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[Xmca-l] Re: Article for Discussion



Jen,
This is a great issue!!! Thanks a lot!
Ana

___________________________________________
Ana Marjanovic-Shane
Deputy Editor-in-Chief,
Dialogic Pedagogy Journal <http://dpj.pitt.edu>
Associate Professor of Education
Chestnut Hill College
Philadelphia, PA
e-mail: anamshane@gmail.com
phone: +(267) 334-2905

On Sat, Oct 31, 2015 at 1:17 AM, Andy Blunden <ablunden@mira.net> wrote:

> Looks like a stunning issue, Jen!
> Andy
> ------------------------------------------------------------
> *Andy Blunden*
> http://home.pacific.net.au/~andy/
>
> On 31/10/2015 2:56 PM, Larry Purss wrote:
>
>> Jennifer and Kim,
>> This months article is sure to generate conversation.
>> The 2nd paragraph on page 358 caught my attention.
>> "Ethnographic evidence showed the children's justifications for their
>> claims fell into four categories: experience, text, authority and
>> reasoning. .... over time, justification for claims based on reasoning
>> increased. The nature and the content of the dialogue transformed through
>> group members practising in dialogue with each other."
>>
>> The question this generates concerns the notion of *space* of reasons. I
>> hear a transfiguration from *foundational rule based* space TO *dialogical
>> space* OF reasons.
>>
>> However are there other possible *spaces* of reason beyond either
>> foundational or dialogical *spaces* of reason. For example *situational
>> spaces* or *creative spaces* OF reason.
>> Using a dramatical metaphor or table metaphor could the dialogical *space
>> of reasons* be a particular type of situation  as answer to foundational
>> rule based reason, but the deeper truth is that we are setting the table
>> for multiple fluid "spaces* of reasoning. To justify claims may be deeply
>> implicated WITHIN plural notions of *spaces*.
>> Not either foundational or dialogical *spaces* but expanding to multiple
>> mixtures of various notions of reasons.
>> This in no way questions dialogical spaces of reason [as thinking] but
>> invites deeper exploration to how we orient to these multiple *spaces*
>> [each of which offers justifications.]
>>
>> To describe justification as re- semblance to a board game focuses
>> attention on the RULES of the game. THIS is a norm based image of
>> reasoning justifying moving *points* on the board as preconceived
>> grid. Situational *spaces* of reason are more creative *spaces* of
>> justification that are also historically implicated but more open to
>> novelty.
>> The question of justification is complicated and the relation of the 4
>> types of justification far more entangled than reason [foundational or
>> dialogical] overcoming the other 3 types assumes.
>>
>> The orientation moving away from foundational spaces of reason to
>> dialogical spaces of reason is a profound transfiguration. It opens the
>> space of reason to creative novelty. It is possible to continue going
>> deeper to explore the profound depth of situations as *spaces* of reason.
>>
>> This months journal is moving across traditions and authorities and
>> experiences. The concept of *situational* spaces is the Pragmatic
>> tradition. Philosophical hermeneutics uses the concept *spaces of play*.
>> Are concepts merely *resources* or do they exhibit other characteristics?.
>> Dewey explored two notions of "have"
>> A possessive "have" and a relational "have" [We have a friend]. We cannot
>> possess *spaces* These *third* spaces have us and we *undergo* experiences
>> WITHIN these spaces.
>>
>> The *space* of reasons also has this quality of being more than
>> "resources"
>> to use in our practices of justification. Reasons are more than tools of
>> self management and self discipline. They are also *spaces* which have us.
>>
>> Reason is being re-thought and re-worked and will need multiple *settings*
>> to stage this activity. The space of reasons as dialogical is one
>> particular and valid and true space of justification. It is not the only
>> space.
>> Generating notions of *situations* and *spaces of play* and *zones* are
>> speaking this multi-verse being acted out as dramas.
>>
>> The after school setting created a particular situation opening up a
>> particular stage like *space* for generating particular types of
>> justification. It was a *third* space in which the dialogical comes to the
>> foreground. Ground is a fluid concept as is the concept of *concrete*
>> experience. Creative worlds emerge or unfold within these *spaces* but
>> they
>> are not fundamentally grounded or permanently rule based. These worlds are
>> foregrounded and backgrounded within particular situations [spaces of
>> play]
>> but they are primarily unknown on their way to be/coming known without
>> end.
>>
>>
>>
>>
>>
>> On Fri, Oct 30, 2015 at 9:44 AM, Vadeboncoeur, Jennifer <
>> j.vadeboncoeur@ubc.ca> wrote:
>>
>> Dear XMCAers,
>>>
>>> The special issue of Mind, Culture, and Activity on Engaged Philosophical
>>> Inquiry is up and running.
>>>
>>> http://www.tandfonline.com/toc/hmca20/current
>>>
>>> Kim Skinner, author of Acts of thinking: At school but not during school,
>>> has graciously agreed to make herself available for dialogue about her
>>> article on XMCA.
>>>
>>> If you have a moment to access and review the article, perhaps we can
>>> begin discussion early or mid next week?
>>>
>>> Best to all, jen
>>>
>>>
>>>
>>>
>>>
>>
>