[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]

[Xmca-l] Re: Playing with/at TED



Lois, Greg

This theme of *radical* play [going to the root of play] and Greg's playing
with the term *otherwise* than the real/actual I hope can be played with a
little further.

I *read* this theme of emerging lived experience / live experiencing [from
D Kellogg in the other post] as pointing to *human nature* as playing
 between the literal and metaphorical

Merleau-Ponty suggests that subjects and objects SIMULTANEOUSLY emerge
within  / clearings  /  fields  / dimensions /
and the difficulty arises when we expand an *object* to become perceived AS
THE  /field/clearing/dimension.
We loose sight of the *object* as an *aspect* of the clearing [where
becoming/not becoming are being *played out* within the simultaneous
emergence of subjectivity and objectivity] and we become lost in the object
AS IF it was the dimension of experience.

Mike, this playful theme I *read* also as an example of the metaphor of the
*developmental spiral* moving between *individuation* [subjectivity] AND
*integration* [self's return to original source at a *higher* level of
*development*
As I listened to Anna Stetsenko's contrasting Dewey's *transactional* model
with her *transformational* model I also *read* another version of this
*spiral* metaphor of subject and object playfully emerging within lived
experience / live experienced backward and forward play

This theme also ties in with the question of *humanism* within the notion
of *human nature* Is the character [quality] of *play* a transhistorical
phenomena?? Joel Kovel defines *transhistorical* as a phenomena that is a
property of *human nature* that needs to be manifest in all historical
situations, whwerever humans have made there world. Transhistorical
phenomena cannot be confined to particular historical locations. On the
other hand the transhistorical is not natural either [in the informal
sense] since the transhistorical ONLY manifests historically and so is
shaped decisively by particular historical conditions.
Transhistorical phenomena do confer a degree of universality and
*essentiality* to the notion of human nature.
Is it possible that *radical* play [could be otherwise] is a
transhistorical aspect mediating BETWEEN *human* AND *nature*??

Joel Kovel suggests there is an ensemble of five qualities/ideas of
*nature* which are variations on the THEME of *otherness* A sense that our
*human being* reflects a sense that our being is a part and yet distinct
from nature. A sense of our human incompleteness and mortality. Therefore
the metaphor of the *developmental spiral* playing out through the
Christian fall of the soul away from God, through neo-platonists through
Romantic return to nature and moving to current models of psychology and
even *critical hermeneutics* [see Joel Kovel]

AN ASIDE: Joel identifies nature's five qualities as *essence* *vital
force* *real material world*  *past* and *archetypal primal mother*  He
suggests all five qualities are variations on the theme of *otherness* [and
I would add *desire for return to integration]

I *read* radical play as possibly participating in this spiral metaphor AS
a *root* metaphor [radical AS root]

Larry





On Sat, Jul 5, 2014 at 8:41 PM, Lois Holzman <lholzman@eastsideinstitute.org
> wrote:

> Apologies, Greg, for the delay in responding to this very meaty message! I
> appreciate that it led you in many directions and you took the time to
> share them with me and xmca. I read it quickly and then overlooked it all
> this time.
>
> I think you've understood much of what I try to say about play but not
> all. I'm relieved you read me as unorthodox!!
> Let me try to "yes, and" you and myself.
> What's key to me is not restraint or not, but the reshaping ("playing
> with") the dialectic who we are/not who we are of, being/becoming. This is
> both a point of departure from Vygotsky and at the same time it comes from
> him. I do think that his description of early childhood
> learning-and-development, and of the importance of imitation, and doing
> what you don't know how to do — these are instances of being/becoming and
> very much—in their social activity-ness—like the way he describes early
> childhood play as "a head taller." He, as we know, makes a distinction
> between play being the leading activity of young children and learning of
> school age children—I think he didn't see the similarity in both "Play and
> Non-play" for young children—at least not the similarity that I see. In
> both, the child is engaging in a kind of being/becoming play/performance.
