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[xmca] How can we reply to this...

Dear xmcaonaughts,

As a new kid on the block, recently researching in Cultural Psychology and
wanting to do my Phd thesis in this area, I still have "existential doubts"
and big gordian knots. Having read different kinds of literature in
different traditions in Psychology I still have troubles in replying to
sentences like this by the existential philosopher and psychologist Eugene

"Any little thing, any big thing is precultural, because it is tissues and
it is animal life, and it's culture and it's also after culture, more
complicated than culture. The body is this much more complex, much more
intricate system from the start."

Any thoughts?

Best regards,

Ivo Banaco

PS: I wish you all a merry Christmas and a great 2011.

On Sat, Dec 18, 2010 at 5:03 AM, mike cole <lchcmike@gmail.com> wrote:

> Several of the articles on show below appear of interest to various
> xmcaonaughts.
> mike
> ---------- Forwarded message ----------
> From: Teachers College Record <no-reply@tcrecord.org>
> Date: Fri, Dec 17, 2010 at 12:01 PM
> Subject: Transitioning From an Innovative Elementary to a Conventional High
> School
> To: Recipient <mcole@ucsd.edu>
>    [image: Title]
>  [image: Subscribe Today] <http://www.tcrecord.org/Subscriptions.asp>
>   [image: transparent 13]
>    Freely-Available This Week
> Articles
>  Smuggling Authentic Learning Into the School Context: Transitioning From
> an
> Innovative Elementary to a Conventional High
> School<http://www.tcrecord.org/Content.asp?ContentID=15227>
> by Renée DePalma, Eugene Matusov & Mark Smith
>  Analyzing the discourse of eighth-grade graduates from an innovative
> elementary school as they transition to conventional high schools revealed
> distinct response patterns characterizing concurrent projects of
> self-actualization and institutional achievement. Our analysis suggests
> that
> a certain critical ambivalence toward credentialism and competition can be
> part of a healthy strategy for school success, particularly for those from
> marginalized groups who do not wholly buy into the (predominantly White and
> middle-class) historically rooted traditions of conventional schooling.
>  Designing Transparent Teacher Evaluation: The Role of Oversight Panels for
> Professional Accountability<
> http://www.tcrecord.org/Content.asp?ContentID=15053>
> by Jennifer Goldstein
>  This article explores a policy intended to improve the quality of teaching
> by improving the quality of teacher evaluation. It examines a Peer
> Assistance and Review (PAR) program, and specifically one aspect of the
> program-its oversight panel-asking how an oversight panel alters the
> practice of teacher evaluation. The core argument of the article is that
> oversight panels have the potential to fundamentally alter the transparency
> of the teacher evaluation process and, in turn, the nature of
> accountability.
>  Book Reviews
>  Multiliteracies in Motion: Current Theory and
> Practice<http://www.tcrecord.org/Content.asp?ContentID=16226>
>  by David R. Cole and Darren Lee Pullen (eds.)
> reviewed by William Kist
>  ------------------------------
>  Citizenship Education and Social Development in
> Zambia<http://www.tcrecord.org/Content.asp?ContentID=16227>
>  by Ali A. Abdi, Edward Shizha, and Lee Ellis (eds.)
> reviewed by Monisha Bajaj
> ------------------------------
>  Persuading Fred: An essay review of recent books by Stanley Fish, Louis
> Menand, and Martha
> Nussbaum<http://www.tcrecord.org/Content.asp?ContentID=16228>
>  by
> reviewed by James Donald
> ------------------------------
>  Someone Has to Fail: The Zero-Sum Game of Public
> Schooling<http://www.tcrecord.org/Content.asp?ContentID=16229>
>  by David F. Labaree
> reviewed by Floyd M. Hammack
>  <http://www.tcrecord.org/voice.asp>
>  Henry Braun discusses his paper, co-authored with Irwin Kirsch and Kentaro
> Yamamoto, "An Experimental Study of the Effects of Monetary Incentives on
> Performance on the 12th-Grade NAEP Reading
> Assessment."<http://www.tcrecord.org/content.asp?contentid=16008>
> Commentaries
>  In Praise of Slow Reading<
> http://www.tcrecord.org/Content.asp?ContentID=16238>
> by Thomas Newkirk
> This commentary argues against the high valuation schools place on reading
> speed, particularly on high sakes tests like the SAT. In penalizing slower
> readers, these and other tests put at a disadvantage students who approach
> their reading in a deliberate and thorough way. The ideal should not be
> speed but the *tiempo guisto*, the pace at which we are most attentive and
> effective-and this pace will vary depending on the individual and the task.
>  2010 NSSE Yearbooks and Call for Proposals for Future
> Yearbooks<http://www.tcrecord.org/Content.asp?ContentID=16120>
> by
> The editors of the Teachers College Record announce the yearbook topics for
> 2010 and issue a call for new proposals.
> ------------------------------
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