[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
Re: [xmca] Two off topic requests for info
- To: Peter Smagorinsky <email@example.com>
- Subject: Re: [xmca] Two off topic requests for info
- From: Mike Cole <firstname.lastname@example.org>
- Date: Sat, 23 May 2009 17:25:43 -0700
- Cc: "eXtended Mind, Culture, Activity" <email@example.com>
- Delivered-to: firstname.lastname@example.org
- Dkim-signature: v=1; a=rsa-sha256; c=relaxed/relaxed; d=gmail.com; s=gamma; h=domainkey-signature:mime-version:received:reply-to:in-reply-to :references:date:message-id:subject:from:to:cc:content-type; bh=KJk77sss8O8iC6ZXR2NVcMOGqK6zGvpzFzean+r1mTg=; b=Wvh0RDcYBlTutAPWG6OqxIzyqeAvRCcaI/zc/TmNQYHzMy+m9mJnMx65DI3mjbee+c NhjKEYZZ6MAIM8MVqwTxV9cPDzkWoexrZsikyVPHgrer7i7vBwWLRS8Cvi3c5ZSvDbK0 e/vDPPeTfUuqJUrRUdKeNVVSd2yS2Mou4Sgy4=
- Domainkey-signature: a=rsa-sha1; c=nofws; d=gmail.com; s=gamma; h=mime-version:reply-to:in-reply-to:references:date:message-id :subject:from:to:cc:content-type; b=OAuLiOhLmGV8/gaLC0fTqEevN5mOCXA3oHLHThOHcoI6msRZ6c8tAjhadj8EINNj5J g/Ksortc7vxkxRlwvG4UqlpoKMuyHEyh4VsGCip8b7Nn2KGHjnWjOxebIJq5bXMPgL+3 os5bG40xAXKSlLSs6StvxYd9GY8ibrz/5AAa8=
- In-reply-to: <002a01c9db8e$66e5e070$34b1a150$@edu>
- List-archive: <http://dss.ucsd.edu/mailman/private/xmca>
- List-help: <mailto:email@example.com?subject=help>
- List-id: "eXtended Mind, Culture, Activity" <xmca.weber.ucsd.edu>
- List-post: <mailto:firstname.lastname@example.org>
- List-subscribe: <http://dss.ucsd.edu/mailman/listinfo/xmca>, <mailto:email@example.com?subject=subscribe>
- List-unsubscribe: <http://dss.ucsd.edu/mailman/listinfo/xmca>, <mailto:firstname.lastname@example.org?subject=unsubscribe>
- References: <email@example.com> <002a01c9db8e$66e5e070$34b1a150$@edu>
- Reply-to: firstname.lastname@example.org, "eXtended Mind, Culture, Activity" <email@example.com>
- Sender: firstname.lastname@example.org
Thanks Peter-- We have a growing list of relevant refs, Keith's work being
The difficulties of making and sustaining clear distinctions in this area
On Sat, May 23, 2009 at 3:08 AM, Peter Smagorinsky <email@example.com> wrote:
> Mike et al., I know that Keith Sawyer has taken a sociocultural view of
> creativity. See e.g. http://news-info.wustl.edu/sb/page/normal/46.html
> Perhaps not the exact same thing, but Karen Gallas has written about
> or perhaps more simple from the URL standpoint:
> Peter Smagorinsky
> Professor of English Education and Program Coordinator
> The University of Georgia
> 125 Aderhold Hall
> Athens, GA 30602
> -----Original Message-----
> From: firstname.lastname@example.org [mailto:email@example.com] On
> Behalf Of Mike Cole
> Sent: Friday, May 22, 2009 7:02 PM
> To: eXtended Mind, Culture,Activity
> Cc: Bud Mehan
> Subject: [xmca] Two off topic requests for info
> Blessed three day weekend coming up and the opportunity to re-enter many
> ongoing conversations.
> Two requests for information.
> 1. I am looking for a reference to the social nature of creativity, in the
> sense of "retrospecitive construction"
> through social interaction, of novelty as newly created cultural formation.
> 2. I am looking for references to a phenomenon which I have been
> encountering for some time, and am sure is
> ubiquitous, but do not know published data on. LCHC works with kids who
> to do poorly in school. For some
> time now part of that work has involved us in helping with homework (See
> Nocon and Cole on school invades afterschool
> if this aspect of the matter is of interest).
> Anyway, we have very well documented evidence that a child at, say, grade 3
> is being asked and expected to do homework
> assignments which are too hard in a mixture of ways that are linked to
> absence of well mastered subroutines. Example, a child
> is asked to subract 108 from 215. One issue is "borrowing". You need to
> subtract 8 from 15 and replaced the 0 in 108 by a 9. But
> this child, who understands this feature of the task (lets suppose) cannot
> tell you what 15-8 and cannot work it out in a short period
> of time if at all.
> Generalized, the issue is that to "keep up" in school, the child must both
> do her homework correctly or get smacked down AND must
> somehow also acquire rapid and efficient means of completing the sub-tasks
> involved which she has not mastered. The pedagogical challenge then
> becomes (to eggregiously simplify) how to hold the child in the activity at
> the "higher" level while "filling in" at the lower level.
> References anyone, please?
> It is memorial day weekend in the united states. In my class of 25 students
> work with kids at our after school site no one knew what they
> were supposed to remember on memorial day or where the holiday came from.
> Something to do with death and soldiers. With children being
> killed by other children in the neighborhood of our researchsite it was, a
> very sad, teachable moment.
> Civil war? What civil war?
> xmca mailing list
xmca mailing list