> So for me it is the simultaneity of being who we are and who we are not
> (other) that is what's the exciting and life span activity of playing,
> performing. (You can download my chapter, without Creating ZPDs There is No
> Creativity, in Vygotsky and Creativity at
> http://loisholzman.org/media/chapters/).
> So games, winners, losers, etc. are features of some play but not of all
> play. And I like what Vygotsky has to say about this and rules and
> imagination.
>
> I also understand play (in my sense of it) as how we human beings create
> culture...we don't just appropriate it.
>
> Again, thank you,
> Lois
>
>
>
> Lois Holzman
> Director, East Side Institute for Group & Short Term Psychotherapy
> 104-106 South Oxford Street
> Brooklyn, New York 11217
> Chair, Global Outreach, All Stars Project, UX
> Tel. +1.212.941.8906 x324
> Fax +1.718.797.3966
> lholzman@eastsideinstitute.org
> Social Media
> Facebook | LinkedIn | Twitter
> Blogs
> Psychology Today| Psychology of Becoming | ESI Community News
> Websites
> Lois Holzman | East Side Institute | Performing the World
> All Stars Project
>
>
>
> On Jun 25, 2014, at 2:09 PM, Greg Thompson <greg.a.thompson@gmail.com>
> wrote:
>
> > Lois,
> > I wonder if the following captures your meaning/sense of the word "play":
> >
> > Play is an engagement with "the otherwise".
> > In a sense, play involves bringing irrealis into reality.
> >
> > I really like this way of thinking about play (and I may be reading too
> > much into your understanding of play so please correct me if I've
> > misunderstood you). For me, this idea of play is much more applicable to
> > the lives of adults and it opens up lots of encounters to a play
> analysis.
> > I assume that this is what you mean when you say that the kids talking
> with
> > police are "playing"; they are engaged in a type of relationship and
> > interaction that is "otherwise" - it isn't part of the normal types of
> > conversation that one expects to happen.
> >
> > This points up the fact that there are structured, expected relations
> that
> > we engage in as we go about our everyday lives. Lois, what you seem to me
> > to be pointing to is that play involves the transformation of these
> > expected relations, i.e. when "the otherwise" is realized in a moment of
> > interaction.
> >
> > It seems that this is a rather unorthodox sense of play. I wonder if it
> > comes out of the fact that you work primarily with adolescents and
> adults,
> > "grown-ups" as we emically refer to them. It seems likely to me that play
> > is something very fundamentally different for grown-ups than it is for
> > children. Most Vygotsky inspired play researchers are looking at play in
> > toddlers and early childhood. So I am very excited by your work that
> brings
> > play into adulthood (and as Artin notes, there are others who do this
> but I
> > don't know how many theorize adult "play" as explicitly or as well as you
> > do).
> >
> > It seems to me that somewhere in here is where David's problem lies (and
> > yours, to the extent that you are willing to share this burden with him).
> > He is pointing to the fact that "play" may be conceived in China as "lack
> > of restraint", and that is why Chinese say that they haven't played since
> > they were 2 year olds - they have primarily experienced restraint ever
> > since then (regardles of how they might be engaging "the otherwise" in
> > their everyday lives - even "teasing" could be a kind of engagement with
> > "the otherwise"). And David interestingly points to the fact that play
> has
> > a class dimension - it is what the poor kids do in the streets. That
> seems
> > like a notion of play that needs to be played with. And it seems to me
> that
> > this is precisely what you are interested in doing even as you accept
> their
> > definition of play for the sake of making your argument in the first
> place.
