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[Xmca-l] Re: (no subject)



Sounds fascinating, Caitlin. But also difficult and in some contexts,
frought (example,
in culture x ethnographers report little and/or childhood pretend play and
people
from culture x are said to remain in preoperational period of thought and
lack empathy).

You know the Mathews work on child philosophizing? It was mentioned as a
movie by
Rod in an earlier message.

good luck and keep us posted!
mike


On Thu, Oct 10, 2013 at 9:34 AM, CAITLIN WUBBENA <cwubbena@gse.upenn.edu>wrote:

> Thanks for your responses. A little more about the project: it's definitely
> rooted in a strong experiential piece (I've noticed that kids who grew up
> in hyper-structured environments seem to lack empathy, appropriate debate
> skills, etc once they get to college. Also, more kids seem to grow up in
> these hyper-structured environments...at least in the middle class
> [Lareau]. Further, this is often discussed in informal settings like TED
> talks [Ken Robinson, free range children]) coupled with a theoretical,
> academic piece.
>
> My background is in philosophy--so I'm most immediately drawn to the
> theorists I mentioned in my initial post. My idea with this project is to
> trace the history of conceptualizations of play in academia to illustrate
> the context of this more colloquial conversation that happens on TED talks
> and the like. I will also include "examples" to ground the theoretical
> aspect...illustrations of play in Novalis' Novices of Sais and an essay on
> play/identity formation by CD Wright, for example. Ultimately, the goal
> will be to bring the informal conversation (back) into academia.
>
> Long story short, I'm not quite sure where this will go yet. But I suspect
> that the nature of the project might allow some room to incorporate a few
> conceptualizations of play, as long as they lead to this central idea of
> play as necessarily leading to productivity.
>
> As a disclaimer, I haven't had a chance to read Vygotsky yet...in fact, I
> just received the email that it has arrived in the library.
>
>
> On Wed, Oct 9, 2013 at 5:42 PM, Greg Thompson <greg.a.thompson@gmail.com
> >wrote:
>
> > Caitlin,
> > Maybe you could say a little more about what you mean by "play"?
> > I suspect that you may be talking about an ontogenetically different
> thing
> > from what is at the heart of Vygotsky's work (that's not to say that the
> > two are unrelated, simply that some elaboration is needed...).
> > -greg
> >
> >
> > On Wed, Oct 9, 2013 at 11:05 AM, CAITLIN WUBBENA <cwubbena@gse.upenn.edu
> > >wrote:
> >
> > > Hi! I am a graduate student at Penn working on my Master's paper in
> > > foundations/philosophy of education. I am taking a course with Andrew
> > > Babson and he recommended I post here for some feedback/advice.
> > >
> > > Loosely, my topic is centered on Plato's notion of play/seriousness. I
> > want
> > > to explore why intellectual play is vital for success in higher ed and
> > > envision this particular project (it's a relatively short lit review)
> as
> > an
> > > analysis of the historical context that has allowed this conversation
> to
> > > happen in academia. At this point, I plan to cite Plato, Kierkegaard
> > > (Socratic irony), and Dewey. I've also been introduced to Vygotsky and
> > > Kendall Walton. The main challenge is bridging the conversation to
> higher
> > > ed.
> > >
> > > Any advice on where to go, books/articles to look into, etc would be
> > > greatly appreciated!
> > >
> > > -Caitlin
> > >
> >
> >
> >
> > --
> > Gregory A. Thompson, Ph.D.
> > Visiting Assistant Professor
> > Department of Anthropology
> > 883 Spencer W. Kimball Tower
> > Brigham Young University
> > Provo, UT 84602
> > http://byu.academia.edu/GregoryThompson
> >
>
Status: O