[Xmca-l] Re: (non)grieving scholarship

[Wolff-Michael Roth]

Hi all,
this article "In praise of slow" appears to be fitting the discussion. The
author uses a nice analogy with running. Michael
http://science.sciencemag.org/content/359/6375/602

On Mon, Feb 26, 2018 at 8:40 AM, Huw Lloyd <huw.softdesigns@gmail.com>
wrote:

> "Assessing their abilities and accomplishments in this regard was a matter
> of judgment and so could not be quantified; it could be exercised only by
> those capable of it."
>
> I would say, "cannot be quantified simply".
>
> Best,
> Huw
>
> On 26 February 2018 at 15:05, Greg Thompson <greg.a.thompson@gmail.com>
> wrote:
>
> > And here is a nice article that speaks to the bureaucratic logic that I
> was
> > mentioning (the author refers to "the all-administrative institution"):
> > https://lareviewofbooks.org/article/whose-university-is-it-anyway/#!
> >
> > A quote from it:
> > "The revolution is over and the administrators have won. But the
> > persistence of traditional structures and language has led some to think
> > that the fight over the institution is now just beginning. This is a
> > mistake. As with most revolutions, open conflict occurs only after real
> > power has already changed hands."
> >
> > -greg
> >
> > On Sun, Feb 25, 2018 at 6:27 PM, Martin Packer <mpacker@cantab.net>
> wrote:
> >
> > > On STEM and social science:
> > >
> > > <<https://www.nytimes.com/2018/02/24/opinion/sunday/
> > > doctors-revolt-bernard-lown.html?action=click&pgtype=
> > > Homepage&clickSource=story-heading&module=opinion-c-col-
> > > left-region&region=opinion-c-col-left-region&WT.nav=
> > > opinion-c-col-left-region <https://www.nytimes.com/2018/
> > > 02/24/opinion/sunday/doctors-revolt-bernard-lown.html?
> > > action=click&pgtype=Homepage&clickSource=story-heading&
> > > module=opinion-c-col-left-region&region=opinion-c-col-
> > > left-region&WT.nav=opinion-c-col-left-region>>>
> > >
> > > On measures of learning:
> > >
> > > <https://www.nytimes.com/2018/02/23/opinion/sunday/colleges-
> > > measure-learning-outcomes.html?action=click&pgtype=
> > > Homepage&clickSource=story-heading&module=opinion-c-col-
> > > left-region&region=opinion-c-col-left-region&WT.nav=
> > > opinion-c-col-left-region <https://www.nytimes.com/2018/
> > > 02/23/opinion/sunday/colleges-measure-learning-outcomes.
> > > html?action=click&pgtype=Homepage&clickSource=story-
> > > heading&module=opinion-c-col-left-region&region=opinion-c-
> > > col-left-region&WT.nav=opinion-c-col-left-region>>
> > >
> > > Martin
> > >
> > >
> > >
> > >
> > > > On Feb 25, 2018, at 8:15 PM, Glassman, Michael <glassman.13@osu.edu>
> > > wrote:
> > > >
> > > > Hi Huw,
> > > >
> > > > Perhaps the opposite is also true though.  STEM researchers can
> better
> > > understand what they are doing if they are well versed in the social
> > > sciences. Understand the history and the meaning of what they are doing
> > so
> > > they do not act as androids (sorry, been watching the Aliens trilogy of
> > > late). Perhaps we made the wrong calculation. We have lost control of
> our
> > > great STEM innovations because the people using them don't understand
> the
> > > social webs that they create.  So we have people pushing xMOOCs
> (whatever
> > > happened to MOOCs anyway) as saving education (and also a bundle so
> > > everybody gets tax cuts, wheeee!), saying that they are good because
> they
> > > can reach many, the proverbial long tail, with great education
> (Harvard,
> > > Stanford).  Yet nobody asks the question, "Why is this a good thing."
> > There
> > > really isn't much supporting this in earlier distance education.  There
> > is
> > > actually more evidence of how dangerous it is (Participatory Action
> > > Research).