> >
> > I think we could push even further still and point out that life is play
> in
> > a very real(!) sense. The taken for granted social worlds that we inhabit
> > and that we are trying to play with are, in the first place, play. And
> > yet, we often don't realize that they are play (recall Marx's "men" make
> > history but not of their own choosing). Additionally, once we call it
> > "play" we assume that it is "unreal" (cf. "social constructionism" lit of
> > the mid to late 20th century). Yet this play is a highly consequential
> form
> > of play because, well, there are "winners" and there are "losers", and
> the
> > consequence of "winning" or "losing" is dire (perhaps this is why the
> movie
> > Hunger Games strikes a chord with people today? b.c. they see the world
> > today, mid-recession, as akin to a fight to the death).
> >
> > Anyway, hopefully there is a grain of sense in all of this play with play
> > (in play).
> >
> > and please, let me know if I'm terribly off-base here...
> >
> > Playfully,
> > greg
> >
> >
> >
> >
> > On Tue, Jun 24, 2014 at 7:51 AM, Lois Holzman <
> > lholzman@eastsideinstitute.org> wrote:
> >
> >> Don't forget yourself, Artin!
> >> Lois
> >>
> >> Lois Holzman
> >> Director, East Side Institute for Group & Short Term Psychotherapy
> >> 104-106 South Oxford Street
> >> Brooklyn, New York 11217
> >> Chair, Global Outreach, All Stars Project, UX
> >> Tel. +1.212.941.8906 x324
> >> Fax +1.718.797.3966
> >> lholzman@eastsideinstitute.org
> >> Social Media
> >> Facebook | LinkedIn | Twitter
> >> Blogs
> >> Psychology Today| Psychology of Becoming | ESI Community News
> >> Websites
> >> Lois Holzman | East Side Institute | Performing the World
> >> All Stars Project
> >>
> >>
> >>
> >> On Jun 23, 2014, at 7:09 PM, Goncu, Artin <goncu@uic.edu> wrote:
> >>
> >>>
> >>>
> >>> First, this is a quick note to say that I enjoyed Lois' talk, and
> second,
> >>> I enjoyed reading the responses to Lois' talk very much.  I also wanted
> >> to
> >>> add that there are others on this list who have been addressing some of
> >>> the important issues raised both in Lois' talk and in the responses to
> >> it.
> >>> For example, issues about play being a collective, dialectical, and
> >>> dialogic activity improvised in human interaction are examined by Tony
> >>> Perone, Carrie Lobman, Keith Sawyer, and others..
> >>>
> >>> All the best, ag
> >>>
> >>>
> >>> On Mon, June 23, 2014 11:58 am, Lois Holzman wrote:
> >>>> Thanks, Tom. (I tried.)
> >>>> And I didn't realize I forgot the link.
> >>>> All best,
> >>>> Lois
> >>>>
> >>>> Lois Holzman
> >>>> Director, East Side Institute for Group & Short Term Psychotherapy
> >>>> 104-106 South Oxford Street
> >>>> Brooklyn, New York 11217
> >>>> Chair, Global Outreach, All Stars Project, UX
> >>>> Tel. +1.212.941.8906 x324
> >>>> Fax +1.718.797.3966
> >>>> lholzman@eastsideinstitute.org
> >>>> Social Media
> >>>> Facebook | LinkedIn | Twitter
> >>>> Blogs
> >>>> Psychology Today| Psychology of Becoming | ESI Community News
> >>>> Websites
> >>>> Lois Holzman | East Side Institute | Performing the World
> >>>> All Stars Project
> >>>>
> >>>>
> >>>>
> >>>> On Jun 23, 2014, at 11:19 AM, Tom Richardson
> >>>> <tom.richardson3@googlemail.com> wrote:
> >>>>
> >>>>> Thank you, Lois, for finding time for this thoughtful reply to the
> >>>>> threads
> >>>>> around your TED piece -a link to your 'What's developing is below:
> >>>>> http://vimeo.com/98797556
> >>>>> Tom
> >>>>>
> >>>>>
> >>>>> On 23 June 2014 16:01, Lois Holzman <lholzman@eastsideinstitute.org>
> >>>>> wrote:
> >>>>>
> >>>>>> Thanks to all who've watched the video and commented.
