Mike,
Yes, the work/school contrast is salient.
I am finding the current discussion of "community" to be an interesting
one because so many of the participants seem to conceive of "community
building" in that ad hoc, temporary classroom space of teaching. Add to
that the individualistic, literate overlay that values "identity" over
the "disciplines" of community, and there is a real sense that community
is something that is only a 'good' thing if it remains secondary to
individual voice.
In a very direct contrast, I am working hard to develop methods to more
quickly and effectively socialize (e.g. discipline) individuals into an
ongoing rhetorical "community." No group of human beings can hope to
engage in productive communal problem solving without the "disciplines"
of rules by which to solve problems. In a classroom, where each student
is the unit of instruction, the need for discipline is minimal, I
suppose. In the workplace, nothing can get done until the individual
understands and uses those rules effectively.
Dale Cyphert
Mike Cole wrote:
>
> Dale-- Its great to hear that you are prospering. If you have the time
> and interest it would be really interesting to get some more discussion
> going about research on work. I know that there are many members of
> XMCA who do NOT work with kids and I am guessing that they would welcome
> some discussion of adult work settings.
> For example, the entire socialization into work settings issue
> is ripe for discussion. To what extent do developmental models carry
> over (as in Finnish DevWork tradition) and to what extent do those
> who retain the idea of development in adulthood agree with or conflict
> with those who eschew both the notion of culture and of development?
> mike
-- Dale Cyphert, Ph.D. Business Communication Program Coordinator __________________________________________ College of Business Administration University of Northern Iowa 1227 W. 27th Street Cedar Falls, IA 50613 (319) 273-6150 dale.cyphert@uni.edu
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