intelligence that were floating around recently. Perhaps the attached will prove of intrest. I include Robert Serpell's introduction. ---------- Forwarded message ---------- Dear colleagues, students and friends, Please find attached a light-heartedly phrased but also insightful 2015 essay by Robert Sternberg ? on the various approaches he has adopted over the years to research on the nature of intelligence. It reminded me of conversations I have had with many of you over the years ! I hope you enjoy it. RS Robert Serpell PhD Professor of Psychology, University of Zambia Coordinator, Centre for the Promotion of Literacy in Sub-Saharan Africa (CAPOLSA) Psychology Department, School of Humanities & Social Sciences Great East Road Campus PO Box 32379, Lusaka, Zambia Phone: (+260) 211 290850 (direct line to my office) Cell (+260) 977 758705 webpage http://unza.academia.edu/RobertSerpell CAPOLSA website - new link: http://bit.ly/16nNi50 -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From mcole@ucsd.edu Sun May 17 22:04:22 2015 From: mcole@ucsd.edu (mike cole) Date: Sun, 17 May 2015 22:04:22 -0700 Subject: [Xmca-l] Re: Sternberg's 2015 reflections on his search for the nature of intelligence In-Reply-To: <55596429.036f440a.60dc.77fc@mx.google.com> References: <55596429.036f440a.60dc.77fc@mx.google.com> Message-ID: Interesting idea. Let's see what Robert S thinks.z Robert. If you have Bob Sternbeg's a address, why not forward? Mike On Sunday, May 17, 2015, wrote: > Mike, > > Robert's insight that people in different cultures have very different > metaphors of mind and as a result they raised their children to be smart in > terms of their own implicit theories of intelligence. > > I would add that in various historical epochs people had very different > metaphors of intelligence. > > the search for intelligence ?as? a zipperrump-a-zoo may be the misguided > metaphor. the search may be more productive to look at another metaphor > [the ?field?] as the place where zipperrump-a-zoo's actually show up. > > Sternberg concludes his look back with the advice; > > ?should you encounter anyone who believes he or she has found it [the > zipperump-a-zoo]nand there are plenty of those IN THE FIELD of intelligence > - my advice is: ?Caveat emptor: Buyer beware? > > > The metaphors that carry the meaning of intelligence emerge within > > ?fields? > > this may be where to search for zipperump-a-zoo as a species. > > > larry > > > > > > > Sent from Windows Mail > > > > > > From: mike cole > Sent: ?Sunday?, ?May? ?17?, ?2015 ?11?:?05? ?AM > To: eXtended Mind, Culture, Activity > > > > > > Concerning those questions about intelligence that were floating around > recently. Perhaps the attached will prove of intrest. I include Robert > Serpell's introduction. > > ---------- Forwarded message ---------- > > > > Dear colleagues, students and friends, > Please find attached a light-heartedly phrased but also insightful 2015 > essay by Robert Sternberg > ? > on the various approaches he has adopted over the years to research on the > nature of intelligence. > > It reminded me of conversations I have had with many of you over the years > ! > I hope you enjoy it. > > RS > Robert Serpell PhD > Professor of Psychology, University of Zambia > Coordinator, Centre for the Promotion of Literacy in Sub-Saharan Africa > (CAPOLSA) > Psychology Department, School of Humanities & Social Sciences > Great East Road Campus > PO Box 32379, Lusaka, Zambia > > Phone: (+260) 211 290850 (direct line to my office) > Cell (+260) 977 758705 > > webpage http://unza.academia.edu/RobertSerpell > CAPOLSA website - new link: http://bit.ly/16nNi50 > > > > > > > -- > > All there is to thinking is seeing something noticeable which makes > you see something you weren't noticing which makes you see something > that isn't even visible. N. McLean, *A River Runs Through it* -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From lpscholar2@gmail.com Mon May 18 07:52:39 2015 From: lpscholar2@gmail.com (Larry Purss) Date: Mon, 18 May 2015 07:52:39 -0700 Subject: [Xmca-l] Re: Sternberg's 2015 reflections on his search for the nature of intelligence In-Reply-To: References: <55596429.036f440a.60dc.77fc@mx.google.com> Message-ID: Mike, I am sending an article that explores the metaphor of "field" where "intelligence" and other animals show up. the perspective is from Merleau-Ponty and so may be seen as phenomenological and not inclusive of the "unity" of the "field". however, this approach does express a prototypical type "unity ". the author Kym McLaren does give a clear presentation of "emotion" as another animal that also shows up within the "field". This perspective moves from "inter-subjective" TO "inter-corporeal". The focus is on "sense" [sens = sensory, meaning, AND movement] as a synthesis. The term "unity" in relation to "synthesize" could be played with conceptually. it is a notion of animals which show up within "fields OF sens" [the French concept of sense which includes movement within THIS field. On Sun, May 17, 2015 at 10:04 PM, mike cole wrote: > Interesting idea. Let's see what Robert S thinks.z Robert. If you have Bob > Sternbeg's a address, why not forward? > > Mike > > On Sunday, May 17, 2015, wrote: > > > Mike, > > > > Robert's insight that people in different cultures have very different > > metaphors of mind and as a result they raised their children to be smart > in > > terms of their own implicit theories of intelligence. > > > > I would add that in various historical epochs people had very different > > metaphors of intelligence. > > > > the search for intelligence ?as? a zipperrump-a-zoo may be the misguided > > metaphor. the search may be more productive to look at another metaphor > > [the ?field?] as the place where zipperrump-a-zoo's actually show up. > > > > Sternberg concludes his look back with the advice; > > > > ?should you encounter anyone who believes he or she has found it [the > > zipperump-a-zoo]nand there are plenty of those IN THE FIELD of > intelligence > > - my advice is: ?Caveat emptor: Buyer beware? > > > > > > The metaphors that carry the meaning of intelligence emerge within > > > > ?fields? > > > > this may be where to search for zipperump-a-zoo as a species. > > > > > > larry > > > > > > > > > > > > > > Sent from Windows Mail > > > > > > > > > > > > From: mike cole > > Sent: ?Sunday?, ?May? ?17?, ?2015 ?11?:?05? ?AM > > To: eXtended Mind, Culture, Activity > > > > > > > > > > > > Concerning those questions about intelligence that were floating around > > recently. Perhaps the attached will prove of intrest. I include Robert > > Serpell's introduction. > > > > ---------- Forwarded message ---------- > > > > > > > > Dear colleagues, students and friends, > > Please find attached a light-heartedly phrased but also insightful 2015 > > essay by Robert Sternberg > > ? > > on the various approaches he has adopted over the years to research on > the > > nature of intelligence. > > > > It reminded me of conversations I have had with many of you over the > years > > ! > > I hope you enjoy it. > > > > RS > > Robert Serpell PhD > > Professor of Psychology, University of Zambia > > Coordinator, Centre for the Promotion of Literacy in Sub-Saharan Africa > > (CAPOLSA) > > Psychology Department, School of Humanities & Social Sciences > > Great East Road Campus > > PO Box 32379, Lusaka, Zambia > > > > Phone: (+260) 211 290850 (direct line to my office) > > Cell (+260) 977 758705 > > > > webpage http://unza.academia.edu/RobertSerpell > > CAPOLSA website - new link: http://bit.ly/16nNi50 > > > > > > > > > > > > > > -- > > > > All there is to thinking is seeing something noticeable which makes > > you see something you weren't noticing which makes you see something > > that isn't even visible. N. McLean, *A River Runs Through it* > > > > -- > > All there is to thinking is seeing something noticeable which makes > you see something you weren't noticing which makes you see something > that isn't even visible. N. McLean, *A River Runs Through it* > -------------- next part -------------- A non-text attachment was scrubbed... Name: MAY 17 2015 MACLAREN KYM LifeIsExpressive.pdf Type: application/pdf Size: 1984021 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150518/086332d1/attachment-0001.pdf From jbmartin@sercomtel.com.br Mon May 18 08:13:06 2015 From: jbmartin@sercomtel.com.br (jbmartin) Date: Mon, 18 May 2015 12:13:06 -0300 Subject: [Xmca-l] Re: Sternberg's 2015 reflections on his search for the nature of intelligence Message-ID: Larry... Please...send the reference office text ?Joao Martins Enviado do meu dispositivo Samsung -------- Mensagem original -------- De : Larry Purss Data: 18/05/2015 11:52 (GMT-03:00) Para: "eXtended Mind, Culture, Activity" Assunto: [Xmca-l] Re: Sternberg's 2015 reflections on his search for the nature of intelligence Mike, I am sending an article that explores the metaphor of "field" where "intelligence" and other animals show up. the perspective is from Merleau-Ponty and so may be seen as phenomenological and not inclusive of the "unity" of the "field". however, this approach does express a prototypical type "unity ". the author Kym McLaren does give a clear presentation of "emotion" as another animal that also shows up within the "field". This perspective moves from "inter-subjective" TO "inter-corporeal". The focus is on "sense" [sens = sensory, meaning, AND movement] as a synthesis. The term "unity" in relation to "synthesize" could be played with conceptually. it is a notion of animals which show up within "fields OF sens" [the French concept of sense which includes movement within THIS field. On Sun, May 17, 2015 at 10:04 PM, mike cole wrote: > Interesting idea. Let's see what Robert S thinks.z Robert. If you have Bob > Sternbeg's a address, why not forward? > > Mike > > On Sunday, May 17, 2015, wrote: > > > Mike, > > > > Robert's insight that people in different cultures have very different > > metaphors of mind and as a result they raised their children to be smart > in > > terms of their own implicit theories of intelligence. > > > > I would add that in various historical epochs people had very different > > metaphors of intelligence. > > > > the search for intelligence ?as? a zipperrump-a-zoo may be the misguided > > metaphor. the search may be more productive to look at another metaphor > > [the ?field?] as the place where zipperrump-a-zoo's actually show up. > > > > Sternberg concludes his look back with the advice; > > > > ?should you encounter anyone who believes he or she has found it [the > > zipperump-a-zoo]nand there are plenty of those IN THE FIELD of > intelligence > > - my advice is: ?Caveat emptor: Buyer beware? > > > > > > The metaphors that carry the meaning of intelligence emerge within > > > > ?fields? > > > > this may be where to search for zipperump-a-zoo as a species. > > > > > > larry > > > > > > > > > > > > > > Sent from Windows Mail > > > > > > > > > > > > From: mike cole > > Sent: ?Sunday?, ?May? ?17?, ?2015 ?11?:?05? ?AM > > To: eXtended Mind, Culture, Activity > > > > > > > > > > > > Concerning those questions about intelligence that were floating around > > recently. Perhaps the attached will prove of intrest. I include Robert > > Serpell's introduction. > > > > ---------- Forwarded message ---------- > > > > > > > > Dear colleagues, students and friends, > > Please find attached a light-heartedly phrased but also insightful 2015 > > essay by Robert Sternberg > > ? > > on the various approaches he has adopted over the years to research on > the > > nature of intelligence. > > > > It reminded me of conversations I have had with many of you over the > years > > ! > > I hope you enjoy it. > > > > RS > > Robert Serpell PhD > > Professor of Psychology, University of Zambia > > Coordinator, Centre for the Promotion of Literacy in Sub-Saharan Africa > > (CAPOLSA) > > Psychology Department, School of Humanities & Social Sciences > > Great East Road Campus > > PO Box 32379, Lusaka, Zambia > > > > Phone: (+260) 211 290850 (direct line to my office) > > Cell???? (+260) 977 758705 > > > > webpage? http://unza.academia.edu/RobertSerpell > > CAPOLSA website - new link: http://bit.ly/16nNi50 > > > > > > > > > > > > > > -- > > > > All there is to thinking is seeing something noticeable which makes > > you see something you weren't noticing which makes you see something > > that isn't even visible. N. McLean, *A River Runs Through it* > > > > -- > > All there is to thinking is seeing something noticeable which makes > you see something you weren't noticing which makes you see something > that isn't even visible. N. McLean, *A River Runs Through it* > From lpscholar2@gmail.com Mon May 18 08:22:24 2015 From: lpscholar2@gmail.com (Larry Purss) Date: Mon, 18 May 2015 08:22:24 -0700 Subject: [Xmca-l] Re: Sternberg's 2015 reflections on his search for the nature of intelligence In-Reply-To: References: Message-ID: Joao, could you explain "office text"? Does this mean word Microsoft format? If you Google "Kym McLaren" she has a website where this article and others can be accessed. Larry On Mon, May 18, 2015 at 8:13 AM, jbmartin wrote: > > > Larry... Please...send the reference office text > Joao Martins > > > Enviado do meu dispositivo Samsung > > -------- Mensagem original -------- > De : Larry Purss > Data: 18/05/2015 11:52 (GMT-03:00) > Para: "eXtended Mind, Culture, Activity" > Assunto: [Xmca-l] Re: Sternberg's 2015 reflections on his search for the > nature of intelligence > > Mike, > I am sending an article that explores the metaphor of "field" where > "intelligence" and other animals show up. the perspective is from > Merleau-Ponty and so may be seen as phenomenological and not inclusive of > the "unity" of the "field". > however, this approach does express a prototypical type "unity ". > the author Kym McLaren does give a clear presentation of "emotion" as > another animal that also shows up within the "field". > This perspective moves from "inter-subjective" TO "inter-corporeal". > The focus is on "sense" [sens = sensory, meaning, AND movement] as a > synthesis. The term "unity" in relation to "synthesize" could be played > with conceptually. > it is a notion of animals which show up within "fields OF sens" [the French > concept of sense which includes movement within THIS field. > > On Sun, May 17, 2015 at 10:04 PM, mike cole wrote: > > > Interesting idea. Let's see what Robert S thinks.z Robert. If you have > Bob > > Sternbeg's a address, why not forward? > > > > Mike > > > > On Sunday, May 17, 2015, wrote: > > > > > Mike, > > > > > > Robert's insight that people in different cultures have very different > > > metaphors of mind and as a result they raised their children to be > smart > > in > > > terms of their own implicit theories of intelligence. > > > > > > I would add that in various historical epochs people had very different > > > metaphors of intelligence. > > > > > > the search for intelligence ?as? a zipperrump-a-zoo may be the > misguided > > > metaphor. the search may be more productive to look at another metaphor > > > [the ?field?] as the place where zipperrump-a-zoo's actually show up. > > > > > > Sternberg concludes his look back with the advice; > > > > > > ?should you encounter anyone who believes he or she has found it [the > > > zipperump-a-zoo]nand there are plenty of those IN THE FIELD of > > intelligence > > > - my advice is: ?Caveat emptor: Buyer beware? > > > > > > > > > The metaphors that carry the meaning of intelligence emerge within > > > > > > ?fields? > > > > > > this may be where to search for zipperump-a-zoo as a species. > > > > > > > > > larry > > > > > > > > > > > > > > > > > > > > > Sent from Windows Mail > > > > > > > > > > > > > > > > > > From: mike cole > > > Sent: ?Sunday?, ?May? ?17?, ?2015 ?11?:?05? ?AM > > > To: eXtended Mind, Culture, Activity > > > > > > > > > > > > > > > > > > Concerning those questions about intelligence that were floating around > > > recently. Perhaps the attached will prove of intrest. I include Robert > > > Serpell's introduction. > > > > > > ---------- Forwarded message ---------- > > > > > > > > > > > > Dear colleagues, students and friends, > > > Please find attached a light-heartedly phrased but also insightful 2015 > > > essay by Robert Sternberg > > > ? > > > on the various approaches he has adopted over the years to research on > > the > > > nature of intelligence. > > > > > > It reminded me of conversations I have had with many of you over the > > years > > > ! > > > I hope you enjoy it. > > > > > > RS > > > Robert Serpell PhD > > > Professor of Psychology, University of Zambia > > > Coordinator, Centre for the Promotion of Literacy in Sub-Saharan Africa > > > (CAPOLSA) > > > Psychology Department, School of Humanities & Social Sciences > > > Great East Road Campus > > > PO Box 32379, Lusaka, Zambia > > > > > > Phone: (+260) 211 290850 (direct line to my office) > > > Cell (+260) 977 758705 > > > > > > webpage http://unza.academia.edu/RobertSerpell > > > CAPOLSA website - new link: http://bit.ly/16nNi50 > > > > > > > > > > > > > > > > > > > > > -- > > > > > > All there is to thinking is seeing something noticeable which makes > > > you see something you weren't noticing which makes you see something > > > that isn't even visible. N. McLean, *A River Runs Through it* > > > > > > > > -- > > > > All there is to thinking is seeing something noticeable which makes > > you see something you weren't noticing which makes you see something > > that isn't even visible. N. McLean, *A River Runs Through it* > > > From hans.knutagard@ingressus.se Mon May 18 08:55:36 2015 From: hans.knutagard@ingressus.se (=?utf-8?Q?Hans_Knutag=C3=A5rd?=) Date: Mon, 18 May 2015 17:55:36 +0200 Subject: [Xmca-l] Masculinity and sexuality In-Reply-To: References: Message-ID: <860A2B19-650C-4E57-801F-5889F1BB56AE@ingressus.se> Dear all, I am following the discussions with interest even if I am now busy writing a study book about social work and sexuality in Swedish. It?s much more easier to follow since I met a lot of you last conference in Sydney and other I have met before in Amsterdam, Seville and Rome (sorry I couldn?t make San Diego). Hopefully in the end of the summer the book manuscript will be ready to go to the publisher and I can go more active. I have used Mary van der Riet?s writing about HIV with great benefit. But I wonder if anybody on this list know if there are written anything about masculinity or sexuality out of a Cultural Historical Activity Theory or a Sociocultural perspective? I am trying to have a CHAT perspektiv in all my chapters which covers young people, older people, people with disability, drug abuse, HIV, sexual violence, prostitution, veterans and unaccompanied minors. The book aim first and fourth semester for social workers during their University studies in Sweden. I would be very pleased if any of you could give me a hint where to find these resources about masculinity or sexuality from a CHAT/Sociocultural perspective. Thanks Hans from Sweden From jbmartin@sercomtel.com.br Mon May 18 09:05:06 2015 From: jbmartin@sercomtel.com.br (jbmartin) Date: Mon, 18 May 2015 13:05:06 -0300 Subject: [Xmca-l] Re: Sternberg's 2015 reflections on his search for the nature of intelligence Message-ID: <8vscwcer7lplc10ip95fk4qf.1431964997547@email.android.com> Larry... Sorry.. I typed wrong.. Joao Enviado do meu dispositivo Samsung -------- Mensagem original -------- De : Larry Purss Data: 18/05/2015 12:22 (GMT-03:00) Para: "eXtended Mind, Culture, Activity" Assunto: [Xmca-l] Re: Sternberg's 2015 reflections on his search for the nature of intelligence Joao, could you explain "office text"? Does this mean word Microsoft format? If you Google "Kym McLaren" she has a website where this article and others can be accessed. Larry On Mon, May 18, 2015 at 8:13 AM, jbmartin wrote: > > > Larry... Please...send the reference office text >? Joao Martins > > > Enviado do meu dispositivo Samsung > > -------- Mensagem original -------- > De : Larry Purss > Data: 18/05/2015? 11:52? (GMT-03:00) > Para: "eXtended Mind, Culture, Activity" > Assunto: [Xmca-l] Re: Sternberg's 2015 reflections on his search for the > nature of intelligence > > Mike, > I am sending an article that explores the metaphor of "field" where > "intelligence" and other animals show up. the perspective is from > Merleau-Ponty and so may be seen as phenomenological and not inclusive of > the "unity" of the "field". > however, this approach does express a prototypical type "unity ". > the author Kym McLaren does give a clear presentation of "emotion" as > another animal that also shows up within the "field". > This perspective moves from "inter-subjective" TO "inter-corporeal". > The focus is on "sense" [sens = sensory, meaning, AND movement] as a > synthesis. The term "unity" in relation to "synthesize" could be played > with conceptually. > it is a notion of animals which show up within "fields OF sens" [the French > concept of sense which includes movement within THIS field. > > On Sun, May 17, 2015 at 10:04 PM, mike cole wrote: > > > Interesting idea. Let's see what Robert S thinks.z Robert. If you have > Bob > > Sternbeg's a address, why not forward? > > > > Mike > > > > On Sunday, May 17, 2015, wrote: > > > > > Mike, > > > > > > Robert's insight that people in different cultures have very different > > > metaphors of mind and as a result they raised their children to be > smart > > in > > > terms of their own implicit theories of intelligence. > > > > > > I would add that in various historical epochs people had very different > > > metaphors of intelligence. > > > > > > the search for intelligence ?as? a zipperrump-a-zoo may be the > misguided > > > metaphor. the search may be more productive to look at another metaphor > > > [the ?field?] as the place where zipperrump-a-zoo's actually show up. > > > > > > Sternberg concludes his look back with the advice; > > > > > > ?should you encounter anyone who believes he or she has found it [the > > > zipperump-a-zoo]nand there are plenty of those IN THE FIELD of > > intelligence > > > - my advice is: ?Caveat emptor: Buyer beware? > > > > > > > > > The metaphors that carry the meaning of intelligence emerge within > > > > > > ?fields? > > > > > > this may be where to search for zipperump-a-zoo as a species. > > > > > > > > > larry > > > > > > > > > > > > > > > > > > > > > Sent from Windows Mail > > > > > > > > > > > > > > > > > > From: mike cole > > > Sent: ?Sunday?, ?May? ?17?, ?2015 ?11?:?05? ?AM > > > To: eXtended Mind, Culture, Activity > > > > > > > > > > > > > > > > > > Concerning those questions about intelligence that were floating around > > > recently. Perhaps the attached will prove of intrest. I include Robert > > > Serpell's introduction. > > > > > > ---------- Forwarded message ---------- > > > > > > > > > > > > Dear colleagues, students and friends, > > > Please find attached a light-heartedly phrased but also insightful 2015 > > > essay by Robert Sternberg > > > ? > > > on the various approaches he has adopted over the years to research on > > the > > > nature of intelligence. > > > > > > It reminded me of conversations I have had with many of you over the > > years > > > ! > > > I hope you enjoy it. > > > > > > RS > > > Robert Serpell PhD > > > Professor of Psychology, University of Zambia > > > Coordinator, Centre for the Promotion of Literacy in Sub-Saharan Africa > > > (CAPOLSA) > > > Psychology Department, School of Humanities & Social Sciences > > > Great East Road Campus > > > PO Box 32379, Lusaka, Zambia > > > > > > Phone: (+260) 211 290850 (direct line to my office) > > > Cell???? (+260) 977 758705 > > > > > > webpage? http://unza.academia.edu/RobertSerpell > > > CAPOLSA website - new link: http://bit.ly/16nNi50 > > > > > > > > > > > > > > > > > > > > > -- > > > > > > All there is to thinking is seeing something noticeable which makes > > > you see something you weren't noticing which makes you see something > > > that isn't even visible. N. McLean, *A River Runs Through it* > > > > > > > > -- > > > > All there is to thinking is seeing something noticeable which makes > > you see something you weren't noticing which makes you see something > > that isn't even visible. N. McLean, *A River Runs Through it* > > > From smago@uga.edu Mon May 18 09:58:04 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Mon, 18 May 2015 16:58:04 +0000 Subject: [Xmca-l] FW: Integrating Experiences: Body and Mind Moving Between Contexts In-Reply-To: <275b955dffa8da9fbac417284fa00e88@infoagepub.net> References: <275b955dffa8da9fbac417284fa00e88@infoagepub.net> Message-ID: Book of possible interest to xmca-ers right after you finish reading the 6,000 articles shared in the last month. From: Information Age Publishing [mailto:marketing@infoagepub.com] Sent: Monday, May 18, 2015 12:43 PM To: Peter Smagorinsky Subject: Integrating Experiences: Body and Mind Moving Between Contexts [News update from Information Age Publishing] [http://www.infoagepub.com/assets/images/covers/p54d931021fa96.gif] Published 2015 ORDER ONLINE AT WWW.INFOAGEPUB.COM Paperback 978-1-68123-007-8 $45.99 Hardcover 978-1-68123-008-5 $85.99 eBook 978-1-68123-009-2 Integrating Experiences Body and Mind Moving Between Contexts Edited by: Brady Wagoner, Aalborg University Nandita Chaudhary, University of Delhi Pernille Hviid, University of Copenhagen A volume in Niels Bohr Professorship Lectures in Cultural Psychology Cultural Psychology studies how persons and social-cultural worlds mutually constitute one another. It is premised on the idea that culture is within us-in every moment in which we live our human lives, in the meaningful worlds we have created ourselves. In this perspective, encounters with others fundamentally transform the way we understand ourselves. With the increase of globalization and multicultural exchanges, cultural psychology becomes the psychological science for the 21st century. No longer can we ignore questions about how our cultural traditions, practices, beliefs, artifacts and other people constitute how we approach, understand, imagine and remember the world. The Niels Bohr Professorship Lectures in Cultural Psychology series aims to highlight and develop new ideas that advance our understanding of these issues. This second volume in the series features an address by Tania Zittoun and Alex Gillespie, which is followed by commentary chapters and their response to them. In their lecture, Zittoun and Gillespie propose a model of the relation between mind and society, specifically the way in which individuals develop and gain agency through society. They theorise and demonstrate a two-way interaction: bodies moving through society accumulate differentiated experiences, which become integrated at the level of mind, enabling psychological movement between experiences, which in turn mediates how people move through society. The model is illustrated with a longitudinal