> >>>>>> Over the weekend I completed two weeks of PLAYING WITH a "small
> group"
> >>>>>> of
> >>>>>> psychologists/youth workers/educators from 5 countries who were in
> NYC
> >>>>>> for
> >>>>>> their final residency period with me and the Institute. I kept up
> with
> >>>>>> your
> >>>>>> posts but wasn't able to respond until now.
> >>>>>> I find the discussion fascinating in a few ways, which I will try to
> >>>>>> describe through commenting on what's been said/written.
> >>>>>>
> >>>>>> I greatly appreciated Tom's concern ("We need Play to evolve the
> next
> >>>>>> tranche of revolutionary strategy and
> >>>>>>> tactics, but Play alone will never arrive at the necessity for
> >>>>>>> revolutionary overthrow of capitalism") and further comment and
> >>>>>> subsequent expansion on this ("While I did not wish to attack or
> >> offend
> >>>>>> deliberately, I feel that the
> >>>>>> limitations of work within individual/small group relationships, no
> >>>>>> matter
> >>>>>> how creative, redemptive and transformative, cannot have that same
> >>>>>> effect
> >>>>>> upon the 500year-developed /developing reality which is modern
> >>>>>> bourgeois
> >>>>>> society. It is that sense of limitation which I attempted,
> >>>>>>> straightforwardly to convey").
> >>>>>>
> >>>>>>> Tom, I in no way felt attacked or offended.
> >>>>>>
> >>>>>>> I found Shirley and Helen's and Carol's versions of what I was
> doing
> >>>>>>> in
> >>>>>> the talk and what the activities I presented might be "about" very
> >>>>>> helpful
> >>>>>> and appreciated learning what they saw.  I was indeed trying to
> >> present
> >>>>>> something new to the audience, something that gave them the feeling
> >>>>>> that
> >>>>>> there was more "behind it" and that something was pretty unorthodox.
> >>>>>>
> >>>>>>> I suppose the key thing I can say in response is that I was
> speaking
> >>>>>> about play in a very particular way, as revolutionary. I was really
> >>>>>> pleased
> >>>>>> that the audience for the live presentation picked up on that and
> was
> >>>>>> excited by this new way of seeing. What I think revolutionary play
> is
> >>>>>> (in
> >>>>>> my talk I repeated what I mean by that several times—taking what
> there
> >>>>>> is
> >>>>>> and making something new, doing what we do not know how to do,
> >> relating
> >>>>>> as
> >>>>>> who we are/other than who we are at the same time) is a
> >>>>>> cultural-historical
> >>>>>> activity that creates development, and that all of us human beings
> >> need
> >>>>>> to
> >>>>>> develop if we are to have a shot at overthrowing capitalism. (For
> >>>>>> "theory"
> >>>>>> the most concise expansion of this might be All Power to the
> >>>>>> Developing.The
> >>>>>> position put forth in that article has generated lively dialogue, as
> >> it
> >>>>>> is
> >>>>>> not the most popular among Marxists.)
> >>>>>>
> >>>>>>> As I read some of the comments on my talk, it seems to me that how
> I
> >>>>>> understand play as revolutionary was not taken into account fully.
> By
> >>>>>> that
> >>>>>> I mean it seems like one's own understanding of play was substituted
> >>>>>> unaware. Perhaps this has something to do with Hue seeing play as
> >>>>>> "overdone" as well as David's commenting:
> >>>>>>> "One of the problems of Lois's talk is that it doesn't give us a
> very
> >>>>>> clear
> >>>>>> view of what play is not. But I would say that street kids talking
> to
> >>>>>> policemen about their fear of being gunned down in the street is a
> >>>>>> pretty
> >>>>>> good place to start. Lois herself recognizes in her talk that the
> >>>>>> conversations are not part of
> >>>>>> the play. But then we need to look at when and where the activity
> >>>>>> stopped
> >>>>>> being play, and above all why. Otherwise we rob "play" of all of its
> >>>>>> content."
