> Actually, I do not fully agree with that. It can be much better to
control
> people who can read and write.
Yes, you're right.
I remember reading an article in the early
> 1980s or end 1970s in an educational UNESCO journal (I forgot it's titl=
e,
it
> is not "Culture") by a Spanish educator arguing that one of the first
> concerns of totalist regimes to establish mass education and mass
literacy.
> According to the author, a totalitarist government can't control minds=
of
> illiterate people as effectively as literate people. The author gave
> examples of Soviet Union, Germany, Italy, Spain, China, and Cuba. In
other
> words, literacy and (school) education can be not only a road to paradi=
se
> (i.e., critical thinking, membership in intellectual middle-class) as
people
> of entlightment predicted but also to hell.
Yes, I do think so.
Totalitarist regimes,
> neo-colonization, and cultural genocide of minorities are sad examples =
of
> the latter.
>
> However, it seems to me that known authoritative dictatorial regimes of
> Central and Southern America and Africa seem to differ from the
totalitarist
> regimes in this point by not caring about mass education and mass
literacy.
Not only the totalitatist countries can control people through mass
education and literacy...
But, you're right, in South America capitalism is much more primitive
and violent... Now-a-days the midia power had decrease the
impunity and autoritarism of "democratic" governments although the midia
can control people perception and opinion in some way.
> Is it fair to say?
Yes, I think.
Interesting. Any ideas why?
"electoral stables" are very comom, specially in states where there are
many people not literated. Candidates exchange votes to money, health
care, building material etc. To vote, at least in Brazil, is something
one does constrained by law. There is not a free sistem of voting. You
have to vote. Many people do not really believe in cadidates or in
democracy (whith has its piece of totalitarism) since people are
governed by the State of Law.
Anarchists are minority here.
>
> > It's a complex issue and my limited english embaraces me. But me too,
> > when playing teacher/professor role, try to reduce damage and harm to
> > them.
>
> I, maybe naively, believe that it is possible as well -- otherwise, I'd
> change the profession.
I specially like teach in public school (much more diversity)
I agree with you that the issue is complex. I'd love
> to hear more from you on this issue!
>
> > I like the metaphor used by Ricardo Baqueiro in "Vygotsky and school
> > learning" (an aproximative traduction of his book title in portuguese=
)
> > when he says new role of teachers now-a-days, since a vygotskian
> > perspective, is something like a "trafic policiman" (trafic cop) tryi=
ng
> > to avoid colision of different meaning utterances and cultural
> > determined perceptions and values.
>
> What a wonderful metaphor! Thanks, Ricardo. Do you know if the book i=
s
> available in English or Russian?
I'm not sure, but in spanish his book is called:
"Vygotsky y el aprendizaje escolar". Buenos Aires, Argentina: Aique
Grupo Editor S.A., 1996 (Cap. 6, p. 136)
I'll pass the metaphor to my students.
I'd like to read texts written by you. Is there any in your HP? What's
your HP address?
>
> Take care,
>
> Eugene
> ----------------------
> Eugene Matusov
> School of Education
> University of Delaware
> Newark, DE 19716
> Office (302) 831-1266
> Fax (302) 831-4445
> email ematusov who-is-at udel.edu
> Website http://ematusov.eds.udel.edu/
> -------------------------
>
> > -----Original Message-----
> > From: Ricardo Ottoni [mailto:rjapias@ibm.net]
> > Sent: Thursday, November 05, 1998 8:44 PM
> > To: ematusov who-is-at UDel.Edu
> > Subject: Re: rules of the game
> >
> >
> > Hi,
> >
> > Eugene Matusov wrote:
> > > Hello Ricardo and everybody--
> > >
> > > In my observation, those who have less power (e.g., students)
> > can't afford
> > > to be intolerant or deaf to the position of those who are more
powerful
> > > (e.g., professors).
> >
> > I believe "students" know very well how powerfull "teachers" are in
> > school education (specially through traditional evaluation sistem).
> >
> > To be in school is not something one can choose many times. Children
> > have to be in schools constrained by laws. In other hand, to be in
> > school is a childhood wright and some countries' governments do not c=
are
> > about it because it seems easier to control people who does not read =
or
> > write.