analysis of diaries written by a woman leading up to and through the Second World War. Commentators further elaborate on the issues of (1) context and history, (2) experience, time and movement, and (3) methodologies for cultural psychology. CONTENTS: Editors' Introduction: Cultural Psychology on the Move, Brady Wagoner, Nandita Chaudhary, and Pernille Hviid. PART I: THE NIELS BOHR PROFESSORSHIP LECTURE. Integrating Experiences: Body and Mind Moving Between Contexts, Tania Zittoun and Alex Gillespie. PART II: THINKING THROUGH CONTEXT AND HISTORY. On Context, Ivana Markov?. A Strange Homecomer: "Integrating Experiences" in Alfred Sch?tz's Socio-Phenomenological Key, David Carr?. Between History and Psychology: Steps Towards Interdisciplinarity, Jacob A. Belzen. The "Realness" of History: Ambivalence, Social Norms, and the Continuous Movement of Society, Aurora Pfefferkorn and Emily Abbey. PART III: EXPERIENCE, TIME, AND MOVEMENT. Experiences Which Integrate and Which are Integrated: Proust's Art of Life and van Gennep's Rites of Passage as Scenes for "Integrating Experiences" ? la Zittoun and Gillespie, Paul Stenner. Experience as the Effort After Articulation, Antonia Larrain. Time in and for Development: Mind on the Move Between Multiple and Interdependent Temporal Experiences, Mariann M?rtsin. Poetic Instants in Daily Life: Towards the Inclusion of Vertical Time in Cultural Psychology, Olga V. Lehmann. Moving as Conducting Everyday Life: Experiencing and Imagining for Teleogenetic Collaboration, Niklas A. Chimirri. PART IV: METHODOLOGY IN THE MAKING. The Diary as a Dialogical Space, Mich?le Grossen. Positioning Ourselves Within Practices and Within the Human Condition, Jack Martin. Generalization is Possible Only From a Single Case (and Froma Single Instance): The Value of a Personal Diary, Jaan Valsiner. "I Am Not THAT KIND OF...": Personal Relating With Social Borders, Jensine Ingerslev Nedergaard, Jaan Valsiner, and Giuseppina Marsico. Body, Mind, and Movement: Some Proposals for Constructing a Socially Inclusive Psychology Based on Developmental and Cultural Principles, Tastuya Sato, Hideaki Kasuga, Mami Kanzaki, and Brady Wagoner. PART V: REPLY. Social and Psychological Movement: Weaving Individual Experience Into Society, Alex Gillespie and Tania Zittoun. Information Age Publishing | P.O. Box 79049 | Charlotte, NC 28271-7047 T: 704.752.9125 | F: 704.752.9113 | E: info@infoagepub.com ------------------------------------------------------------------- This e-mail was sent to smago@uga.edu because you are subscribed to at least one of our mailing lists. If at any time you would like to remove yourself from our mailing list, please feel free to do so by visiting: http://infoagepub.net/lm/public/unsubscribe.php?g=313&addr=smago@uga.edu From smago@uga.edu Mon May 18 11:13:57 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Mon, 18 May 2015 18:13:57 +0000 Subject: [Xmca-l] The International Class Message-ID: THIS IS A FORWARDED MESSAGE. PLEASE READ ITS CONTENTS CAREFULLY AND REPLY TO THE ORIGINAL SENDER RATHER THAN TO ME From: Lois Holzman [mailto:lhmailhelp@gmail.com] On Behalf Of Lois Holzman Hi Peter, I thought I sent this to xmca but never saw it there. Also if you have folks interested, please do pass along! One of my favorite activities is a program called The International Class (see below). With three in-person times in NYC and online in between over a period of ten months, it's an in-depth study and practical immersion, and is always a mix of cultures. Our 12th Class begins in October and I wonder whether there's anyone you know who this might be a good fit for. About 100 people have graduated from the program from all over the US and dozens of countries. A major appeal is that it's non-disciplinary and combines community practitioners, activists and scholars (creating a great Zoped (:). If you think of anyone - faculty, student, youth worker, etc. - would you please pass it along? Thanks, Lois -------------- next part -------------- A non-text attachment was scrubbed... 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Name: ATT00008.htm Url: https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150518/6c97ac07/attachment-0007.pl From lpscholar2@gmail.com Mon May 18 11:15:33 2015 From: lpscholar2@gmail.com (lpscholar2@gmail.com) Date: Mon, 18 May 2015 18:15:33 +0000 Subject: [Xmca-l] =?utf-8?q?_Re=3A__FW=3A_Integrating_Experiences=3A_Body_and_Mind?= =?utf-8?q?_Moving_Between=09Contexts?= In-Reply-To: References: <275b955dffa8da9fbac417284fa00e88@infoagepub.net>, Message-ID: <555a2ec9.6b5c460a.13fd.ffffd40e@mx.google.com> Peter, thanks for this heads up. I looked over the contributing authors and have a sense of ?the river runs through THIS?. Is this a tributary that partakes of the same ?source? as CHAT. when we look back retrospectively and discover a telos in virtue of this tributary, how do we understand the ?branching?. Is the cultural river ?adaptive? assuming some genesis as blueprint within the river's source or is the river ?discovered? after the fact? is the ?branching? discovered retrospectively AS ?a telos AS IF it came before the discovery. The ?river? and the ?field? may be compatible metaphors of integrative synthesis? in search of the strange animals that show whose names/concepts start with the letter ?z? This book seems interesting Sent from Windows Mail From: Peter Smagorinsky Sent: ?Monday?, ?May? ?18?, ?2015 ?9?:?58? ?AM To: eXtended Mind, Culture, Activity Book of possible interest to xmca-ers right after you finish reading the 6,000 articles shared in the last month. From: Information Age Publishing [mailto:marketing@infoagepub.com] Sent: Monday, May 18, 2015 12:43 PM To: Peter Smagorinsky Subject: Integrating Experiences: Body and Mind Moving Between Contexts [News update from Information Age Publishing] [http://www.infoagepub.com/assets/images/covers/p54d931021fa96.gif] Published 2015 ORDER ONLINE AT WWW.INFOAGEPUB.COM Paperback 978-1-68123-007-8 $45.99 Hardcover 978-1-68123-008-5 $85.99 eBook 978-1-68123-009-2 Integrating Experiences Body and Mind Moving Between Contexts Edited by: Brady Wagoner, Aalborg University Nandita Chaudhary, University of Delhi Pernille Hviid, University of Copenhagen A volume in Niels Bohr Professorship Lectures in Cultural Psychology Cultural Psychology studies how persons and social-cultural worlds mutually constitute one another. It is premised on the idea that culture is within us-in every moment in which we live our human lives, in the meaningful worlds we have created ourselves. In this perspective, encounters with others fundamentally transform the way we understand ourselves. With the increase of globalization and multicultural exchanges, cultural psychology becomes the psychological science for the 21st century. No longer can we ignore questions about how our cultural traditions, practices, beliefs, artifacts and other people constitute how we approach, understand, imagine and remember the world. The Niels Bohr Professorship Lectures in Cultural Psychology series aims to highlight and develop new ideas that advance our understanding of these issues. This second volume in the series features an address by Tania Zittoun and Alex Gillespie, which is followed by commentary chapters and their response to them. In their lecture, Zittoun and Gillespie propose a model of the relation between mind and society, specifically the way in which individuals develop and gain agency through society. They theorise and demonstrate a two-way interaction: bodies moving through society accumulate differentiated experiences, which become integrated at the level of mind, enabling psychological movement between experiences, which in turn mediates how people move through society. The model is illustrated with a longitudinal analysis of diaries written by a woman leading up to and through the Second World War. Commentators further elaborate on the issues of (1) context and history, (2) experience, time and movement, and (3) methodologies for cultural psychology. CONTENTS: Editors' Introduction: Cultural Psychology on the Move, Brady Wagoner, Nandita Chaudhary, and Pernille Hviid. PART I: THE NIELS BOHR PROFESSORSHIP LECTURE. Integrating Experiences: Body and Mind Moving Between Contexts, Tania Zittoun and Alex Gillespie. PART II: THINKING THROUGH CONTEXT AND HISTORY. On Context, Ivana Markov?. A Strange Homecomer: "Integrating Experiences" in Alfred Sch?tz's Socio-Phenomenological Key, David Carr?. Between History and Psychology: Steps Towards Interdisciplinarity, Jacob A. Belzen. The "Realness" of History: Ambivalence, Social Norms, and the Continuous Movement of Society, Aurora Pfefferkorn and Emily Abbey. PART III: EXPERIENCE, TIME, AND MOVEMENT. Experiences Which Integrate and Which are Integrated: Proust's Art of Life and van Gennep's Rites of Passage as Scenes for "Integrating Experiences" ? la Zittoun and Gillespie, Paul Stenner. Experience as the Effort After Articulation, Antonia Larrain. Time in and for Development: Mind on the Move Between Multiple and Interdependent Temporal Experiences, Mariann M?rtsin. Poetic Instants in Daily Life: Towards the Inclusion of Vertical Time in Cultural Psychology, Olga V. Lehmann. Moving as Conducting Everyday Life: Experiencing and Imagining for Teleogenetic Collaboration, Niklas A. Chimirri. PART IV: METHODOLOGY IN THE MAKING. The Diary as a Dialogical Space, Mich?le Grossen. Positioning Ourselves Within Practices and Within the Human Condition, Jack Martin. Generalization is Possible Only From a Single Case (and Froma Single Instance): The Value of a Personal Diary, Jaan Valsiner. "I Am Not THAT KIND OF...": Personal Relating With Social Borders, Jensine Ingerslev Nedergaard, Jaan Valsiner, and Giuseppina Marsico. Body, Mind, and Movement: Some Proposals for Constructing a Socially Inclusive Psychology Based on Developmental and Cultural Principles, Tastuya Sato, Hideaki Kasuga, Mami Kanzaki, and Brady Wagoner. PART V: REPLY. Social and Psychological Movement: Weaving Individual Experience Into Society, Alex Gillespie and Tania Zittoun. Information Age Publishing | P.O. Box 79049 | Charlotte, NC 28271-7047 T: 704.752.9125 | F: 704.752.9113 | E: info@infoagepub.com ------------------------------------------------------------------- This e-mail was sent to smago@uga.edu because you are subscribed to at least one of our mailing lists. If at any time you would like to remove yourself from our mailing list, please feel free to do so by visiting: http://infoagepub.net/lm/public/unsubscribe.php?g=313&addr=smago@uga.edu From smago@uga.edu Mon May 18 11:56:46 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Mon, 18 May 2015 18:56:46 +0000 Subject: [Xmca-l] Re: FW: Integrating Experiences: Body and Mind Moving Between Contexts In-Reply-To: <555a2ec9.6b5c460a.13fd.ffffd40e@mx.google.com> References: <275b955dffa8da9fbac417284fa00e88@infoagepub.net>, <555a2ec9.6b5c460a.13fd.ffffd40e@mx.google.com> Message-ID: Larry, I'm drowning! -----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 lpscholar2@gmail.com Sent: Monday, May 18, 2015 2:16 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: FW: Integrating Experiences: Body and Mind Moving Between Contexts Peter, thanks for this heads up. I looked over the contributing authors and have a sense of ?the river runs through THIS?. Is this a tributary that partakes of the same ?source? as CHAT. when we look back retrospectively and discover a telos in virtue of this tributary, how do we understand the ?branching?. Is the cultural river ?adaptive? assuming some genesis as blueprint within the river's source or is the river ?discovered? after the fact? is the ?branching? discovered retrospectively AS ?a telos AS IF it came before the discovery. The ?river? and the ?field? may be compatible metaphors of integrative synthesis? in search of the strange animals that show whose names/concepts start with the letter ?z? This book seems interesting Sent from Windows Mail From: Peter Smagorinsky Sent: ?Monday?, ?May? ?18?, ?2015 ?9?:?58? ?AM To: eXtended Mind, Culture, Activity Book of possible interest to xmca-ers right after you finish reading the 6,000 articles shared in the last month. From: Information Age Publishing [mailto:marketing@infoagepub.com] Sent: Monday, May 18, 2015 12:43 PM To: Peter Smagorinsky Subject: Integrating Experiences: Body and Mind Moving Between Contexts [News update from Information Age Publishing] [http://www.infoagepub.com/assets/images/covers/p54d931021fa96.gif] Published 2015 ORDER ONLINE AT WWW.INFOAGEPUB.COM Paperback 978-1-68123-007-8 $45.99 Hardcover 978-1-68123-008-5 $85.99 eBook 978-1-68123-009-2 Integrating Experiences Body and Mind Moving Between Contexts Edited by: Brady Wagoner, Aalborg University Nandita Chaudhary, University of Delhi Pernille Hviid, University of Copenhagen A volume in Niels Bohr Professorship Lectures in Cultural Psychology Cultural Psychology studies how persons and social-cultural worlds mutually constitute one another. It is premised on the idea that culture is within us-in every moment in which we live our human lives, in the meaningful worlds we have created ourselves. In this perspective, encounters with others fundamentally transform the way we understand ourselves. With the increase of globalization and multicultural exchanges, cultural psychology becomes the psychological science for the 21st century. No longer can we ignore questions about how our cultural