> >>>>>>
> >>>>>> Sorry, David, if I was less than clear here. For me, the
> conversation
> >>>>>> was
> >>>>>> part of the play. The activity never stopped being play, as I
> >>>>>> understand
> >>>>>> it. The cops and kids were playing, in my sense of revolutionary
> play,
> >>>>>> as
> >>>>>> they were creating a conversation they had never had and perhaps
> could
> >>>>>> not
> >>>>>> were they not playing/performing...they were doing what was beyond
> >> them
> >>>>>> and
> >>>>>> creating something new together. I imagine you and others may not
> see
> >>>>>> it
> >>>>>> that way, but that's what I see.
> >>>>>>
> >>>>>> David's comments also highlight for me an aspect of perhaps
> different
> >>>>>> ways
> >>>>>> of approaching what it means to engage in the activity of
> >>>>>> understanding. As
> >>>>>> I read you, you need me to say what play is not and you also need me
> >> to
> >>>>>> pinpoint the beginnings and endings of something identified as play.
> >>>>>> It's
> >>>>>> that "is" that for me is the problematic term—it reads to me as
> >>>>>> pictorial
> >>>>>> and essentializing in reference to meaning. Apologies if I have
> >>>>>> misunderstood you. And while I don't mind playing being
> simultaneously
> >>>>>> the
> >>>>>> "leading activity" and the constant activity, I'm inspired by
> >> Vygotsky,
> >>>>>> not
> >>>>>> overdetermined by him.
> >>>>>>
> >>>>>> I'm very sensitive to how we speak/write to each other, however,
> >>>>>> especially when difference of opinion gets in the way or replaces
> >>>>>> curiosity
> >>>>>> to learn more about how come someone thinks/believes what they
> >>>>>> apparently
> >>>>>> do. And so I wish that we would be asking more questions of each
> >>>>>> other...
> >>>>>> and perhaps saying things in less absolutist and knowing terms.
> >>>>>>
> >>>>>> David (again) wrote:
> >>>>>> PS: Obviously, the teacher who claimed that their generation in
> China
> >>>>>> (my
> >>>>>> wife's generation) did not play after the age of two was just
> playing
> >>>>>> around with poor Lois. But that's no reason to play along...
> >>>>>>
> >>>>>> I "obviously" (and here it makes sense to use that word) cannot know
> >>>>>> your
> >>>>>> intention in writing what and how you wrote the above, as we cannot
> >>>>>> know
> >>>>>> each other's intentions. So I'll jump off from what you say and
> maybe
> >>>>>> help
> >>>>>> you see what I was trying to convey—75 teachers (not 1) told us in
> >>>>>> different ways/phrases that they hadn't played since they were very
> >>>>>> little
> >>>>>> children. They weren't making any claims, neither for themselves as
> >>>>>> individuals and certainly not for their generation. They were
> talking
> >>>>>> with
> >>>>>> us and sharing their experiences. I assume your wife has done the
> same
> >>>>>> with
> >>>>>> you, and that would be interesting to learn about.
> >>>>>>
> >>>>>> I'm off tonight to work in Frankfurt for the week, but if there is
> >>>>>> further
> >>>>>> conversation I will respond quickly.
> >>>>>>
> >>>>>> If any of you are interested in pursuing the topic of play and
> >>>>>> performance
> >>>>>> in our current context of capitalism's crisis, from my community's
> >>>>>> perspective, you can view an event, What Developing in a World in
> >>>>>> Crisis
> >>>>>> which begins with 9 people from 8 countries speaking to how they see
> >>>>>> the
> >>>>>> development challenges in their countries, followed by a
> conversation
> >>>>>> between me and a colleague, and then the audience.