> > > >
> > > > Michael
> > > >
> > > > -----Original Message-----
> > > > From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@
> > > mailman.ucsd.edu] On Behalf Of Huw Lloyd
> > > > Sent: Sunday, February 25, 2018 7:32 PM
> > > > To: eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
> > > > Subject: [Xmca-l] Re: (non)grieving scholarship
> > > >
> > > > I would ask, what makes you think you have an ecology (or niche)? It
> > > seems that the notion of topologically derived ecologies is still
> bandied
> > > about since Bronfenbrenner (1977), though I do not know whether he
> > managed
> > > to refine (overhaul and improve) his notions into something integrated
> > and
> > > agent-centric. One does not provide an ecology or an environment. The
> > > environment is different for everyone, a simple consideration of a
> > > rock-face or climbing wall is sufficient to grasp this -- the so called
> > > environment (the rock face) is different to each climber, their
> > environment
> > > is that which is appropriate to them which includes contexts well
> beyond
> > > what is established in an institution. From what I can gauge,
> > historically,
> > > slack was deliberately introduced into courses to afford personal
> > enquiry.
> > > > There was the basic work and then there was the genuine enquiry. Who
> in
> > > their right mind wants to write an exam essay on a question they are
> > > expected to pre-write and repeat by memory? Why would someone who
> enjoys
> > > thinking about their subject want to go through that kind of
> impoverished
> > > tedium? These systems are obviously geared for "delivery".
> > > >
> > > > Perhaps the biggest cultural shift can be achieved through
> instituting
> > > joint and personal enquiry. A teacher that stands before their class
> and
> > > delivers their subject inevitably obscures and obstructs the process of
> > > enquiry, although many students will have learnt from a young age that
> > this
> > > is what to expect and demand. Engagement with genuine problems rather
> > than
> > > what students are expected to do is the basic orientational issue.
> > Dispose
> > > of grades, then anyone who isn't interested is free to go home.
> > > >
> > > > The advance of STEM research is probably a good thing for social
> > science.
> > > > For productive work, social science must understand the structure of
> > > STEM based work, in addition to bureaucratic processes and
> circumstances
> > > for creative work. Sticking one's head in the sand over STEM-like
> > research
> > > serves merely to perpetuate the impoverished side of social science. It
> > > reminds me of the scene in Pirsig's Zen and the Art of Motorcycle
> > > Maintenance in which a couple lack the wherewithal to fix a dripping
> > faucet
> > > that gives them grief and instead choose to ignore it. Though it was a
> > very
> > > long time ago, Pirsig's book may have contributed to my understanding
> of
> > > quality and might be thought of as an exploration of some social issues
> > > pertaining to technical enterprises. Another good text to appreciate
> > > quality more directly, probably outside the formal area of STEM, is
> > > Alshuller's Innovation Algorithm.
> > > >
> > > > Warm regards to you Henry, Greg, Alfredo.
> > > >
> > > > Best,
> > > > Huw
> > > >
> > > > On 25 February 2018 at 22:39, Alfredo Jornet Gil <
> a.j.gil@iped.uio.no>
> > > > wrote:
> > > >
> > > >> Greg, Huw, and others, I do often get worried that in the formals
> and
> > > >> informal meetings at our department (department of education),
> > > >> conversations tend to focus on the "micro" developments that you
> > > >> mention (students, grades, getting a next grant, getting that paper
> > > >> published, making sure you've got enough) most of the time, and not
> so
> > > >> much on what society we would like to have, and how our institution
> > > >> could/should contribute to that. I do not have any suggestions on
> the
> > > >> type of studies that you ask about—dealing with how ecologies of
> > > >> scholarship in academia lead to given developmental dynamics—other
> > > >> than the classical studies in STS, like Latour & Woolgar's on
> > > >> laboratory life, or S. L. Star's. But when I look forward at what
> lies
> > > >> between me (or anyone in my institution) and a change in the way
> this
> > > >> institution has impact in the life of many, what I see is lots of
> > > >> routines, habits, documents, and paperwork entangled in the middle,
> > > >> such that the idea "mediation all the way through" makes all the
> > > >> sense. And seeing things that way (from the ecological perspective),
> > > >> makes the possibility of changing things to look actually feasible,
> or
> > > >> more accurately perhaps, imagine-able. I'd like to continue being
> part
> > > >> of the ecology to be able to be also be part of its changing it. I
> > > >> hope others will bring more specific literature to bear. I am
> already
> > > downloading some of Peter Sloterdijk's to read.
> > > >>
> > > >> Alfredo
> > > >>
> > > >>
> > > >>
> > > >> ________________________________________
> > > >> From: xmca-l-bounces@mailman.ucsd.edu
> > > >> <xmca-l-bounces@mailman.ucsd.edu> on behalf of Greg Thompson
> > > >> <greg.a.thompson@gmail.com>
> > > >> Sent: 24 February 2018 17:45
> > > >> To: eXtended Mind, Culture, Activity
> > > >> Subject: [Xmca-l] Re: (non)grieving scholarship
> > > >>
> > > >> I appreciate Huw's concern about academia and the push to orient to
> a
> > > >> broader and more systemic concern with "development". I think that
> > > >> this is what institutions of higher education are supposed to have,
> > > >> right? - at the very least a concern for the development of
> individual
> > > >> "students", but also, one would hope, a concern for "development"
> at a
> > > >> longer timescale (e.g., how to be a better society, a better world).