traditions, practices, beliefs, artifacts and other people constitute how we approach, understand, imagine and remember the world. The Niels Bohr Professorship Lectures in Cultural Psychology series aims to highlight and develop new ideas that advance our understanding of these issues. This second volume in the series features an address by Tania Zittoun and Alex Gillespie, which is followed by commentary chapters and their response to them. In their lecture, Zittoun and Gillespie propose a model of the relation between mind and society, specifically the way in which individuals develop and gain agency through society. They theorise and demonstrate a two-way interaction: bodies moving through society accumulate differentiated experiences, which become integrated at the level of mind, enabling psychological movement between experiences, which in turn mediates how people move through society. The model is illustrated with a longitudinal analysis of diaries written by a woman leading up to and through the Second World War. Commentators further elaborate on the issues of (1) context and history, (2) experience, time and movement, and (3) methodologies for cultural psychology. CONTENTS: Editors' Introduction: Cultural Psychology on the Move, Brady Wagoner, Nandita Chaudhary, and Pernille Hviid. PART I: THE NIELS BOHR PROFESSORSHIP LECTURE. Integrating Experiences: Body and Mind Moving Between Contexts, Tania Zittoun and Alex Gillespie. PART II: THINKING THROUGH CONTEXT AND HISTORY. On Context, Ivana Markov?. A Strange Homecomer: "Integrating Experiences" in Alfred Sch?tz's Socio-Phenomenological Key, David Carr?. Between History and Psychology: Steps Towards Interdisciplinarity, Jacob A. Belzen. The "Realness" of History: Ambivalence, Social Norms, and the Continuous Movement of Society, Aurora Pfefferkorn and Emily Abbey. PART III: EXPERIENCE, TIME, AND MOVEMENT. Experiences Which Integrate and Which are Integrated: Proust's Art of Life and van Gennep's Rites of Passage as Scenes for "Integrating Experiences" ? la Zittoun and Gillespie, Paul Stenner. Experience as the Effort After Articulation, Antonia Larrain. Time in and for Development: Mind on the Move Between Multiple and Interdependent Temporal Experiences, Mariann M?rtsin. Poetic Instants in Daily Life: Towards the Inclusion of Vertical Time in Cultural Psychology, Olga V. Lehmann. Moving as Conducting Everyday Life: Experiencing and Imagining for Teleogenetic Collaboration, Niklas A. Chimirri. PART IV: METHODOLOGY IN THE MAKING. The Diary as a Dialogical Space, Mich?le Grossen. Positioning Ourselves Within Practices and Within the Human Condition, Jack Martin. Generalization is Possible Only From a Single Case (and Froma Single Instance): The Value of a Personal Diary, Jaan Valsiner. "I Am Not THAT KIND OF...": Personal Relating With Social Borders, Jensine Ingerslev Nedergaard, Jaan Valsiner, and Giuseppina Marsico. Body, Mind, and Movement: Some Proposals for Constructing a Socially Inclusive Psychology Based on Developmental and Cultural Principles, Tastuya Sato, Hideaki Kasuga, Mami Kanzaki, and Brady Wagoner. PART V: REPLY. Social and Psychological Movement: Weaving Individual Experience Into Society, Alex Gillespie and Tania Zittoun. Information Age Publishing | P.O. Box 79049 | Charlotte, NC 28271-7047 T: 704.752.9125 | F: 704.752.9113 | E: info@infoagepub.com ------------------------------------------------------------------- This e-mail was sent to smago@uga.edu because you are subscribed to at least one of our mailing lists. If at any time you would like to remove yourself from our mailing list, please feel free to do so by visiting: http://infoagepub.net/lm/public/unsubscribe.php?g=313&addr=smago@uga.edu From pmocombe@mocombeian.com Mon May 18 12:06:43 2015 From: pmocombe@mocombeian.com (Dr. Paul C. Mocombe) Date: Mon, 18 May 2015 15:06:43 -0400 Subject: [Xmca-l] Watch "JEAN JACQUES DESSALINES- THE WORDS OF A FEARLESS WARRIOR" on YouTube Message-ID: <44dfpnni81x4v8k06mfmev5h.1431975862680@email.android.com> May 18th is celebrated as haitian flag day. ?The day papa dessalines declared that we african/haitians will no longer be a french colony, but an independent nation of free african people where all african people can find liberty and justice... "I have avenged america... war for war, crime for crime, outrage for outrage..." Emperor jean-jacques dessalines Bon fet drapo avek tout moun... happy haitian flag day to all haitians and persons of african descent. ?What we haitians accomplished against white supremacy, slavery, and the barbarism of nineteenth century christianity will never be duplicated. ?Now we fight against the hegemony of American neoliberal capitalism... ayibobo to all who believe in "liberty or death"! https://youtu.be/_F3t4o-j0yQ Dr. Paul C. Mocombe President The Mocombeian Foundation, inc. www.mocombeian.com ? www.readingroomcurriculum.com ? www.paulcmocombe.info ? From lpscholar2@gmail.com Mon May 18 14:36:28 2015 From: lpscholar2@gmail.com (Lplarry) Date: Mon, 18 May 2015 14:36:28 -0700 Subject: [Xmca-l] FW: Re: FW: Integrating Experiences: Body and Mind MovingBetween Contexts In-Reply-To: References: <275b955dffa8da9fbac417284fa00e88@infoagepub.net>, <555a2ec9.6b5c460a.13fd.ffffd40e@mx.google.com> Message-ID: <555a5b72.e686460a.3215.ffffec32@mx.google.com> Peter, Here is a life-line. It is the notion of "retrospective teleology" in Merleau-ponty. M-P writes, "Conception cannot precede execution" - expression. before expression (the work itself) there is only a vague knowing/sensing, and ONLY the work itself, completed and understood, will PROVE that there was something (rather than nothing) to be FOUND there (in the work of art or conversation or ...) Expression/execution within the work in other words REVEALS only retrospectively - or sends back - the meaning/sens that WAS the works tells. M-P asserts that our lives and freedom are characterized in virtue of a retrospective teleology. When we express our lives we become that which is expressed, AND retrospectively our life makes Sens of all that we have been He quotes " we must think of this freedom CONCRETELY, as a creative revival of ourselves) Kym maclaren also compares retrospective teleology with Judith Butler's notion/concept of performativity, repeated in performance creates the ILLUSION that gender is the EFFECT (the in virtue of) of an ORIGINAL cause. gadamer also speaks of the "work" in this way. I hope this clarifies this way of "thinking" Larry -----Original Message----- From: "Peter Smagorinsky" Sent: ?2015-?05-?18 12:13 PM To: "eXtended Mind, Culture, Activity" Subject: [Xmca-l] Re: FW: Integrating Experiences: Body and Mind MovingBetween Contexts Larry, I'm drowning! -----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 lpscholar2@gmail.com Sent: Monday, May 18, 2015 2:16 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: FW: Integrating Experiences: Body and Mind Moving Between Contexts Peter, thanks for this heads up. I looked over the contributing authors and have a sense of ?the river runs through THIS?. Is this a tributary that partakes of the same ?source? as CHAT. when we look back retrospectively and discover a telos in virtue of this tributary, how do we understand the ?branching?. Is the cultural river ?adaptive? assuming some genesis as blueprint within the river's source or is the river ?discovered? after the fact? is the ?branching? discovered retrospectively AS ?a telos AS IF it came before the discovery. The ?river? and the ?field? may be compatible metaphors of integrative synthesis? in search of the strange animals that show whose names/concepts start with the letter ?z? This book seems interesting Sent from Windows Mail From: Peter Smagorinsky Sent: ?Monday?, ?May? ?18?, ?2015 ?9?:?58? ?AM To: eXtended Mind, Culture, Activity Book of possible interest to xmca-ers right after you finish reading the 6,000 articles shared in the last month. From: Information Age Publishing [mailto:marketing@infoagepub.com] Sent: Monday, May 18, 2015 12:43 PM To: Peter Smagorinsky Subject: Integrating Experiences: Body and Mind Moving Between Contexts [News update from Information Age Publishing] [http://www.infoagepub.com/assets/images/covers/p54d931021fa96.gif] Published 2015 ORDER ONLINE AT WWW.INFOAGEPUB.COM Paperback 978-1-68123-007-8 $45.99 Hardcover 978-1-68123-008-5 $85.99 eBook 978-1-68123-009-2 Integrating Experiences Body and Mind Moving Between Contexts Edited by: Brady Wagoner, Aalborg University Nandita Chaudhary, University of Delhi Pernille Hviid, University of Copenhagen A volume in Niels Bohr Professorship Lectures in Cultural Psychology Cultural Psychology studies how persons and social-cultural worlds mutually constitute one another. It is premised on the idea that culture is within us-in every moment in which we live our human lives, in the meaningful worlds we have created ourselves. In this perspective, encounters with others fundamentally transform the way we understand ourselves. With the increase of globalization and multicultural exchanges, cultural psychology becomes the psychological science for the 21st century. No longer can we ignore questions about how our cultural traditions, practices, beliefs, artifacts and other people constitute how we approach, understand, imagine and remember the world. The Niels Bohr Professorship Lectures in Cultural Psychology series aims to highlight and develop new ideas that advance our understanding of these issues. This second volume in the series features an address by Tania Zittoun and Alex Gillespie, which is followed by commentary chapters and their response to them. In their lecture, Zittoun and Gillespie propose a model of the relation between mind and society, specifically the way in which individuals develop and gain agency through society. They theorise and demonstrate a two-way interaction: bodies moving through society accumulate differentiated experiences, which become integrated at the level of mind, enabling psychological movement between experiences, which in turn mediates how people move through society. The model is illustrated with a longitudinal analysis of diaries written by a woman leading up to and through the Second World War. Commentators further elaborate on the issues of (1) context and history, (2) experience, time and movement, and (3) methodologies for cultural psychology. CONTENTS: Editors' Introduction: Cultural Psychology on the Move, Brady Wagoner, Nandita Chaudhary, and Pernille Hviid. PART I: THE NIELS BOHR PROFESSORSHIP LECTURE. Integrating Experiences: Body and Mind Moving Between Contexts, Tania Zittoun and Alex Gillespie. PART II: THINKING THROUGH CONTEXT AND HISTORY. On Context, Ivana Markov?. A Strange Homecomer: "Integrating Experiences" in Alfred Sch?tz's Socio-Phenomenological Key, David Carr?. Between History and Psychology: Steps Towards Interdisciplinarity, Jacob A. Belzen. The "Realness" of History: Ambivalence, Social Norms, and the Continuous Movement of Society, Aurora Pfefferkorn and Emily Abbey. PART III: EXPERIENCE, TIME, AND MOVEMENT. Experiences Which Integrate and Which are Integrated: Proust's Art of Life and van Gennep's Rites of Passage as Scenes for "Integrating Experiences" ? la Zittoun and Gillespie, Paul Stenner. Experience as the Effort After Articulation, Antonia Larrain. Time in and for Development: Mind on the Move Between Multiple and Interdependent Temporal Experiences, Mariann M?rtsin. Poetic Instants in Daily Life: Towards the Inclusion of Vertical Time in Cultural Psychology, Olga V. Lehmann. Moving as Conducting Everyday Life: Experiencing and Imagining for Teleogenetic Collaboration, Niklas A. Chimirri. PART IV: METHODOLOGY IN THE MAKING. The Diary as a Dialogical Space, Mich?le Grossen. Positioning Ourselves Within Practices and Within the Human Condition, Jack Martin. Generalization is Possible Only From a Single Case (and Froma Single Instance): The Value of a Personal Diary, Jaan Valsiner. "I Am Not THAT KIND OF...": Personal Relating With Social Borders, Jensine Ingerslev Nedergaard, Jaan Valsiner, and Giuseppina Marsico. Body, Mind, and Movement: Some Proposals for Constructing a Socially Inclusive Psychology Based on Developmental and Cultural Principles, Tastuya Sato, Hideaki Kasuga, Mami Kanzaki, and Brady Wagoner. PART V: REPLY. Social and Psychological Movement: Weaving Individual Experience Into Society, Alex Gillespie and Tania Zittoun. Information Age Publishing | P.O. Box 79049 | Charlotte, NC 28271-7047 T: 704.752.9125 | F: 704.752.9113 | E: info@infoagepub.com ------------------------------------------------------------------- This e-mail was sent to smago@uga.edu because you are subscribed to at least one of our mailing lists. If at any time you would like to remove yourself from our mailing list, please feel free to do so by visiting: http://infoagepub.net/lm/public/unsubscribe.php?g=313&addr=smago@uga.edu From mcole@ucsd.edu Fri May 22 12:22:21 2015 From: mcole@ucsd.edu (mike cole) Date: Fri, 22 May 2015 12:22:21 -0700 Subject: [Xmca-l] Re: NEW YORKER: Fact-Resistant Humans (discovered, yes, at the University of Minnesota = GO GOPHERS!) In-Reply-To: <2FB720AF-8213-4D1F-BB9E-6D89D737784A@pdq.net> References: <2FB720AF-8213-4D1F-BB9E-6D89D737784A@pdq.net> Message-ID: Alarming! On Friday, May 22, 2015, Frank Kessel wrote: > [image: Borowitz Report] BOROWITZ > REPORT > MAY 12, 2015Scientists: Earth Endangered by New Strain of Fact-Resistant > HumansBY ANDY BOROWITZ > > > - > > - > - > > - [image: Email] > > > - [image: Print] > > > > > > CREDITPHOTOGRAPH BY NASA EO/REX/FEATURES VIA AP > > MINNEAPOLIS (The Borowitz Report > ) ? > *READ BELOW* > > > > > Scientists have discovered a powerful new strain of > > fact-resistant humans who are threatening the ability of Earth to sustain > life, a sobering new study reports. > > The research, conducted by the University of Minnesota, identifies a > virulent strain of humans who are virtually immune to any form of > verifiable knowledge, leaving scientists at a loss as to how to combat them. > > ?These humans appear to have all the faculties necessary to receive and > process information,? Davis Logsdon, one of the scientists who contributed > to the study, said. ?And yet, somehow, they have developed defenses that, > for all intents and purposes, have rendered those faculties totally > inactive.? > > More worryingly, Logsdon said, ?As facts have multiplied, their defenses > against those facts have only grown more powerful.? > > While scientists have no clear understanding of the mechanisms that > prevent the fact-resistant humans from absorbing data, they theorize that > the strain may have developed the ability to intercept and discard > information en route from the auditory nerve to the brain. ?The normal > functions of human consciousness have been completely nullified,? Logsdon > said. > > While reaffirming the gloomy assessments of the study, Logsdon held out > hope that the threat of fact-resistant humans could be mitigated in the > future. ?Our research is very preliminary, but it?s possible that they will > become more receptive to facts once they are in an environment without > food, water, or oxygen,? he said. > -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* -------------- next part -------------- A non-text attachment was scrubbed... Name: email.png Type: image/png Size: 492 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150522/f7c53348/attachment.png -------------- next part -------------- A non-text attachment was scrubbed... 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Name: Borowitz-Earth-Endangered-by-Fact-Resistant-Humans-690.jpg Type: image/jpeg Size: 71825 bytes Desc: not available Url : https://mailman.ucsd.edu/mailman/private/xmca-l/attachments/20150522/f7c53348/attachment.jpg From dkellogg60@gmail.com Sat May 23 14:25:46 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Sun, 24 May 2015 06:25:46 +0900 Subject: [Xmca-l] Play Hath Yet Its Toil Message-ID: One of my graduate students found this editorial by David Kohn in the New York Times and we have been discussing it: http://www.nytimes.com/2015/05/17/opinion/sunday/let-the-kids-learn-through-play.html?_r=0 As you can see, a lot of the article is written in a tone Halliday would call "childist": that is, there is the assumption that spontaneous, naturalistic activities on the part of the child are inherently and intrinsically developmental, and that activities which are involve doing this that children do not spontaneously do themselves are inherently and intrinsically anti-developmental. It's very easy to write this way, and it's a crowd-pleaser. But it is the opposite of what Vygotsky writes. Yesterday we were puzzling over the last part of "Problem of Age", where Vygotsky marshalls three arguments, not against "The Younger the Better" but rather against the idea that higher cognitive functions must develop along the lines of "The Older the Better". First of all, the higher functions are always built WITH and not ON the lower ones. So for example in language learning the child doesn't learn vowels and consonants first and then go on to learn nouns and verbs next and top it all off with sentences and paragraphs. No, the child must learn all of them at the same time: as Saussure says, thinking and speech are BOTH disorganized, but in their mutual decomposition they organize each other. Secondly, even at preschool level, teachers understand that children learn best when they are learning what they do not know how to do and not what they already know how to do. So for example even the teachers who use Eric Carle books to teach English to elementary school kids in Korea understand perfectly well that they are not teaching the children anything they don't know about colors or animals; they argue that they are teaching new foreign language vocabulary and grammar (the problem is that they are NOT teaching new word meanings!) Thirdly, and I think most germane to Kohn's article, Vygotsky argues that neoformations are the consequence of lines of development and not their cause: new functions are built, not on development, but on developING. I don't think this invalidates what Kohn says--it actually gives it a scientific rather than simply a rhetorical basis. Truly developed play (e.g. rule based play with winners and losers) only emerges at the END of preschool. But for that very reason it is not the activity on which we want to build the child's primary school curriculum. (And...from the child's point of view...the intense competiveness we sometimes see in academic work is actually a realization of the attempt to build a primary school curriculum on this form of play!) As Tennyson could have said but did not: Preschool hath yet its toil and its honor. David Kellogg PS: I have some good news. Two of our Vygotsky books, the second volume of HDHMF and the first volume of the Pedological Lectures, won the 2015 prize for the top one hundred academic books in Korea. dk From mcole@ucsd.edu Sun May 24 14:42:10 2015 From: mcole@ucsd.edu (mike cole) Date: Sun, 24 May 2015 14:42:10 -0700 Subject: [Xmca-l] Re: Play Hath Yet Its Toil In-Reply-To: References: Message-ID: While awaiting your translation of the problem of age in 2012 form, congrats on the prizes for your previous work David. Great work. Its memorial day holiday here. As for the preschool, so for the university, methinks, sometimes. mike On Sat, May 23, 2015 at 2:25 PM, David Kellogg wrote: > One of my graduate students found this editorial by David Kohn in the New > York Times and we have been discussing it: > > > http://www.nytimes.com/2015/05/17/opinion/sunday/let-the-kids-learn-through-play.html?_r=0 > > As you can see, a lot of the article is written in a tone Halliday would > call "childist": that is, there is the assumption that spontaneous, > naturalistic activities on the part of the child are inherently and > intrinsically developmental, and that activities which are involve doing > this that children do not spontaneously do themselves are inherently and > intrinsically anti-developmental. It's very easy to write this way, and > it's a crowd-pleaser. > > But it is the opposite of what Vygotsky writes. Yesterday we were puzzling > over the last part of "Problem of Age", where Vygotsky marshalls three > arguments, not against "The Younger the Better" but rather against the idea > that higher cognitive functions must develop along the lines of "The Older > the Better". > > First of all, the higher functions are always built WITH and not ON the > lower ones. So for example in language learning the child doesn't learn > vowels and consonants first and then go on to learn nouns and verbs next > and top it all off with sentences and paragraphs. No, the child must learn > all of them at the same time: as Saussure says, thinking and speech are > BOTH disorganized, but in their mutual decomposition they organize each > other. > > Secondly, even at preschool level, teachers understand that children learn > best when they are learning what they do not know how to do and not what > they already know how to do. So for example even the teachers who use Eric > Carle books to teach English to elementary school kids in Korea understand > perfectly well that they are not teaching the children anything they don't > know about colors or animals; they argue that they are teaching new foreign > language vocabulary and grammar (the problem is that they are NOT teaching > new word meanings!) > > Thirdly, and I think most germane to Kohn's article, Vygotsky argues that > neoformations are the consequence of lines of development and not their > cause: new functions are built, not on development, but on developING. I > don't think this invalidates what Kohn says--it actually gives it a > scientific rather than simply a rhetorical basis. Truly developed play > (e.g. rule based play with winners and losers) only emerges at the END of > preschool. But for that very reason it is not the activity on which we want > to build the child's primary school curriculum. (And...from the child's > point of view...the intense competiveness we sometimes see in academic work > is actually a realization of the attempt to build a primary school > curriculum on this form of play!) > > As Tennyson could have said but did not: Preschool hath yet its toil and > its honor. > > David Kellogg > > PS: I have some good news. Two of our Vygotsky books, the second volume of > HDHMF and the first volume of the Pedological Lectures, won the 2015 prize > for the top one hundred academic books in Korea. > > dk > -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From mcole@ucsd.edu Mon May 25 18:20:18 2015 From: mcole@ucsd.edu (mike cole) Date: Mon, 25 May 2015 18:20:18 -0700 Subject: [Xmca-l] Fwd: NYTimes.com: Stone Tools From Kenya Are Oldest Yet Discovered In-Reply-To: <5563C2AA.0000004B@pmta04.ewr1.nytimes.com> References: <5563C2AA.0000004B@pmta04.ewr1.nytimes.com> Message-ID: Concerning tools and hominid evolution. Of relevance to local theorizing, perhaps. mike NYTimes.com: Stone Tools From Kenya Are Oldest Yet Discovered Stone Tools From Kenya Are Oldest Yet Discovered By JOHN NOBLE WILFORD The tools, dating to 3.3 million years ago, may indicate that hominins were making tools much earlier than previously thought by some 700,000 years. Or, copy and paste this URL into your browser: http://nyti.ms/1Bcm4aW To get unlimited access to all New York Times articles, subscribe today. See Subscription Options. To ensure delivery to your inbox, please add nytdirect@nytimes.com to your address book. Advertisement Copyright 2015 | The New York Times Company | NYTimes.com 620 Eighth Avenue New York, NY 10018 -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From mcole@ucsd.edu Wed May 27 08:51:33 2015 From: mcole@ucsd.edu (mike cole) Date: Wed, 27 May 2015 08:51:33 -0700 Subject: [Xmca-l] Fwd: [Lchc-l] Fwd: Open Letter to the Council of Chief State School Officers In-Reply-To: <45D7D622-E1B0-406B-9442-EEEA413E1FF2@ucsd.edu> References: <45D7D622-E1B0-406B-9442-EEEA413E1FF2@ucsd.edu> Message-ID: Seems like this matter is of concern beyond lchc. mike ---------- Forwarded message ---------- From: Booker, Angela Date: Wed, May 27, 2015 at 7:46 AM Subject: [Lchc-l] Fwd: Open Letter to the Council of Chief State School Officers To: "" Hi All, I thought this might be of interest to some folks in the lab. There is a possibility of signing an open letter by May 29 if you find the arguments expressed compelling. The letter addresses systemic inequality and whether/how it will be addressed in this particular policy forum. Angela Begin forwarded message: *From: *Aaron M Schutz *Subject: * *Open Letter to the Council of Chief State School Officers* *Date: *May 26, 2015 at 1:57:25 PM PDT *To: * Dear Colleagues and Fellow Educational, Parent, and Community Leaders The Council of Chief State School Officers (CCSSO) is in the final stages of updating the Interstate School Leaders Licensure Consortium (ISLLC) standards, and *the public comment period closes on the 29th of May*. These highly influential policy standards shape the practice, professional development, and evaluation of school leaders across the country. *We want you to know that in the current draft, none of the seven core standards themselves make explicit reference to educational equity, inequality, race, class, gender, ability, language, special status, marginalization, or social justice*. You may access the seven draft standards in a press release by the CCSSO here . This omission is dismaying since a previous draft of these standards included specific language around educational equity and racial inequities. The findings of research and the voices of practitioners are very important for influencing the development of the language in the standards. We believe it is critical that the educational research community, school leaders, and local communities speak again on this issue. At this time, *we are inviting you to support an open letter* addressed to the CCSSO, which is available at the following link: http://goo.gl/forms/k2Y2ZTukRI Your signature in support of the letter will include your institution or organization name, which is for identification purposes only and is not intended to imply an endorsement or support from your institution. Your name, should you choose to sign in support, will appear in an attachment to the letter that we will present to the CCSSO Trustees and leadership team. If you do not wish to sign in support of the letter, please forward this email to your colleagues and contact the CCSSO directly if you share the perspective that equity and equitable schools are a critical part of developing standards for future school leaders. Thank you for considering this request. Sincerely, Ann M. Ishimaru, Assistant Professor, University of Washington John E. Roberts, Assistant Professor, Pennsylvania State University Bradley W. Davis, Assistant