> >>>>>>
> >>>>>> Again, thanks for including me, TED, play in your discussions,
> >>>>>> Lois
> >>>>>>
> >>>>>>
> >>>>>>
> >>>>>>
> >>>>>> Lois Holzman
> >>>>>> Director, East Side Institute for Group & Short Term Psychotherapy
> >>>>>> 104-106 South Oxford Street
> >>>>>> Brooklyn, New York 11217
> >>>>>> Chair, Global Outreach, All Stars Project, UX
> >>>>>> Tel. +1.212.941.8906 x324
> >>>>>> Fax +1.718.797.3966
> >>>>>> lholzman@eastsideinstitute.org
> >>>>>> Social Media
> >>>>>> Facebook | LinkedIn | Twitter
> >>>>>> Blogs
> >>>>>> Psychology Today| Psychology of Becoming | ESI Community News
> >>>>>> Websites
> >>>>>> Lois Holzman | East Side Institute | Performing the World
> >>>>>> All Stars Project
> >>>>>>
> >>>>>>
> >>>>>>
> >>>>>> On Jun 22, 2014, at 1:31 AM, mike cole <lchcmike@gmail.com> wrote:
> >>>>>>
> >>>>>>> I wonder what Lois thinks about all of this discussion that Peter
> >>>>>> started?
> >>>>>>> Mike
> >>>>>>>
> >>>>>>> On Friday, June 20, 2014, David Kellogg <dkellogg60@gmail.com>
> >> wrote:
> >>>>>>> I agree completely with Tom's remarks. I remember that almost every
> >>>>>> summer
> >>>>>>> in Chicago between five and ten black children in the city would be
> >>>>>>> murdered by police for playing with toy guns. Consider this:
> >>>>>>>
> >>>>>>>
> >>>>>>
> >>
> http://www.mintpressnews.com/us-police-murdered-5000-innocent-civilians-since-911/172029/
> >>>>>>>
> >>>>>>> To link this to the previous thread--I don't think that the article
> >>>>>>> "What
> >>>>>>> Theory is Not" has a workable definition of theory, and for that
> >>>>>>> reason I
> >>>>>>> found it little more than a list of complaints. But part of the
> >>>>>> dialectical
> >>>>>>> method is defining what things are by looking at what things are
> >>>>>>> not: transgressing that boundary is precisely what we mean when we
> >> say
> >>>>>> that
> >>>>>>> something is in the process of becoming what it is not.
> >>>>>>>
> >>>>>>> One of the problems of Lois's talk is that it doesn't give us a
> very
> >>>>>> clear
> >>>>>>> view of what play is not. But I would say that street kids talking
> to
> >>>>>>> policemen about their fear of being gunned down in the street is a
> >>>>>>> pretty
> >>>>>>> good place to start.
> >>>>>>>
> >>>>>>> Lois herself recognizes in her talk that the conversations are not
> >>>>>>> part
> >>>>>> of
> >>>>>>> the play. But then we need to look at when and where the activity
> >>>>>>> stopped
> >>>>>>> being play, and above all why. Otherwise we rob "play" of all of
> its
> >>>>>>> content.
> >>>>>>>
> >>>>>>> I think the same thing is true when we say that children play
> >>>>>>> constantly,
> >>>>>>> from the moment they wake up to the moment they go to bed (and
> >>>>>>> Vygotsky,
> >>>>>> of
> >>>>>>> course, says the opposite--play is a "leading" activity but for
> that
> >>>>>>> very
> >>>>>>> reason we cannot say it is the main activity).
> >>>>>>>
> >>>>>>> David Kellogg
> >>>>>>> Hankuk University of Foreign Studies
> >>>>>>>
> >>>>>>> PS: Obviously, the teacher who claimed that their generation in
> China
> >>>>>>> (my
> >>>>>>> wife's generation) did not play after the age of two was just
> playing
> >>>>>>> around with poor Lois. But that's no reason to play along...