> > > >> They certainly tout these in their promo materials.
> > > >>
> > > >> And yet, in practice, these institutions often fall back on
> > > >> bureaucratic or economic logics. Bureaucratic logic goes something
> > > >> like, "just publish (in "good" (i.e., high impact factor) journals),
> > > >> who cares what you publish so long as we can count it to determine
> its
> > > (and your) 'value'(!)".
> > > >>
> > > >> As for the economic logic, I was just talking with Rick Shweder the
> > > >> other day about this issue and he expressed the concern about the
> push
> > > >> towards STEM education at the expense of all else and the way that
> > > >> STEM buildings are slowly starting to take over his campus (the
> > > >> University of Chicago - a place that was long held to be a hold out
> of
> > > >> liberal arts education - apparently they now have an engineering
> > > >> program). He suggested that this is tied to an early 80's court
> > > >> decision that gave universities ownership of patents developed on
> > their
> > > campuses.
> > > >>
> > > >> To my mind, this calls to mind a concern with ecologies of
> development
> > > >> (across the shorter and longer timescales). What are the ecologies
> > > >> (social, economic, political, etc.) within which development (at
> these
> > > >> various
> > > >> timescales) occurs in our world today? This is really a question of
> > > >> what is possible and/or what is likely with regard to becoming. What
> > > >> are the forms of life and forms of development that are sustainable
> > > >> given the larger ecologies in which that development happens?
> > > >>
> > > >> And for thinking through that problem, I've had a hard time thinking
> > > >> of anyone who has better thought through this problem than Marx - at
> > > >> the longer timescale of development, that is (Vygotsky would, of
> > > >> course, be better at thinking through development at the shorter
> > > >> timescale of ontogeny).
> > > >>
> > > >> I'd love to hear others' thoughts on those who have studied
> activities
> > > >> that can begin to shed light on these ecologies of development
> > > >> (particularly at the longer timescale). Any thoughts/suggestions? I
> > > >> would imagine this work considering various kinds of institutions
> that
> > > >> run the gamut - from venture capitalist firms to non-profits to
> > > >> governmental institutions to institutions of higher education. I
> would
> > > >> presume that each of these kinds of institutions would have a local
> > > >> ecology within which they work, but I am tempted to imagine some
> kind
> > > >> of global meta-ecology (perhaps Marx's "global
> > > >> capitalism"?) within which each of these local ecologies operates.
> I'd
> > > >> be curious about actual research that has been done documenting the
> > > >> nature of these ecologies - e.g., what kinds of resources are
> > > >> available to be exploited? What kinds of possibilities are there for
> > > >> different forms of life? What institutional organisms can thrive?
> > > >> Which are dying off? (and just to be clear, I am intending a
> > > >> biological/evolutionary nature of the metaphor).
> > > >>
> > > >> It seems that this kind of work would be most likely to have been
> done
> > > >> by folks in the CHAT world, but perhaps the scale (of time and
> space)
> > > >> is a bit beyond the scales that CHAT folks prefer to consider?
> > > >>
> > > >> (I should add that I've recently discovered the work of Peter
> > > >> Sloterdijk's Bubbles trilogy and am curious if anyone has any
> thoughts
> > > >> on the value of his approach - it seems to fit very well with Marx
> and
> > > >> with CHAT/Vygotsky, my only initial concern was that he seems to
> fly a
> > > >> little fast and loose with pyschoanalytics at times - not a serious
> > > >> problem, but perhaps in a few places).
> > > >>
> > > >> Sympathetically,
> > > >> greg
> > > >>
> > > >>
> > > >>
> > > >>
> > > >> On Tue, Feb 20, 2018 at 1:57 PM, Huw Lloyd <
> huw.softdesigns@gmail.com
> > >
> > > >> wrote:
> > > >>
> > > >>> Well, I would say there is more to it than simply transfer-ability,
> > > >>> which might be thought of as a good bureaucratic requirement.
> Really
> > > >>> what is required is genuine development -- reorganisation of
> thought
> > > >>> and
> > > >> learning.