Professor, University of Texas at Arlington Mollie K. Galloway, Chair, Department of Educational Leadership, Lewis & Clark Mark A. Gooden, Associate Professor, University of Texas at Austin Michael E. Dantley, Dean, College of Education, Health and Society, Miami University, Oxford, Ohio -- Ann M. Ishimaru Assistant Professor Educational Policy, Organizations & Leadership in PK-12 Systems https://education.uw.edu/people/faculty/aishi#profile-faculty PI, Equitable Parent-School Collaboration Research Project https://education.uw.edu/epsc Miller Hall M211 (Mezzanine) College of Education University of Washington Seattle, WA 98195-3600 (206) 543-9840 Ishimaru, A.M. & Galloway, M. K. (2014).Beyond Individual Effectiveness: Conceptualizing Organizational Leadership for Equity. Leadership and Policy in Schools, 13(1). -- Ann M. Ishimaru Assistant Professor Educational Policy, Organizations & Leadership in PK-12 Systems https://education.uw.edu/people/faculty/aishi#profile-faculty PI, Equitable Parent-School Collaboration Research Project https://education.uw.edu/epsc Miller Hall M211 (Mezzanine) College of Education University of Washington Seattle, WA 98195-3600 (206) 543-9840 Ishimaru, A.M. & Galloway, M. K. (2014).Beyond Individual Effectiveness: Conceptualizing Organizational Leadership for Equity. Leadership and Policy in Schools, 13(1). An American Educational Research Association List If you need assistance with this list, please send an email to listadmin@aera.net. -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From mcole@ucsd.edu Thu May 28 11:08:51 2015 From: mcole@ucsd.edu (mike cole) Date: Thu, 28 May 2015 11:08:51 -0700 Subject: [Xmca-l] Understanding/changing "something" Message-ID: For a current writing project I have been led to think about the fact that Kurt Lewin is widely quoted as telling his students and colleagues that "if you want to understand something, try to change it." I have long associated this idea with the notion that if you want to understand HISTORY, try to change IT. But either I am reading Lewin into Marxism, or hallucinating. Can it really be true that no Great Leader has ever said that you want to understand history (a particular "something") try to change it? There are well known major influences of Lewin on both Vygotsky and Luria that might be illuminated by this inquiry, one way or the other. Thanks for any help you can provide. mike -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From smago@uga.edu Thu May 28 11:16:57 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Thu, 28 May 2015 18:16:57 +0000 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: References: Message-ID: https://www.historians.org/about-aha-and-membership/aha-history-and-archives/archives/why-study-history-%281998%29 is the best I could find. Obama campaigned in 2008 on a "hope and change" theme, which is different from "change and understand." To which Hilary Clinton replied "I have 35 years of experience, fighting for real change" -----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, May 28, 2015 2:09 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Understanding/changing "something" For a current writing project I have been led to think about the fact that Kurt Lewin is widely quoted as telling his students and colleagues that "if you want to understand something, try to change it." I have long associated this idea with the notion that if you want to understand HISTORY, try to change IT. But either I am reading Lewin into Marxism, or hallucinating. Can it really be true that no Great Leader has ever said that you want to understand history (a particular "something") try to change it? There are well known major influences of Lewin on both Vygotsky and Luria that might be illuminated by this inquiry, one way or the other. Thanks for any help you can provide. mike -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From mcole@ucsd.edu Thu May 28 11:26:27 2015 From: mcole@ucsd.edu (mike cole) Date: Thu, 28 May 2015 11:26:27 -0700 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: References: Message-ID: Could you connect a dot or two to my question, Peter? I could not find it on the page that the link opened to. mike On Thu, May 28, 2015 at 11:16 AM, Peter Smagorinsky wrote: > > https://www.historians.org/about-aha-and-membership/aha-history-and-archives/archives/why-study-history-%281998%29 > is the best I could find. > > Obama campaigned in 2008 on a "hope and change" theme, which is different > from "change and understand." To which Hilary Clinton replied "I have 35 > years of experience, fighting for real change" > > -----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, May 28, 2015 2:09 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Understanding/changing "something" > > For a current writing project I have been led to think about the fact that > Kurt Lewin is widely quoted as telling his students and colleagues that "if > you want to understand something, try to change it." > > I have long associated this idea with the notion that if you want to > understand HISTORY, try to change IT. But either I am reading Lewin into > Marxism, or hallucinating. Can it really be true that no Great Leader has > ever said that you want to understand history (a particular > "something") try to change it? > > There are well known major influences of Lewin on both Vygotsky and Luria > that might be illuminated by this inquiry, one way or the other. > > Thanks for any help you can provide. > > mike > > -- > > All there is to thinking is seeing something noticeable which makes you > see something you weren't noticing which makes you see something that isn't > even visible. N. McLean, *A River Runs Through it* > > -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From smago@uga.edu Thu May 28 11:34:36 2015 From: smago@uga.edu (Peter Smagorinsky) Date: Thu, 28 May 2015 18:34:36 +0000 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: References: Message-ID: Most of the "change" discourse is as follows: History Helps Us Understand Change and How the Society We Live in Came to Be The second reason history is inescapable as a subject of serious study follows closely on the first. The past causes the present, and so the future. Any time we try to know why something happened?whether a shift in political party dominance in the American Congress, a major change in the teenage suicide rate, or a war in the Balkans or the Middle East?we have to look for factors that took shape earlier. Sometimes fairly recent history will suffice to explain a major development, but often we need to look further back to identify the causes of change. Only through studying history can we grasp how things change; only through history can we begin to comprehend the factors that cause change; and only through history can we understand what elements of an institution or a society persist despite change. But the page is more about historians and their understanding of change, rather than leaders (Great and Small) intentionally trying to understand history by changing its course, which is a bit paradoxical, I think, given that it only becomes historical after the fact. On the other hand, people change history by rewriting it. Sometimes that's good (as when the past is re-interrogated to find that what's written is insufficient or wrong) and sometimes bad (what's known as "revisionist history" in which it's rewritten to suit a new truth regime). But maybe I'm not connecting dots, but instead adding unconnectable dots? -----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, May 28, 2015 2:26 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Understanding/changing "something" Could you connect a dot or two to my question, Peter? I could not find it on the page that the link opened to. mike On Thu, May 28, 2015 at 11:16 AM, Peter Smagorinsky wrote: > > https://www.historians.org/about-aha-and-membership/aha-history-and-ar > chives/archives/why-study-history-%281998%29 > is the best I could find. > > Obama campaigned in 2008 on a "hope and change" theme, which is > different from "change and understand." To which Hilary Clinton > replied "I have 35 years of experience, fighting for real change" > > -----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, May 28, 2015 2:09 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Understanding/changing "something" > > For a current writing project I have been led to think about the fact > that Kurt Lewin is widely quoted as telling his students and > colleagues that "if you want to understand something, try to change it." > > I have long associated this idea with the notion that if you want to > understand HISTORY, try to change IT. But either I am reading Lewin > into Marxism, or hallucinating. Can it really be true that no Great > Leader has ever said that you want to understand history (a particular > "something") try to change it? > > There are well known major influences of Lewin on both Vygotsky and > Luria that might be illuminated by this inquiry, one way or the other. > > Thanks for any help you can provide. > > mike > > -- > > All there is to thinking is seeing something noticeable which makes > you see something you weren't noticing which makes you see something > that isn't even visible. N. McLean, *A River Runs Through it* > > -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From annalisa@unm.edu Thu May 28 11:41:04 2015 From: annalisa@unm.edu (Annalisa Aguilar) Date: Thu, 28 May 2015 18:41:04 +0000 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: References: , Message-ID: Unconnectable dots are mere monads to themselves. (Sorry I couldn't resist making that joke!) Kind regards while watching dots connect! Annalisa From mizavala@exchange.fullerton.edu Thu May 28 11:47:54 2015 From: mizavala@exchange.fullerton.edu (Zavala, Miguel) Date: Thu, 28 May 2015 18:47:54 +0000 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: Message-ID: Hi Mike, I don't know about great leaders but I interpret the work of Paulo Freire along this strand, with his notion of praxis. It is also in the work of Orlando Fals-Borda, Colombian sociologist and activist, often described as the "father" of Participatory Action Research, with his concept 'vivencia'. In both, I hear theorizations and interventions rooted in the very dialectic between knowing/understanding the world (as spatial, historical, etc.) and transforming it. I was struck recently by Rigoberta Menchu's talk (Nobel Peace Prize laureate; Guatemalan Indigenous freedom fighter) at our campus. She spoke about social transformation as inhering in us, as unfinished beings--becoming as Freire (among others) would say. Yet, she said that reclaiming historical memories for Indigenous peoples is also transforming history, it is to re/write it differently and thus transform it. On a side and related note: how are our conceptions of "history" in turn shaping how we see transformation? And whence spatiality, how we exist and become as spatial beings, how is this dimension of being and becoming theorized in our ideas of "history"? Miguel On 5/28/15 11:08 AM, "mike cole" wrote: >For a current writing project I have been led to think about the fact that >Kurt Lewin is widely quoted as telling his students and colleagues that >"if >you want to understand something, try to change it." > >I have long associated this idea with the notion that if you want to >understand HISTORY, try to change IT. But either I am reading >Lewin into Marxism, or hallucinating. Can it really be true that no Great >Leader has ever said that you want to understand history (a particular >"something") try to change it? > >There are well known major influences of Lewin on both Vygotsky and Luria >that might be illuminated by this inquiry, one way or the other. > >Thanks for any help you can provide. > >mike > >-- > >All there is to thinking is seeing something noticeable which makes >you see something you weren't noticing which makes you see something >that isn't even visible. N. McLean, *A River Runs Through it* From dkellogg60@gmail.com Thu May 28 13:42:13 2015 From: dkellogg60@gmail.com (David Kellogg) Date: Fri, 29 May 2015 05:42:13 +0900 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: References: Message-ID: Mike: As far as I can figure out, this is one of the quotations ATTRIBUTED to Lewin by Charles Tolman (along with my own favorite non-quote, which is "There is nothing so practical as a good theory"). I can't find any actual source in Lewin for the quote. It would help if we had the German for it, of course. But if he did say it, it seems to relate to his late work on change, which was about organizational change: the famous "unfreeze", "transition", "freeze" model. I always interpreted this model as being merely descriptive; in particular, I thought it was descriptive of how people feel in response to a change. So for example, the third phase, "freeze", is often mistranslated as "refreeze", because the model is used in business, and businessmen see themselves as over-endowed with agency (among other things). Of course, Lewin was a socialist, but he wasn't a Marxist, and I very much doubt that he ever thought that history was the plaything of human volition to change. I think he saw history as a force field with absolutely compelling valences. And so it was, for him. David Kellogg On Fri, May 29, 2015 at 3:47 AM, Zavala, Miguel < mizavala@exchange.fullerton.edu> wrote: > Hi