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Re: [xmca] Human Sciences linking with CHAT
Thank you for the Article.
On 29 July 2010 18:05, Larry Purss <firstname.lastname@example.org> wrote:
> Hi Patrick
> Here is a copy of the chapter article outlining the themes of "human
> Science" and the centrality of values, agency, and teleology as CENTRAL
> themes to be foregrounded in sociocultural accounts of being human.
> On Thu, Jul 29, 2010 at 12:30 AM, Patrick Jaki <email@example.com
> > Dear Larry,
> > I was interested in the chapter you downloaded on values. Do you perhaps
> > have a link or a pdf somewhere.
> > Regards.
> > Jaki
> > On 12 July 2010 07:40, Larry Purss <firstname.lastname@example.org> wrote:
> > > Hi Kevin and Mike
> > >
> > > I'm away from the internet on the "gulf Islands" off of Vancouver. I
> > have
> > > to go to the library in the village to get on the web.
> > > However, yesterday I downloaded the chapter on human sciences and
> > learning
> > > and I want to say how powerfully the article speaks to me.
> > >
> > > It puts at the forefront the fundamental need to explicitly discuss
> > values
> > > and explaining how we ought to proceed. It then speaks to agency but
> > more
> > > explicitly MORAL agency and says it is a very slippery concept. I
> > it
> > > is slippery but also fundamental to notions of learning. Learning in
> > > schools
> > > is about developing moral agency and I welcome the explicit call to
> > examine
> > > various accounts of moral agency. The 3rd framework asking us to
> > > be explicit about our teleological assumptions is also a fundamental
> > point
> > > of discussion when we explore where we believe we are headed in the
> > future.
> > > Finally, the question, Who gets to decide? is of central importance to
> > > notions of mutuality in learning.
> > > It is my hope that others on CHAT see these as central questions to
> > > explore. Kevin, you mentioned human sciences embrace the "interpretive
> > > turn" and there is also discussions of the "relational turn" and the
> > > "sociocultural turn" which I see as challenging "the linquistic turn"
> > > "postmodernism" and returning the focus to values and "traditions" and
> > > "forms of life". Activity and mediation are central concepts in the
> > human
> > > sciences as you outlined but it is moral activity and questioning how
> > > ought to proceed that is central to activity.
> > >
> > > Kevin, you mention that history as a discipline is a core area of
> > inquiry
> > > in the human sciences and learning. From this perspective "thinking"
> > [how
> > > we conceptualize the processes of conceptualizing] is a historical
> > process.
> > > >From this perspective the history of philosophy is the history of
> > > thinking.
> > > Thinking develops historically as documented in the history of
> > philosophy.
> > > Therefore thinking as a human science can gain insights by exploring
> > we
> > > have historically conceptualized conceptualizing.
> > > For example is the metaphor of thinking "as reading text" the dominant
> > > metaphor or is the metaphor of speech "as dialogue" a better metaphor
> > > thinking or the more recent metaphor of thinking as "information
> > > processing"
> > > the dominant metaphor? By historical inquiry into the history of
> > > philosophy
> > > learning as a human science can be enriched and our horizons of
> > > understanding expanded.
> > >
> > > Larry
> > > _______________________________________________
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> > > email@example.com
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > --
> > Patrick Jaki
> > Forced Migration Studies Programme
> > University of The Witwatersrand.
> > Work: 27 11 717 3166
> > P. O Box 505 Wits
> > 2050
> > Johannesburg
> > _______________________________________________
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> > firstname.lastname@example.org
> > http://dss.ucsd.edu/mailman/listinfo/xmca
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