> > > >>> That is what is significant at a personal level, which is also the
> > > >>> basis
> > > >> of
> > > >>> insights and creative work (i.e. personal knowledge rather than
> > > >>> second
> > > >> hand
> > > >>> knowledge). The researcher in the blog article does not evince this
> > > >>> (with allusions to the nature of her training). There is the
> history
> > > >>> school children learn, which largely concerns the use of memory,
> and
> > > >>> then there
> > > >> is
> > > >>> the history of conditions, relations and processes, which concerns
> > > >>> protracted thought. This developmental emphasis is what is lacking
> > > >>> in institutions which is why I have frequently pointed it out.
> > > >>>
> > > >>> This principle apples to "secure" jobs too. The jobs I have walked
> > > >>> away from have been due to the overly narrow scope, where I felt it
> > > >>> was necessary to be far more ambitious to achieve modest
> > > >>> satisfaction, an ambition which included achieving the wider scope
> > > >>> within the norms established. Similar issues pertain to my
> > > >>> peripheral engagement with academia. Twenty years ago, after
> > > >>> completing a masters in cognitive
> > > >> science
> > > >>> (a good year), I decided against pursuing any further formal
> > > >>> education
> > > >> with
> > > >>> any immediacy due to my sense that what I was encountering in the
> > > >>> subject (and related subjects) was fundamentally wrong or
> > > >>> inadequate, but I couldn't quite discern what that was. So, for me,
> > > >>> I had no interest in furthering the academic course at the time,
> > > >>> because I was concerned with understanding, doing, discovering and
> > > >>> development, not being a "good researcher". I was and am
> > > >>> uninterested in the trappings of academia, what it looks like from
> > > >>> the outside (with dubious ethics of promoting those in society who
> > > >>> least need it) -- hence I am not too bothered about where the
> > > >>> experiences come from. After all, if you want sound knowledge then
> > > >>> it should be validated in places where it counts (in action), not
> in
> > > an echo chamber of words.
> > > >>>
> > > >>>> From my (developmental) perspective academia appears to be
> > > >>>> chockfull of
> > > >>> unproductive thinking. The lack of systems understanding in the
> > > >>> social sciences (which has been pointed out by key persons for two
> > > >>> generations)
> > > >> I
> > > >>> find to be quite incredible. This, as far as I can see, is the
> > > >>> panacea to the stasis and lethargy that I have seen in certain
> > > >>> institutions, where there are people in secure jobs with no
> interest
> > > >>> in revitalising an institution (perhaps the same people who rely
> > > >>> upon their status for authority). In the UK, in the social
> sciences,
> > > >>> the whole social science infrastructure is built upon a notion of
> > > >>> quality that is ignorant of systems -- that is the degree to which
> > > >>> unproductive thinking has
> > > >> penetrated
> > > >>> social science.
> > > >>>
> > > >>> Yet there is much more to it still. Recently I have also come to a
> > > >>> surprising awareness that developmental prerogatives have rather a
> > > >>> significant amount in common with spiritual ones. So I would offer
> > > >> broader
> > > >>> advice than Michael's of staying clear of hardship. It may be that
> > > >>> in
> > > >> that
> > > >>> "nadir" something surprising may be discovered. For anyone with a
> > > >>> passion "job security" is not a goal, at best it is a means to an
> > > >>> ends, at worst
> > > >> it
> > > >>> is an obstacle.
> > > >>>
> > > >>> Over and out. :)
> > > >>>
> > > >>> Best,
> > > >>> Huw
> > > >>>
> > > >>> On 20 February 2018 at 07:12, Alfredo Jornet Gil
> > > >>> <a.j.gil@iped.uio.no>
> > > >>> wrote:
> > > >>>
> > > >>>> Huw, Helena, and all,
> > > >>>>
> > > >>>> thanks to you both for taking the discussion where I was hoping it
> > > >>>> to
> > > >> go
> > > >>>> further: first, towards a reflection on the nature of training
> > > >>>> academic scholars go through as it concerns the classical problem
> > > >>>> of learning "transfer"; and then, as it regards the question of
> > > >>>> academic freedom
> > > >>> (which
> > > >>>> actually may be the same question, just taken in a language more
> > > >> adequate
> > > >>>> to an ecological understanding of the problem). This is absolutely
> > > >>>> not
> > > >>> just
> > > >>>> an individual problem. And, on that matter, I should be clear that
> > > >>>> I
> > > >> am a
> > > >>>> privileged in a privileged land, where, despite all uncertainty
> > > >>>> and
> > > >> pains
> > > >>>> that my family have gone and go through, I have today a good
> > > >>>> background
> > > >>> and
> > > >>>> network, and probably better prospects than the majority of junior
> > > >>> scholars
> > > >>>> out there. Not that I have earned this privilege for nothing: my
> > > >> migrant
> > > >>>> history and that of my family is all connected to an effort and
> > > >>>> quest
> > > >> to
> > > >>>> get better chances of academic opportunity in this market Helena
> > > >>>> talks about. But my personal story, as that of the historian in
> > > >>>> the article shared or of my French astronomer friend, are relevant
> > > >>>> in as far as
> > > >> they
> > > >>>> help us reflect on just those questions. They really also make one
> > > >> wonder
> > > >>>> on the sense of the term "academic freedom", for the latter term
> > > >>>> cannot
> > > >>> be
> > > >>>> about doing whatever research you want to do independently of some
> > > >> market
> > > >>>> conditions and societal needs and economy. We may then pose the
> > > >>> questions,
> > > >>>> what type of "freedom" is the "freedom" current systems (of
> > > >>>> incentives,
> > > >>> of
> > > >>>> ISI lists) afford, and what type of system could allow for another
> > > >>> meaning
> > > >>>> of the term "freedom"?
