Diane writes
>whoa.
>
>i guess i am still unclear about the understanding of 'learning' - for
>example, let's say an African in Ghana understands literacy to be an
>option connected to labor within the state. to learn to read and write,
>this person must first UNLEARN the idea that literacy and
>bureaucracy/corruption are the same.
Diane, is this not a double bind of sorts- to learn or unlearn?
>once this person can be convinced that reading
>and writing are not forms of political corruption, he or she will
>participate as a motivated learner,
Diane, it would seem that to get to this point would require the
development of something like Wartofsky's tertiary tool to break out of the
bind. I would interpret your notion of "unlearning" learning by expanding.
> and then the learning is - basically -
>his or her own process of engagement.
>so, ?
As I interpret this chapter, learning is not just the process of mastering
literacy. Evidence of the real learning is later when the person takes her
mutation of what was learned and applies it, in a social meaningful way in
collective activity.
>Bill Blanton
>
>diane
>
>
>
>
>Thu-theeb, thus-theeb, thu-theeb...
>that's all folks!"
>Porky Pig
>*********************************
>diane celia hodges
>
>Diane_Hodges@ceo.cudenver.edu
>hodgesdiane@hotmail.com
This archive was generated by hypermail 2b29 : Tue May 01 2001 - 01:02:00 PDT