Mike, > > I don't know about great leaders but I interpret the work of Paulo Freire > along this strand, with his notion of praxis. It is also in the work of > Orlando Fals-Borda, Colombian sociologist and activist, often described as > the "father" of Participatory Action Research, with his concept > 'vivencia'. In both, I hear theorizations and interventions rooted in the > very dialectic between knowing/understanding the world (as spatial, > historical, etc.) and transforming it. > > I was struck recently by Rigoberta Menchu's talk (Nobel Peace Prize > laureate; Guatemalan Indigenous freedom fighter) at our campus. She spoke > about social transformation as inhering in us, as unfinished > beings--becoming as Freire (among others) would say. Yet, she said that > reclaiming historical memories for Indigenous peoples is also transforming > history, it is to re/write it differently and thus transform it. > > On a side and related note: how are our conceptions of "history" in turn > shaping how we see transformation? And whence spatiality, how we exist and > become as spatial beings, how is this dimension of being and becoming > theorized in our ideas of "history"? > > Miguel > > > On 5/28/15 11:08 AM, "mike cole" wrote: > > >For a current writing project I have been led to think about the fact that > >Kurt Lewin is widely quoted as telling his students and colleagues that > >"if > >you want to understand something, try to change it." > > > >I have long associated this idea with the notion that if you want to > >understand HISTORY, try to change IT. But either I am reading > >Lewin into Marxism, or hallucinating. Can it really be true that no Great > >Leader has ever said that you want to understand history (a particular > >"something") try to change it? > > > >There are well known major influences of Lewin on both Vygotsky and Luria > >that might be illuminated by this inquiry, one way or the other. > > > >Thanks for any help you can provide. > > > >mike > > > >-- > > > >All there is to thinking is seeing something noticeable which makes > >you see something you weren't noticing which makes you see something > >that isn't even visible. N. McLean, *A River Runs Through it* > > > From hshonerd@gmail.com Thu May 28 15:05:58 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Thu, 28 May 2015 16:05:58 -0600 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: References: Message-ID: <18867F87-68BA-4970-9E8D-95DA0537EBEF@gmail.com> Mike, Peter, Annalisa, Miguel and David, I wasn?t present when the CHAT acronym was adopted, but I wonder if the ?historical? and the ?activity? portions of it are relevant to your question. How does acting on history (object?) change the understanding (subject?) of history? I am trying hear to pick some brains about the CHAT network of enterprises, especially the role played by Marxist analysis in what we DO individually and collectively. David raises the issue in his most recent post: "Of course, Lewin was a socialist, but he wasn't a Marxist, and I very much doubt that he ever thought that history was the plaything of human volition to change. I think he saw history as a force field with absolutely compelling valences. And so it was, for him.? I have a personal story, part of my history, but embedded in a larger narrative of world history: In 1969 was part of the Brigada Venceremos, a project that, among other things, took mostly young American radicals/revolutionaries (we were called radicals, we thought of ourselves as revolutionaries) to Cuba to engage with the Cuban people by cutting sugar cane. After cutting cane for some weeks the Brigada was treated to a bus tour of the island. During the tour I locked horns with a member of the Weathermen collective over how revolutionary we should try to be back in the U.S. His point was that sometimes circumstances of the moment require that you fire your gun at a live target to find how well adjusted the gun sights are set. (He wasn?t just being metaphorical, but it was a metaphor.) I pointed out that firing before you were reasonably sure of the results could result in terrible unintended consequences. Our discussion got very heated. Perhaps I overgeneralize, but I think my little story resonates with Mike?s question about MAKING and DOING history. Henry > On May 28, 2015, at 2:42 PM, David Kellogg wrote: > > Mike: > > As far as I can figure out, this is one of the quotations ATTRIBUTED to > Lewin by Charles Tolman (along with my own favorite non-quote, which is > "There is nothing so practical as a good theory"). I can't find any actual > source in Lewin for the quote. It would help if we had the German for it, > of course. > > But if he did say it, it seems to relate to his late work on change, which > was about organizational change: the famous "unfreeze", "transition", > "freeze" model. I always interpreted this model as being merely > descriptive; in particular, I thought it was descriptive of how people feel > in response to a change. So for example, the third phase, "freeze", is > often mistranslated as "refreeze", because the model is used in business, > and businessmen see themselves as over-endowed with agency (among other > things). > > Of course, Lewin was a socialist, but he wasn't a Marxist, and I very much > doubt that he ever thought that history was the plaything of human volition > to change. I think he saw history as a force field with absolutely > compelling valences. And so it was, for him. > > David Kellogg > > On Fri, May 29, 2015 at 3:47 AM, Zavala, Miguel < > mizavala@exchange.fullerton.edu> wrote: > >> Hi Mike, >> >> I don't know about great leaders but I interpret the work of Paulo Freire >> along this strand, with his notion of praxis. It is also in the work of >> Orlando Fals-Borda, Colombian sociologist and activist, often described as >> the "father" of Participatory Action Research, with his concept >> 'vivencia'. In both, I hear theorizations and interventions rooted in the >> very dialectic between knowing/understanding the world (as spatial, >> historical, etc.) and transforming it. >> >> I was struck recently by Rigoberta Menchu's talk (Nobel Peace Prize >> laureate; Guatemalan Indigenous freedom fighter) at our campus. She spoke >> about social transformation as inhering in us, as unfinished >> beings--becoming as Freire (among others) would say. Yet, she said that >> reclaiming historical memories for Indigenous peoples is also transforming >> history, it is to re/write it differently and thus transform it. >> >> On a side and related note: how are our conceptions of "history" in turn >> shaping how we see transformation? And whence spatiality, how we exist and >> become as spatial beings, how is this dimension of being and becoming >> theorized in our ideas of "history"? >> >> Miguel >> >> >> On 5/28/15 11:08 AM, "mike cole" wrote: >> >>> For a current writing project I have been led to think about the fact that >>> Kurt Lewin is widely quoted as telling his students and colleagues that >>> "if >>> you want to understand something, try to change it." >>> >>> I have long associated this idea with the notion that if you want to >>> understand HISTORY, try to change IT. But either I am reading >>> Lewin into Marxism, or hallucinating. Can it really be true that no Great >>> Leader has ever said that you want to understand history (a particular >>> "something") try to change it? >>> >>> There are well known major influences of Lewin on both Vygotsky and Luria >>> that might be illuminated by this inquiry, one way or the other. >>> >>> Thanks for any help you can provide. >>> >>> mike >>> >>> -- >>> >>> All there is to thinking is seeing something noticeable which makes >>> you see something you weren't noticing which makes you see something >>> that isn't even visible. N. McLean, *A River Runs Through it* >> >> >> From mcole@ucsd.edu Thu May 28 15:25:34 2015 From: mcole@ucsd.edu (mike cole) Date: Thu, 28 May 2015 15:25:34 -0700 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: <18867F87-68BA-4970-9E8D-95DA0537EBEF@gmail.com> References: <18867F87-68BA-4970-9E8D-95DA0537EBEF@gmail.com> Message-ID: Thanks for the thoughts so far. On its face, the claim that to understand an historical process one should try to change it resonates strongly with the first thesis on Feuerbach. Maybe some such saying was a slogan among SDS and other radical groups in the US in the 1960's-70's, as Henry's note suggests. It seemed to me the kind of thing that Mao or any number of European marxists might have said (but I gather not, since David didn't mention such a possibility). In its more modest "change something" form, it would have fit Lewin pushing for a "Galilean" approach to human sciences focused on process. And it for sure fits the ideas of people interested in formative experimentation/design research. Hmmmmm. mike On Thu, May 28, 2015 at 3:05 PM, HENRY SHONERD wrote: > Mike, Peter, Annalisa, Miguel and David, > I wasn?t present when the CHAT acronym was adopted, but I wonder if the > ?historical? and the ?activity? portions of it are relevant to your > question. How does acting on history (object?) change the understanding > (subject?) of history? I am trying hear to pick some brains about the CHAT > network of enterprises, especially the role played by Marxist analysis in > what we DO individually and collectively. > > David raises the issue in his most recent post: > "Of course, Lewin was a socialist, but he wasn't a Marxist, and I very much > doubt that he ever thought that history was the plaything of human volition > to change. I think he saw history as a force field with absolutely > compelling valences. And so it was, for him.? > > I have a personal story, part of my history, but embedded in a larger > narrative of world history: > In 1969 was part of the Brigada Venceremos, a project that, among other > things, took mostly young American radicals/revolutionaries (we were called > radicals, we thought of ourselves as revolutionaries) to Cuba to engage > with the Cuban people by cutting sugar cane. After cutting cane for some > weeks the Brigada was treated to a bus tour of the island. During the tour > I locked horns with a member of the Weathermen collective over how > revolutionary we should try to be back in the U.S. His point was that > sometimes circumstances of the moment require that you fire your gun at a > live target to find how well adjusted the gun sights are set. (He wasn?t > just being metaphorical, but it was a metaphor.) I pointed out that firing > before you were reasonably sure of the results could result in terrible > unintended consequences. Our discussion got very heated. Perhaps I > overgeneralize, but I think my little story resonates with Mike?s question > about MAKING and DOING history. > > Henry > > > > > > > > > > > > > On May 28, 2015, at 2:42 PM, David Kellogg wrote: > > > > Mike: > > > > As far as I can figure out, this is one of the quotations ATTRIBUTED to > > Lewin by Charles Tolman (along with my own favorite non-quote, which is > > "There is nothing so practical as a good theory"). I can't find any > actual > > source in Lewin for the quote. It would help if we had the German for it, > > of course. > > > > But if he did say it, it seems to relate to his late work on change, > which > > was about organizational change: the famous "unfreeze", "transition", > > "freeze" model. I always interpreted this model as being merely > > descriptive; in particular, I thought it was descriptive of how people > feel > > in response to a change. So for example, the third phase, "freeze", is > > often mistranslated as "refreeze", because the model is used in business, > > and businessmen see themselves as over-endowed with agency (among other > > things). > > > > Of course, Lewin was a socialist, but he wasn't a Marxist, and I very > much > > doubt that he ever thought that history was the plaything of human > volition > > to change. I think he saw history as a force field with absolutely > > compelling valences. And so it was, for him. > > > > David Kellogg > > > > On Fri, May 29, 2015 at 3:47 AM, Zavala, Miguel < > > mizavala@exchange.fullerton.edu> wrote: > > > >> Hi Mike, > >> > >> I don't know about great leaders but I interpret the work of Paulo > Freire > >> along this strand, with his notion of praxis. It is also in the work of > >> Orlando Fals-Borda, Colombian sociologist and activist, often described > as > >> the "father" of Participatory Action Research, with his concept > >> 'vivencia'. In both, I hear theorizations and interventions rooted in > the > >> very dialectic between knowing/understanding the world (as spatial, > >> historical, etc.) and transforming it. > >> > >> I was struck recently by Rigoberta Menchu's talk (Nobel Peace Prize > >> laureate; Guatemalan Indigenous freedom fighter) at our campus. She > spoke > >> about social transformation as inhering in us, as unfinished > >> beings--becoming as Freire (among others) would say. Yet, she said that > >> reclaiming historical memories for Indigenous peoples is also > transforming > >> history, it is to re/write it differently and thus transform it. > >> > >> On a side and related note: how are our conceptions of "history" in turn > >> shaping how we see transformation? And whence spatiality, how we exist > and > >> become as spatial beings, how is this dimension of being and becoming > >> theorized in our ideas of "history"? > >> > >> Miguel > >> > >> > >> On 5/28/15 11:08 