> > > >>>>
> > > >>>> Not to get too abstract, I guess that those reflections may be
> > > >>>> best pondered along concrete cases, if people is willing to take
> > > >>>> on Helena's suggestion to share particular stories of all that
> > > >>>> goes into getting
> > > >> into
> > > >>>> secured academic job positions, or else, of pursuing (in)dependent
> > > >>> careers
> > > >>>> outside/at the borders of/across academia.
> > > >>>>
> > > >>>> Alfredo
> > > >>>>
> > > >>>>
> > > >>>> ________________________________________
> > > >>>> From: xmca-l-bounces@mailman.ucsd.edu
> > > >>>> <xmca-l-bounces@mailman.ucsd.edu
> > > >>>
> > > >>>> on behalf of Helena Worthen <helenaworthen@gmail.com>
> > > >>>> Sent: 19 February 2018 19:19
> > > >>>> To: eXtended Mind, Culture, Activity
> > > >>>> Subject: [Xmca-l] Re: (non)grieving scholarship
> > > >>>>
> > > >>>> In the interests of widening the discussion:
> > > >>>>
> > > >>>> I’ve described my work history before on this list — basically,
> > > >>>> moving from teaching literature and writing (with stopovers in
> > > >>>> landscape architecture and theater production) to concern about
> > > >>>> the working conditions of teachers, especially academics in higher
> > > >>>> education, the
> > > >> 75%
> > > >>>> who are contingent/adjuncts. The concern is both for the people
> > > >> employed
> > > >>>> this way and for the integrity of the institutions that employ
> > > >>>> them. I eventually engaged this concern by working with and for
> > > >>>> the labor
> > > >>> movement,
> > > >>>> ending up first working for the garment/apparel workers union in
> > > >>>> Philadelphia and then at the Labor Educaiton Program at the U of
> > > >>> Illinois,
> > > >>>> from which I retired in 2010.
> > > >>>>
> > > >>>> The new twist to this story is about the employment of academics
> > > >>>> on short-term contracts in Viet Nam, under conditions that seem to
> > > >>>> be increasingly frequent in the “developing” world, where the
> > > >>>> market for education is booming. University World News http://www
> .
> > > >>>> universityworldnews.com/  tracks this phenomenon and includes
> > > >> occasinal
> > > >>>> critical articles about the competition for rankings. The
> > > >>>> university
> > > >>> where
> > > >>>> my husband and I have been teaching on and off since 2015, Ton Duc
> > > >> Thang
> > > >>> in
> > > >>>> Ho Chi Minh City, recruits professors from all over the world with
> > > >>>> a promise of $2,000 per month US — but extending their contracts
> > > >>>> depends
> > > >> on
> > > >>>> producing articles published in journals on the ISI list; the
> > > >>>> nature of this list is worth taking a look at. The impact of this
> > > >>>> practice on the culture and student body is not all bad.
> > > >>>>
> > > >>>> My point here is to place the issue of the challenge of getting a
> > > >>>> tenure-track job in a global context. This is not just an
> > > >>>> individual problem.
> > > >>>>
> > > >>>> I’m willing to go further down this line of discussion. However,
> > > >>> academics
> > > >>>> are often reluctant to reveal and compare their working conditions
> > > >>>> on
> > > >> an
> > > >>>> “academic” discussion list. Maybe by putting up the issue of what
> > > >>> academic
> > > >>>> freedom requires, and how these requirements fare in the global
> > > >>>> market
> > > >>> for
> > > >>>> higher education, we can shed the embarassment of revealing
> > > >>>> information about our own experiences with getting the brass ring
> > > >>>> of a full-time, secure job.
