Surely it didn't all happen in the final play episode - his understanding
had to be building through the earlier description/abandonment moments -
Vivian's enactment may have crystallized Franklin's thoughts - but a lot of
groundwork had been done beforehand. when did emotion enter in - become
instrumental in the learning? was it building as well during the unpleasant
episodes with his classmates? or was it merely in the eureka rush?
On 6/14/06, Mike Cole <lchcmike@gmail.com> wrote:
>
> For goodness sake lets agree that we are not talking about the
> biochemistry
> of
> emotion, but of emotion as a bio-social-cogntive aspect of human
> functioning
> that
> is integral to human functioning in the world!
>
> The self-recognition/identity process in the case of Franklin seems key
> to
> me
> as well. Why couldn't he construct that self-knowledge-memory-recognition
> from
> an other's description and several others' abandonment of him a few
> moments
> earlier
> but could when drawn into the play? That seems to me a crucial question.
> mike
>
> On 6/14/06, deborah downing-wilson <ddowningw@gmail.com> wrote:
> >
> > I agree. like most of us just starting out I've been struggling with
> the
> > emotional element - trying to come at it from as many angles as possible
> -
> > I
> > like Plotkin's speculation that the emotional intensity of the
> > parent-child
> > relationship suggests emotion has a place in the deliberate passing of
> > information to the next generation - it seems fitting that it has a
> > special
> > place in all learning. We certainly do a lot of whooping and cheering
> > when
> > our babies/children learn somehting new. Damasio's work is also
> > interesting
> > - like others he argues that emotions are socially constructed - but
> turns
> > the idea around. Instead of being expressions of inner feelings, the
> > learned social response (smile) engenders inner subjective feelings
> > (joy). can
> > we capture and explore these events within the zoped? can we create
> > contexts that encourage emotional envolvement? Paley seemed to do it
> with
> > Franklin - but she and Franklin had a long history together - built
> trust.
> > so many questions. no time.
> >
> > Deb
> >
> >
> >
> > On 6/14/06, Andy Blunden <ablunden@mira.net> wrote:
> > >
> > > I can't explain Deborah. This is just something I've heard about in
> the
> > > media. I hesitate to say any more and only further display my
> ignorance.
> > I
> > >
> > > only know that when you learn something and you get a big emotional
> hit
> > at
> > > the same time, positive or negative, you're not going to forget it.
> > > Learning is not a totally 'platonic' process is it - *something*
> changes
> > > in
> > > our body when we acquire habits.
> > >
> > > Andy
> > >
> > > At 09:26 PM 13/06/2006 -0700, you wrote:
> > > >biochemical affect? please explain.
> > > >
> > > >On 6/13/06, Andy Blunden <ablunden@mira.net > wrote:
> > > >>
> > > >>Well I think it would be superficial to stop at emotion (though at a
> > > very
> > > >>basic level the experience of emotion is intuitively accessible and
> > > >>telling). I think emotions only make sense if we have a handle on
> > > identity
> > > >>and however we understand what it is that it means to "do"
> something,
> > to
> > > >>be
> > > >>an actor in the world. If we leave emotion at the level of
> biochemical
> > > >>affect we surely have no real way of connecting it with learning.
> Why
> > > was
> > > >>Franklin delighted when he saw that he was the star in this little
> > play?
> > > >>How did he recognise that it was himself?
> > > >>Andy
> > > >>At 07:37 AM 13/06/2006 -0700, you wrote:
> > > >> >My guess is that it is recriprocal emotionality, Andy. A
> particular
> > > kind
> > > >> >of difference that makes a difference.
> > > >> >What were people feeling when everyone turned to Franklin as they
> > > >> >recognized Vivian "being" Franklin? What
> > > >> >did they feel when he slapped his knee and said. "You got it just
> > > >> >right"? And what did he feel? Certainly not bad,
> > > >> >judging from the evidence.
> > > >> >
> > > >> >And what was THE cause of this convergence of positive affect? Its
> > in
> > > the
> > > >> >intricacies of the answer to that question
> > > >> >that we need a Zo to help us understand.
> > > >> >mike
> > > >> >
> > > >> >On 6/12/06, Andy Blunden <<mailto: ablunden@mira.net>
> > ablunden@mira.net
> > > >
> > > >>wrote:
> > > >> >>Mike Cole said:
> > > >> >> >[snip]
> > > >> >> >This "something magical" certainly is very important in our
> > > >>afterschool
> > > >> >> >work. It includes not only the experience and good will of
> those
> > > >>involved,
> > > >> >> >but also strong emotional bonds that grow between undergrads,
> > kids
> > > and
> > > >> >> >staff. -- almost a kind of emotional flow.
> > > >> >>
> > > >> >>Mike, this "something magical" seems to be the emotional hit that
> > > both
> > > >> >>learner and teacher get when the learner makes a breakthrough in
> > > >>learning
> > > >> >>and development, doesn't it? I remember hearing stuff in the
> media
> > > which
> > > >> >>went to the neurological basis of how emotions reinforce
> learning,
> > > and I
> > > >> >>understand it is a regular part of sports coaching nowadays to
> > > >>deliberately
> > > >> >>manipulate the emotional experiences of performers when they do a
> > > thing
> > > >> >>right or do it wrong supposedly to bring about neurological
> changes
> > > >>which
> > > >> >>will attract or repel repetitions of the action.
> > > >> >>
> > > >> >>It always seemed to me that in our theory of the use of artefacts
> > > this
> > > >> >>emotional loading tends to be overlooked, and yet that is surely
> > > exactly
> > > >> >>what is magical?
> > > >> >>
> > > >> >>
> > > >> >>Andy
> > > >> >>
> > > >>
> > > >>Andy Blunden, for Victorian Peace Network, phone +61 3 9380 9435
> > > >>Global Justice Tours: http://ethicalpolitics.org
> > > >>
> > > >>_______________________________________________
> > > >>xmca mailing list
> > > >>xmca@weber.ucsd.edu
> > > >>http://dss.ucsd.edu/mailman/listinfo/xmca
> > > >
> > > >
> > > >
> > > >--
> > > >Deborah Downing-Wilson
> > > >_______________________________________________
> > > >xmca mailing list
> > > >xmca@weber.ucsd.edu
> > > >http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > > Andy Blunden, for Victorian Peace Network, phone +61 3 9380 9435
> > > Global Justice Tours: http://ethicalpolitics.org
> > >
> > > _______________________________________________
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> >
> >
> >
> > --
> > Deborah Downing-Wilson
> > _______________________________________________
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
-- Deborah Downing-Wilson _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca
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