AM, "mike cole" wrote: > >> > >>> For a current writing project I have been led to think about the fact > that > >>> Kurt Lewin is widely quoted as telling his students and colleagues that > >>> "if > >>> you want to understand something, try to change it." > >>> > >>> I have long associated this idea with the notion that if you want to > >>> understand HISTORY, try to change IT. But either I am reading > >>> Lewin into Marxism, or hallucinating. Can it really be true that no > Great > >>> Leader has ever said that you want to understand history (a particular > >>> "something") try to change it? > >>> > >>> There are well known major influences of Lewin on both Vygotsky and > Luria > >>> that might be illuminated by this inquiry, one way or the other. > >>> > >>> Thanks for any help you can provide. > >>> > >>> mike > >>> > >>> -- > >>> > >>> All there is to thinking is seeing something noticeable which makes > >>> you see something you weren't noticing which makes you see something > >>> that isn't even visible. N. McLean, *A River Runs Through it* > >> > >> > >> > > > -- All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible. N. McLean, *A River Runs Through it* From annalisa@unm.edu Thu May 28 15:40:05 2015 From: annalisa@unm.edu (Annalisa Aguilar) Date: Thu, 28 May 2015 22:40:05 +0000 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: <18867F87-68BA-4970-9E8D-95DA0537EBEF@gmail.com> References: , <18867F87-68BA-4970-9E8D-95DA0537EBEF@gmail.com> Message-ID: Henry, et al, I wonder how revolution corresponds to violence if the violence is built into a tool, such as the case of gun design. After all, a bullet cannot do harm unless it is catapulted at a very fast velocity. Revolution need not be violent, right? Another thought: how does violence and the future connect if an adherent of violence as a means of production can only see what is an imagined freedom, instead city streets full of blood, or the maiming of innocents and the emotional upheaval of their families and communities and the repercussions from all that (which is future history). How is this actually freedom, when it only creates future enemies? Why is the interconnectedness of us all completely forgotten in this (imagined) vision of freedom? This argument might be offered against any adherent of violence (as a means of production), which (to me) seems to coincide with the notion of disrespect and how disrespect is proffered and perceived in extreme forms. Is this captured in the tool design? Henry, your post has made me consider what it means to be a radical vs a revolutionary: both seem preoccupied with change and with history, no? What is the difference? These are questions I have... not sure what the answers are... Thanks for the prod, and also thanks for all the XMCA dots, everyone! Annalisa From ablunden@mira.net Thu May 28 18:33:49 2015 From: ablunden@mira.net (Andy Blunden) Date: Fri, 29 May 2015 11:33:49 +1000 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: References: , <18867F87-68BA-4970-9E8D-95DA0537EBEF@gmail.com> Message-ID: <5567C1FD.9040807@mira.net> In "Materialism and Empirio-Criticism" (1908), a book by Lenin which Vygotsky quoted from time to time, Lenin quotes Engels: ?The most telling refutation of this as of all other philosophical crotchets (Schrullen)is practice, namely, experiment and industry. If we are able to prove the correctness of our conception of a natural process by making it ourselves, bringing it into being out of its conditions and making it serve our own purposes into the bargain, then there is an end to the Kantian incomprehensible [or ungraspable, unfassbaren?this important word is omitted both in Plekhanov?s translation and in Mr. V. Chernov?s translation] ?thing-in-itself.? The chemical substances produced in the bodies of plants and animals remained just such ?things-in-themselves? until organic chemistry began to produce them one after another, where upon the ?thing-in-itself? became a ?thing for us,? as, for instance, alizarin, the colouring matter of the madder, which we no longer trouble to grow in the madder roots in the field, but produce much more cheaply and simply from coal tar? For the original words by Engels, see https://www.marxists.org/archive/marx/works/1886/ludwig-feuerbach/ch02.htm - this little book was always a standard component of any Marxist education program and there is no doubt at all that Vygotsky had read it. Andy ------------------------------------------------------------ *Andy Blunden* http://home.pacific.net.au/~andy/ On 29/05/2015 8:40 AM, Annalisa Aguilar wrote: > Henry, et al, > > I wonder how revolution corresponds to violence if the violence is built into a tool, such as the case of gun design. After all, a bullet cannot do harm unless it is catapulted at a very fast velocity. > > Revolution need not be violent, right? > > Another thought: how does violence and the future connect if an adherent of violence as a means of production can only see what is an imagined freedom, instead city streets full of blood, or the maiming of innocents and the emotional upheaval of their families and communities and the repercussions from all that (which is future history). How is this actually freedom, when it only creates future enemies? > > Why is the interconnectedness of us all completely forgotten in this (imagined) vision of freedom? > > This argument might be offered against any adherent of violence (as a means of production), which (to me) seems to coincide with the notion of disrespect and how disrespect is proffered and perceived in extreme forms. > > Is this captured in the tool design? > > Henry, your post has made me consider what it means to be a radical vs a revolutionary: both seem preoccupied with change and with history, no? What is the difference? > > These are questions I have... not sure what the answers are... > > Thanks for the prod, and also thanks for all the XMCA dots, everyone! > > Annalisa > > > From ablunden@mira.net Thu May 28 20:14:58 2015 From: ablunden@mira.net (Andy Blunden) Date: Fri, 29 May 2015 13:14:58 +1000 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: References: <18867F87-68BA-4970-9E8D-95DA0537EBEF@gmail.com> <5567C1FD.9040807@mira.net> Message-ID: <5567D9B2.30009@mira.net> ... if you want to know about changing History specifically, i.e., History as something which is *made* (as opposed to "changed"), the main reference would be the famous maxim of Marx in "18th Brumaire": "Men make their own history, but they do not make it as they please; they do not make it under self-selected circumstances, but under circumstances existing already, given and transmitted from the past." https://www.marxists.org/archive/marx/works/1852/18th-brumaire/ch01.htm So I think for Marx it was not a question of "understanding history" by "making history", but rather that he would have interpreted "changing history" as "making history" which meant "overthrowing all existing social conditions" (to use the phrase of the Communist Manifesto) and for Marx this was not something that individuals did or that was done in a "scientific" way at all. The scientific principles could be grasped, according to Marx, only post facto. But I don't know that Marx would ever have said one changed history *in order to understand it*! But I think he did see the experience of the working class as a learning process. Should I try to find something to justify that, or are we already too far away from your original question? Andy ------------------------------------------------------------ *Andy Blunden* http://home.pacific.net.au/~andy/ On 29/05/2015 12:29 PM, mike cole wrote: > But who talked about "If you want to understand HISTORY > try to change it" ? > m > > The russians went nutso over this question. > > > On Thu, May 28, 2015 at 6:33 PM, Andy Blunden > > wrote: > > In "Materialism and Empirio-Criticism" (1908), a book > by Lenin which Vygotsky quoted from time to time, > Lenin quotes Engels: > > ?The most telling refutation of this as of all other > philosophical crotchets (Schrullen)is > practice, > namely, experiment and industry. If we are able to > prove > the correctness of our conception of a natural process > by making it ourselves, bringing it into being out of > its conditions and making it serve our own purposes > into > the bargain, then there is an end to the Kantian > incomprehensible [or ungraspable, > unfassbaren?this important word is omitted > both > in Plekhanov?s translation and in Mr. V. Chernov?s > translation] ?thing-in-itself.? The chemical substances > produced in the bodies of plants and animals remained > just such ?things-in-themselves? until organic > chemistry > began to produce them one after another, where upon the > ?thing-in-itself? became a ?thing for us,? as, for > instance, alizarin, the colouring matter of the madder, > which we no longer trouble to grow in the madder roots > in the field, but produce much more cheaply and simply > from coal tar? > > For the original words by Engels, see > https://www.marxists.org/archive/marx/works/1886/ludwig-feuerbach/ch02.htm > - this little book was always a standard component of > any Marxist education program and there is no doubt at > all that Vygotsky had read it. > > Andy > ------------------------------------------------------------ > *Andy Blunden* > http://home.pacific.net.au/~andy/ > > On 29/05/2015 8:40 AM, Annalisa Aguilar wrote: > > Henry, et al, > > I wonder how revolution corresponds to violence if > the violence is built into a tool, such as the > case of gun design. After all, a bullet cannot do > harm unless it is catapulted at a very fast velocity. > > Revolution need not be violent, right? > > Another thought: how does violence and the future > connect if an adherent of violence as a means of > production can only see what is an imagined > freedom, instead city streets full of blood, or > the maiming of innocents and the emotional > upheaval of their families and communities and the > repercussions from all that (which is future > history). How is this actually freedom, when it > only creates future enemies? > > Why is the interconnectedness of us all completely > forgotten in this (imagined) vision of freedom? > > This argument might be offered against any > adherent of violence (as a means of production), > which (to me) seems to coincide with the notion of > disrespect and how disrespect is proffered and > perceived in extreme forms. > > Is this captured in the tool design? > > Henry, your post has made me consider what it > means to be a radical vs a revolutionary: both > seem preoccupied with change and with history, no? > What is the difference? > > These are questions I have... not sure what the > answers are... > > Thanks for the prod, and also thanks for all the > XMCA dots, everyone! > > Annalisa > > > > > > > > -- > > All there is to thinking is seeing something noticeable > which makes > you see something you weren't noticing which makes you see > something > that isn't even visible. N.McLean, *A River Runs Through it* > > > From hshonerd@gmail.com Sun May 31 16:24:23 2015 From: hshonerd@gmail.com (HENRY SHONERD) Date: Sun, 31 May 2015 17:24:23 -0600 Subject: [Xmca-l] Re: Understanding/changing "something" In-Reply-To: References: <, > <18867F87-68BA-4970-9E8D-95DA0537EBEF@gmail.com> Message-ID: <9271E298-EDB7-47E4-91C4-B615C9D572D3@gmail.com> Annalisa, You make good points all, it seems to me. Radical was the term used by the those critical of the words and deeds of the the SDS/Weathermen, revolutionary was what they called themselves. What?s interesting is that their violence was mostly to property, not to people, unlike the Bader-Meinhoff gang in Europe. Tragicomically, in March of 1970, just three months after I returned from Cuba with a bunch of Weathermen (my political consciousness did not rate me a place in their collective) three members of the Weathermen in New York blew themselves up making a bomb. I wince now at how naive and clueless I myself was. Is violence ever justified? effective? Respectfully, Henry > On May 28, 2015, at 4:40 PM, Annalisa Aguilar wrote: > > Henry, et al, > > I wonder how revolution corresponds to violence if the violence is built into a tool, such as the case of gun design. After all, a bullet cannot do harm unless it is catapulted at a very fast velocity. > > Revolution need not be violent, right? > > Another thought: how does violence and the future connect if an adherent of violence as a means of production can only see what is an imagined freedom, instead city streets full of blood, or the maiming of innocents and the emotional upheaval of their families and communities and the repercussions from all that (which is future history). How is this actually freedom, when it only creates future enemies? > > Why is the interconnectedness of us all completely forgotten in this (imagined) vision of freedom? > > This argument might be offered against any adherent of violence (as a means of production), which (to me) seems to coincide with the notion of disrespect and how disrespect is proffered and perceived in extreme forms. > > Is this captured in the tool design? > > Henry, your post has made me consider what it means to be a radical vs a revolutionary: both seem preoccupied with change and with history, no? What is the difference? > > These are questions I have... not sure what the answers are... > > Thanks for the prod, and also thanks for all the XMCA dots, everyone! > > Annalisa >