> > > >>>>
> > > >>>> Let’s see if anyone picks up on this. Maybe I’m being too vague.
> > > >>>>
> > > >>>> Helena Worthen
> > > >>>> helenaworthen@gmail.com
> > > >>>> Berkeley, CA 94707 510-828-2745
> > > >>>> Blog US/ Viet Nam:
> > > >>>> helenaworthen.wordpress.com
> > > >>>> skype: helena.worthen1
> > > >>>>
> > > >>>>
> > > >>>>
> > > >>>>
> > > >>>>
> > > >>>>
> > > >>>>
> > > >>>>> On Feb 19, 2018, at 9:19 AM, Huw Lloyd
> > > >>>>> <huw.softdesigns@gmail.com>
> > > >>>> wrote:
> > > >>>>>
> > > >>>>> The article describes accumulating large amounts of knowledge
> > > >>> pertaining
> > > >>>> to
> > > >>>>> history, which (the author maintains) cannot be turned to other
> > > >>>> endeavours.
> > > >>>>> This, no doubt, is true for her. If, however, her approach to
> > > >> studying
> > > >>>>> history had been systemic, then there would have been a powerful
> > > >>>>> form
> > > >>> of
> > > >>>>> re-application and continuity in any work that was turned to.
> > > >>>>> Perhaps
> > > >>> the
> > > >>>>> same can be said for "phd/postdoc training". If it cannot be
> > > >>>>> reused
> > > >> or
> > > >>>>> isn't enabling, what, substantively, is it?
> > > >>>>>
> > > >>>>> Best,
> > > >>>>> Huw
> > > >>>>>
> > > >>>>>
> > > >>>>> On 18 February 2018 at 18:32, Alfredo Jornet Gil <
> > > >> a.j.gil@iped.uio.no>
> > > >>>>> wrote:
> > > >>>>>
> > > >>>>>> Really inspiring words and work, Francine. I do see community
> > > >> colleges
> > > >>>> and
> > > >>>>>> many other educational settings apart from universities as
> > > >>>>>> really
> > > >>>> valuable
> > > >>>>>> and exciting opportunities; the PhD and following postdoc etc
> > > >> training
> > > >>>> in
> > > >>>>>> universities, however, tend to be very much targeted towards a
> > > >>>>>> very
> > > >>>> narrow
> > > >>>>>> spectrum of positions, or at least that's been my experience. I
> > > >>>>>> am
> > > >>> very
> > > >>>>>> happy that this thread may widen that scope and make visible
> > > >>>>>> other
> > > >>>> paths.
> > > >>>>>> And as Mike suggested, it would be very interesting to hear
> > > >>>>>> from
> > > >>> several
> > > >>>>>> others who have followed distinct trajectories apart from the
> > > >>>>>> phd-postdoc-assist/assoc. prof-prof, and yet made a career in
> > > >>>>>> touch
> > > >>> with
> > > >>>>>> most of what was developed in the junior (phd and few later)
> > years.
> > > >>>>>> Thanks!
> > > >>>>>> Alfredo
> > > >>>>>> ________________________________________
> > > >>>>>> From: xmca-l-bounces@mailman.ucsd.edu
> > <xmca-l-bounces@mailman.ucsd.
> > > >>> edu>
> > > >>>>>> on behalf of Larry Smolucha <lsmolucha@hotmail.com>
> > > >>>>>> Sent: 18 February 2018 06:20
> > > >>>>>> To: eXtended Mind, Culture, Activity
> > > >>>>>> Subject: [Xmca-l] Re: (non)grieving scholarship
> > > >>>>>>
> > > >>>>>> Message from Francine Smolucha on a scholar's life with or
> > > >>>>>> without
> > > >>>> academia
> > > >>>>>>
> > > >>>>>>
> > > >>>>>> Alfredo,
> > > >>>>>>
> > > >>>>>>
> > > >>>>>> There are other jobs that pay well (sometimes with tenure and
> > > >>>>>> early retirement benefits) - besides professorships at four
> > > >>>>>> year colleges
> > > >>> and
> > > >>>>>> universities.  Administrative and support staff positions pay
> > well.
> > > >>> And
> > > >>>>>> don't overlook community colleges, technical colleges, and
> > > >>>>>> public
> > > >>> grade
> > > >>>>>> schools and high schools. There is also the private sector and
> > > >>>> government
> > > >>>>>> jobs.