> >
> > Writting and reading empower somepeople to decide what is good or rig=
ht
> > from what is wrong or bad. Let's remember how Fara=F3s' writers (king=
s'
> > writers), in ancien Egypt, knowing when there would happen an
> > inudation, claim the king to through in the Nile's waters "his order"=
to
> > the flood to come - I think even the king knew how to predict when it
> > would happen, only the fara=F3's writters (escribas), owners of the
> > knowledge :)
> >
> > But when ALL students are "together", united, they become stronger an=
d
> > sometimes more powerful than "teachers" (In schools, statistically,
> > there are much more students than children)
> >
> >
> > They just can't survive otherwise (some don't).
> >
> > They know quickly how to act and say things teachers want them to say.
> >
> > As to
> > > more powerful (in the relationship), in my view, it is only moral
> > > obligation, genuine interest in others, and deep care can push
> > them to be
> > > tolerant and receptive to less powerful and dependent. Thus,
> > more powerful
> > > have more freedom and responsibility.
> > >
> > > I see the progress in my teaching in reducing harm that I'm doing t=
o
my
> > > students... -- although it is up to them to judge.
> > >
> > > What do you think?
> >
> > It's a complex issue and my limited english embaraces me. But me too,
> > when playing teacher/professor role, try to reduce damage and harm to
> > them.
> >
> > I like the metaphor used by Ricardo Baqueiro in "Vygotsky and school
> > learning" (an aproximative traduction of his book title in portuguese=
)
> > when he says new role of teachers now-a-days, since a vygotskian
> > perspective, is something like a "trafic policiman" (trafic cop) tryi=
ng
> > to avoid colision of different meaning utterances and cultural
> > determined perceptions and values.
> > >
> > > Eugene
> > > ----------------------
> > > Eugene Matusov
> > > School of Education
> > > University of Delaware
> > > Newark, DE 19716
> > > Office (302) 831-1266
> > > Fax (302) 831-4445
> > > email ematusov who-is-at udel.edu
> > > Website http://ematusov.eds.udel.edu/
> > > -------------------------
> > >
> > > > -----Original Message-----
> > > > From: Ricardo Ottoni [mailto:rjapias@ibm.net]
> > > > Sent: Saturday, October 31, 1998 4:02 PM
> > > > To: xmca who-is-at weber.ucsd.edu
> > > > Subject: rules of the game
> > > >
> > > >
> > > > I'm only a master student...
> > > > So, consider my unpretentious deposition.
> > > > But I'm a regular professor in a university and I believe I can
> > > > feel and see things since two perspectives: from the perspective
> > > > of role-student and from role-professor/teacher.
> > > > I do not think academic (doctoral/master) students expect to chan=
ge
> > > > the world using a thousand of words... This sounds an ingenuos
> > > > point of view.
> > > > I understand that PHDs teachers (not every one - of course)use th=
eir
> > > > "power",legitimated by assimetric power relations in Education, t=
o
> > > > control "new" knowledge construction, to constrain students to
"watch"
> > > > and "see" things guided by their traditional teoric references ov=
er
> > > > witch the line of research they advocate are sitting on.
> > > > And a "drama" (conflict) rises when in a line of research someone
> > > > with no traditional legitimation (titled)proposes the use of
> > some other
> > > > "diferent" teoric reference to approach an issue. Of course -
> > I think -
> > > > this is a political and simbolic action (or better, activity) lik=
e a
> > > > jew and a cristian trying to explain Christ's life and significat=
iom
> > > > to their different cultures. Who's right? Who's wrong? Who is mor=
e
> > > > "developed" that the other? How give own space to so
> > different ponts of
> > > > view about a common "object"? Their relation to the "object"
> > necessarily
> > > > will be mediated by their culture, their different way of thinkin=
g
the
> > > > world and they themselves.
> > > > Tolerance is the keyword. But wich group is motivated to tolerate=
an
> > > > "invasion" like that? Wich group has more power or space in acade=
mic
> > > > knowlwedge? Who rules whom? Witch group governs Other action?
> > > > Globalization X Cultural Diversity
> > > > MCDonald's X Jhihard
> > > >
> > > > Why give peace a chance is so difficult? What peace means?
> > > > Who has the truth?
> > > > Only one God and one flock of sheep or politeism (many gods and m=
any
> > > > different flocks of sheeps)?
> > > >
> >