> >>>>>>>
> >>>>>>> dk
> >>>>>>>
> >>>>>>>
> >>>>>>> On 20 June 2014 06:03, Tom Richardson <
> >> tom.richardson3@googlemail.com>
> >>>>>>> wrote:
> >>>>>>>
> >>>>>>>> A fascinating and moving 14+minutes of Lois ....only how I wish
> that
> >>>>>>>> I
> >>>>>> did
> >>>>>>>> not subscribe to a class analysis which means that the last
> example
> >>>>>>>> of
> >>>>>> the
> >>>>>>>> 'kids of colour' and the NYPD is called into deep question - will
> >> the
> >>>>>>>> lethal divides of capitalism's "special bodies of armed men" from
> >>>>>>>> working-class citizens, (and of course it extends to imperialism's
> >>>>>>>> destruction of whole countries), be 'overcome' by Play. Lois'
> >>>>>> commitment
> >>>>>>>> and passionate intelligence almost lets me believe it might, but I
> >>>>>>>> know
> >>>>>>>> that I'm fooling myself.
> >>>>>>>> We need Play to evolve the next tranche of revolutionary strategy
> >> and
> >>>>>>>> tactics, but Play alone will never arrive at the necessity for
> >>>>>>>> revolutionary overthrow of capitalism, only, from Lois' examples,
> >>>>>>>> ultimately futile attempts at transcending class conflict,
> >>>>>>>>
> >>>>>>>> Tom Richardson
> >>>>>>>> Middlesbrough
> >>>>>>>> UK
> >>>>>>>>
> >>>>>>>>
> >>>>>>>> On 19 June 2014 20:57, Carol Macdonald <carolmacdon@gmail.com>
> >> wrote:
> >>>>>>>>
> >>>>>>>>> Well Lois
> >>>>>>>>>
> >>>>>>>>> That was splendid, awesome! All you serious XMCAers please watch.
> >>>>>>>>>
> >>>>>>>>> Carol
> >>>>>>>>>
> >>>>>>>>>
> >>>>>>>>> On 19 June 2014 13:48, Lois Holzman <
> >> lholzman@eastsideinstitute.org>
> >>>>>>>>> wrote:
> >>>>>>>>>
> >>>>>>>>>> Here's the link, Carol.
> >>>>>>>>>> http://tedxnavesink.com/project/lois-holzman/
> >>>>>>>>>>
> >>>>>>>>>> Lois Holzman
> >>>>>>>>>> Director, East Side Institute for Group & Short Term
> Psychotherapy
> >>>>>>>>>> 104-106 South Oxford Street
> >>>>>>>>>> Brooklyn, New York 11217
> >>>>>>>>>> Chair, Global Outreach, All Stars Project, UX
> >>>>>>>>>> Tel. +1.212.941.8906 x324
> >>>>>>>>>> Fax +1.718.797.3966
> >>>>>>>>>> lholzman@eastsideinstitute.org
> >>>>>>>>>> Social Media
> >>>>>>>>>> Facebook | LinkedIn | Twitter
> >>>>>>>>>> Blogs
> >>>>>>>>>> Psychology Today| Psychology of Becoming | ESI Community News
> >>>>>>>>>> Websites
> >>>>>>>>>> Lois Holzman | East Side Institute | Performing the World
> >>>>>>>>>> All Stars Project
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>> On Jun 19, 2014, at 3:02 AM, Carol Macdonald <
> >>>>>> carolmacdon@gmail.com>
> >>>>>>>>>> wrote:
> >>>>>>>>>>
> >>>>>>>>>>> Louis
> >>>>>>>>>>>
> >>>>>>>>>>> Please could you send the link again?
> >>>>>>>>>>>
> >>>>>>>>>>> Thanks
> >>>>>>>>>>> Carol
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>> On 19 June 2014 01:03, Lois Holzman <
> >>>>>> lholzman@eastsideinstitute.org>
> >>>>>>>>>> wrote:
> >>>>>>>>>>>
> >>>>>>>>>>>> Hi All,
> >>>>>>>>>>>> Peter kindly posted a link to a talk I gave last month at a
> TEDx
> >>>>>>>>>>>> event--TEDxNavesink Play.