> > > >>>>>>
> > > >>>>>>
> > > >>>>>> As a 'low status' community college professor, I managed to
> > > >> translate
> > > >>>>>> Vygotsky's
> > > >>>>>>
> > > >>>>>> overlooked writings on creativity (back in the 1980's) and
> > > >> introduced
> > > >>>> his
> > > >>>>>> theory of creativity to academia.  I got early retirement at
> > > >>>>>> age 53
> > > >>> and
> > > >>>>>> continue to write and publish. While my Ph.D from the
> > > >>>>>> University of
> > > >>>> Chicago
> > > >>>>>> gave me academic bona fides, it was the quality of the
> > > >>>>>> scholarly
> > > >> work
> > > >>>> that
> > > >>>>>> ultimately mattered.
> > > >>>>>>
> > > >>>>>>
> > > >>>>>> I was always inspired by the harsh circumstances of Vygotsky's
> > > >>>>>> life
> > > >>> and
> > > >>>>>> how he still kept on writing.
> > > >>>>>>
> > > >>>>>> [When I felt really sorry for myself, I would actually say
> > > >>>>>> "Well at
> > > >>>> least
> > > >>>>>> I am not coughing up blood"]
> > > >>>>>>
> > > >>>>>> So many of his works were not published in his lifetime, he did
> > not
> > > >>>>>> collect a royalties check, and    they say he was depressed at
> the
> > > >> end
> > > >>>> of
> > > >>>>>> his life.
> > > >>>>>>
> > > >>>>>>
> > > >>>>>> I leave you with this quote from an ancient Sufi mystic -
> > > >>>>>>
> > > >>>>>>
> > > >>>>>> You can't always get what you want but you can get what you
> > > >>>>>> need
> > > >>>>>>
> > > >>>>>>
> > > >>>>>> .
> > > >>>>>>
> > > >>>>>>
> > > >>>>>>
> > > >>>>>>
> > > >>>>>>
> > > >>>>>> ________________________________
> > > >>>>>> From: xmca-l-bounces@mailman.ucsd.edu
> > <xmca-l-bounces@mailman.ucsd.
> > > >>> edu>
> > > >>>>>> on behalf of mike cole <mcole@ucsd.edu>
> > > >>>>>> Sent: Saturday, February 17, 2018 7:07 PM
> > > >>>>>> To: eXtended Mind, Culture, Activity
> > > >>>>>> Subject: [Xmca-l] Re: (non)grieving scholarship
> > > >>>>>>
> > > >>>>>> Yours is a quandary shared by your generation, Alfredo.
> > > >>>>>> Being allowed to teach and conduct research in a quality
> > > >>>>>> institution
> > > >>> is
> > > >>>> a
> > > >>>>>> great privilege and an
> > > >>>>>> increasingly rarer possibility.
> > > >>>>>>
> > > >>>>>> There are several people on this list who have organized their
> > > >>>>>> lives
> > > >>> to
> > > >>>> be
> > > >>>>>> independent scholars
> > > >>>>>> while staying connected to the core institutions of
> > > >>>>>> disciplinary
> > > >>>> training.
> > > >>>>>> It might be nice to hear
> > > >>>>>> the variety out there.
> > > >>>>>>
> > > >>>>>> It appears pretty certain that the situation is going to get
> > > >>>>>> worse before/if it gets better.
> > > >>>>>>
> > > >>>>>> What can the collective experience of xmca come up with that
> > > >>>>>> would
> > > >> be
> > > >>>>>> useful to the many
> > > >>>>>> of you caught in this meat grinder?
> > > >>>>>>
> > > >>>>>> mike
> > > >>>>>>
> > > >>>>>>
> > > >>>>>>
> > > >>>>>> On Sat, Feb 17, 2018 at 4:49 PM, Alfredo Jornet Gil <
> > > >>>> a.j.gil@iped.uio.no>
> > > >>>>>> wrote:
> > > >>>>>>
> > > >>>>>>> Good luck then, Wagner!
> > > >>>>>>> A
> > > >>>>>>> ________________________________________
> > > >>>>>>> From: xmca-l-bounces@mailman.ucsd.edu
> > > >> <xmca-l-bounces@mailman.ucsd.
> > > >>> edu
> > > >>>>>
> > > >>>>>>> on behalf of Wagner Luiz Schmit <wagner.schmit@gmail.com>
> > > >>>>>>> Sent: 18 February 2018 01:07
> > > >>>>>>> To: eXtended Mind, Culture Activity
> > > >>>>>>> Subject: [Xmca-l] Re: (non)grieving scholarship
> > > >>>>>>>
> > > >>>>>>> This just hit me in the spot...
