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[Xmca-l] Re: The 5thD in 2D



"Potted" in British english also means "preserved" or a to put in condensed
form:

http://www.etymonline.com/index.php?term=potted&allowed_in_frame=0

One of the challenges, I think, is the question around "how is this
development?"  In environments such as these that have a compelling and
inviting immediacey, it requires some work to see the mediacy.  Seeing the
mediacy is perhaps as tricky as seeing a "5th dimension".  I like the fact
that this film attends to some of these basic tensions such as the concerns
of the people running the groups, for whom development, leading activity
etc is not seemingly part of the their concscious orientation.

Those four bits give you 2^4 more variety if you use them right.  :)

Best,
Huw


On 3 January 2014 01:46, mike cole <lchcmike@gmail.com> wrote:

> With respect to the Video about conducting three "5thD systems at one
> time."  I personally thought that
> Andy brought out the feel of the doing of the work in a way that is quite
> difficult to communicate in print.
> The film was scheduled to coincide with my elevation to rank of professor
> emeritus last June, but life has a way of getting in the way, so to speak.
> It was nice to have it appear, as if brought by the wizards themselves, on
> new
> year's eve.
>
> I am not sure the shape of the pot you are thinking of, Huw. I will assume
> its a pot for a plant? A growing thing in its environment. If so, I like
> the idea of the film as a potted version of the 5th D; the change in medium
> and the perspective of a film maker who has his own point of view on the
> whole enterprise, create an interesting way of "shaping" the growth
> process.
>
> For those of you interested in the line of work, it is probably relevant
> that we began arrangements for this
> film several years ago, at a time when we could show three living systems
> created on principles of CHAT as I misunderstand them were all in operation
> at once. The rule of threes is big in my life, and three is the minimum
> number we needed to represent the overall conceptual foundations of this
> line of joint activity between university and community setting. I knew
> this from personal experience-- whenever a visitor came from afar to see
> "The" 5thD I would always make sure that the person saw three such systems
> as a minimum. The reaction to the first encounter is "Oh,so that is
> how *IT*is done." The reaction to the second encounter is "What? How
> is the one the
> same as that one I saw yesterday?" The reaction to the third encounter is
> "Oh, I get it. Each is its own thing, living as part of the social body
> within which it has "taken root," "planted there" by some mixture of
> university and community people/entities."
>
> I can report that in a message such as this, but what kind of ridiculous
> evidence would that be? So how about a narrative by a sympathetic outsider
> with the skills needed to provide a representation that could communicate
> to a broader community?
>
> In the film, the community is UCSD. My residence. UCSD is undergoing a
> multitude of simultaneous changes along with 99% of the post-secondary
> educational institutions in the US. We are so predominantly Anglo- and
> Asian American in our makeup that it is now officially embarrassing. So one
> audience here was my colleagues
> at UCSD. Couldn't we address issues of diversity very effectively through
> such courses? And achieve other
> presumably valued pedagogical goals at the same time?
>
> A second audience were those who fancied such modes of pedagogical activity
> in higher education a walk in the park on a breezy June afternoon. Its a
> long walk through sometimes rough terrain. To these people we want to
> provide a demonstration proof of that such forms of activity can be created
> and sustained. We do not go into detail, but it requires at least the
> combined efforts of local citizens, university faculty and students, and
> the university administration.
>
> The third audience are those among you who are interested in the
> relationship of all this work to Vygotsky and CHAT. For you it does not
> suffice as theoretically explicated. Rather, it is an alternative
> representation (perhaps an anecdote) that enables you to figure what in the
> hell is behind the fourbit words in the academic stuff we write.
> Note however, when Jay starts to professorize about cognition and emotion
> he is a whole lot easier to understand than his writing.
>
> And, if you want the written stuff, there it sits on its developmental
> spiral. :-))
>
> mike
>
> PS- (Fourbits is how much the price of a scientific concept is worth these
> days) (In 1950 terms it was four
> quarters or one dollar). :-)
>
>
> On Wed, Jan 1, 2014 at 4:50 AM, Luisa Aires <laires11@gmail.com> wrote:
>
> > Dear Mike
> >
> > This is an amazing way to begin the new year.Thank you for sharing this
> > fantastic project.
> >
> > Here, we can find a good way how to think, ground and develop theory and
> > ethics in collaboration. And a good motive to rewrite texts ;-)
> >
> >
> > Happy new year to all XMCAers
> >
> >
> > Best wishes,
> >
> > Luísa
> >
> >
> > On 31 December 2013 22:19, Huw Lloyd <huw.softdesigns@gmail.com> wrote:
> >
> > > Its great to have a potted 5d open film.  The "simplicity" helps to
> bring
> > > out the variety of challenges.  Its nice to have to simply watch and
> > ponder
> > > too.
> > >
> > > I had to skip about a bit to work out what "the bus children being
> > squeezed
> > > out" (15 mins) meant ("bus kids" came from the inner city -- i.e. buses
> > > used for distance rather than safety).
> > >
> > > Best,
> > > Huw
> > >
> >
>