> >>>>>>>>>>>> Aside from the prep being among the hardest things I've ever
> >>>>>> done
> >>>>>>>>>> (staying
> >>>>>>>>>>>> within their rules and structure, not being academic but
> saying
> >>>>>>>>>> something
> >>>>>>>>>>>> new for people to think about, and more), it was a delight to
> be
> >>>>>>>> with
> >>>>>>>>>> folks
> >>>>>>>>>>>> who appreciate and value play--many of whom are affording
> >>>>>> people in
> >>>>>>>>>> their
> >>>>>>>>>>>> communities with the opportunity to play in all kinds of ways.
> >>>>>> It
> >>>>>>>> was
> >>>>>>>>>>>> really growthful for me and my team. I was really pleased to
> >>>>>>>> reconnect
> >>>>>>>>>> with
> >>>>>>>>>>>> Peter Gray after many years and to meet other good people. The
> >>>>>>>> one-day
> >>>>>>>>>>>> event was organized are 4 P's--possibility, pleasure, progress
> >>>>>> and
> >>>>>>>>>> paradox.
> >>>>>>>>>>>> I invite you all to include these talks within your
> conversation
> >>>>>>>>>> here--even
> >>>>>>>>>>>> though they're not theoretical. Maybe it's a new kind of play
> >>>>>> for
> >>>>>>>>> many.
> >>>>>>>>>>>> Lois
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>> Lois Holzman
> >>>>>>>>>>>> Director, East Side Institute for Group & Short Term
> >>>>>> Psychotherapy
> >>>>>>>>>>>> 104-106 South Oxford Street
> >>>>>>>>>>>> Brooklyn, New York 11217
> >>>>>>>>>>>> Chair, Global Outreach, All Stars Project, UX
> >>>>>>>>>>>> Tel. +1.212.941.8906 x324
> >>>>>>>>>>>> Fax +1.718.797.3966
> >>>>>>>>>>>> lholzman@eastsideinstitute.org
> >>>>>>>>>>>> Social Media
> >>>>>>>>>>>> Facebook | LinkedIn | Twitter
> >>>>>>>>>>>> Blogs
> >>>>>>>>>>>> Psychology Today| Psychology of Becoming | ESI Community News
> >>>>>>>>>>>> Websites
> >>>>>>>>>>>> Lois Holzman | East Side Institute | Performing the World
> >>>>>>>>>>>> All Stars Project
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>> --
> >>>>>>>>>>> Carol A  Macdonald Ph D (Edin)
> >>>>>>>>>>> Developmental psycholinguist
> >>>>>>>>>>> Academic, Researcher,  and Editor
> >>>>>>>>>>> Honorary Research Fellow: Department of Linguistics, Unisa
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>
> >>>>>>>>>
> >>>>>>>>> --
> >>>>>>>>> Carol A  Macdonald Ph D (Edin)
> >>>>>>>>> Developmental psycholinguist
> >>>>>>>>> Academic, Researcher,  and Editor
> >>>>>>>>> Honorary Research Fellow: Department of Linguistics, Unisa
> >>>>>>>>>
> >>>>>>>>
> >>>>>>
> >>>>>>
> >>>>
> >>>>
> >>>
> >>>
> >>> Artin Goncu, Ph.D
> >>> Co-editor, Mind, Culture, and Activity:An International Journal
> >>> Professor Emeritus,
> >>> University of Illinois at Chicago
> >>> College of Education M/C 147
> >>> 1040 W. Harrison St.
> >>> Chicago, IL 60607
> >>>
> >>>
> >>
> >>
> >
> >
> > --
> > Gregory A. Thompson, Ph.D.
> > Assistant Professor
> > Department of Anthropology
> > 883 Spencer W. Kimball Tower
> > Brigham Young University
> > Provo, UT 84602
> > http://byu.academia.edu/GregoryThompson
>
>