> > > >>>>>>>
> > > >>>>>>> Wagner
> > > >>>>>>>
> > > >>>>>>> On Feb 17, 2018 9:48 PM, "Alfredo Jornet Gil"
> > > >>>>>>> <a.j.gil@iped.uio.no
> > > >>>
> > > >>>>>> wrote:
> > > >>>>>>>
> > > >>>>>>>> I have not been able to contribute to this list as much as
> > > >>>>>>>> I'd
> > > >> like
> > > >>> to
> > > >>>>>>>> lately, among other things, because I need to find a job, and
> > > >>>>>>>> I
> > > >> need
> > > >>>> to
> > > >>>>>>>> make sure that I have checked all those boxes that selection
> > > >>>> committees
> > > >>>>>>>> will check (enough first-authored publications? in good
> > > >>>>>>>> enough
> > > >>>>>> journals?
> > > >>>>>>>> enough leadership in projects? teaching? supervising?
> > > >>>>>>>> acquiring
> > > >>> funds?
> > > >>>>>>> more
> > > >>>>>>>> than all others candidates? and more than
> > > >>> favoured-for-whatever-other-
> > > >>>>>>> reasons
> > > >>>>>>>> candidates?). So I have been doing all I can these weeks to
> > > >>>>>>>> fill
> > > >> up
> > > >>> a
> > > >>>>>>>> competitive CV, for my contract is about to expire.
> > > >>>>>>>>
> > > >>>>>>>>
> > > >>>>>>>> And, although I did not think that it was particularly well
> > > >> written,
> > > >>>> it
> > > >>>>>>>> was both relieving and discouraging to read this article (see
> > > >>>>>>>> link
> > > >>>>>> below,
> > > >>>>>>>> which I take from the facebook wall of a colleague who I
> > > >>>>>>>> think
> > > >> also
> > > >>>>>>>> subscribes this list). The article makes visible the pain
> > > >>>>>>>> scholars
> > > >>> go
> > > >>>>>>>> through when, after so many years of digging and digging and
> > > >>> digging a
> > > >>>>>>>> little (but deep!) hole, may after all have to leave it and
> > > >>>>>>>> find
> > > >>> some
> > > >>>>>>> other
> > > >>>>>>>> thing to do. In Canada, I met a French astronomer who was
> > > >>>>>>>> moving
> > > >>>>>> through
> > > >>>>>>>> the world with his lovely family, short-term project after
> > > >>> short-term
> > > >>>>>>>> project, getting better and better at what he worked on
> > > >> (apparently
> > > >>> he
> > > >>>>>>> was
> > > >>>>>>>> among the few who had expertise in computer modeling
> > > >>>>>>>> simulating
> > > >> some
> > > >>>>>>>> astronomic events) , and finally having to step out academia
> > > >>>>>>>> last
> > > >>> year
> > > >>>>>> to
> > > >>>>>>>> find something else to do, for his family no longer could
> > > >>>>>>>> stand
> > > >> the
> > > >>>>>>>> constant uncertainty and travelling. It could be me soon. And
> > > >>>>>>>> that
> > > >>> may
> > > >>>>>>> not
> > > >>>>>>>> be a bad thing, or even a thing in itself, but the story
> > > >>>>>>>> seems to
> > > >> be
> > > >>>>>>> quite
> > > >>>>>>>> endemic to academia and may be interesting to some of you:
> > > >>>>>>>>
> > > >>>>>>>>
> > > >>>>>>>> https://www.chronicle.com/article/Why-Everybody-Loses-When/24
> > > >>>>>>>> 2560
> > > >>>>>>>>
> > > >>>>>>>> Alfredo
> > > >>>>>>>>
> > > >>>>>>>>
> > > >>>>>>>>
> > > >>>>>>>
> > > >>>>>>>
> > > >>>>>>
> > > >>>>
> > > >>>>
> > > >>>
> > > >>
> > > >>
> > > >>
> > > >> --
> > > >> Gregory A. Thompson, Ph.D.
> > > >> Assistant Professor
> > > >> Department of Anthropology
> > > >> 880 Spencer W. Kimball Tower
> > > >> Brigham Young University
> > > >> Provo, UT 84602
> > > >> WEBSITE: greg.a.thompson.byu.edu
> > > >> 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
> > WEBSITE: greg.a.thompson.byu.edu
> > http://byu.academia.edu/GregoryThompson
> >
>