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[Xmca-l] Re: A Quick Lightning Dive - like a Kingfisher

Would you mind if I ask a couple of my more advanced English students (adults) if they find the writing conceptually interesting and inviting. If OK, I'll enjoy seeing what kind of discussions are generated by your writing.

On 2016/11/09 11:02, David Kellogg wrote:
Tom and Vandy:

This is an issue I really have to worry about all the time, because the
main readers of our books are elementary school teachers, who really don't
have much time for the kind of stuff they had to study up on to pass the
civil service examination. At one time I was kind of hoping that Vygotsky
would be put on the syllabus, but now I am rather glad he wasn't. One year,
just for fun, I bought exam prep books and tried to follow the TV lectures
(though I didn't sit the exam itself). It wasn't that much fun.

Anyway, this is the first draft for a foreword I wrote last night for the
new volume of Vygotsky lectures. If you have a minute, I'd really
appreciate hearing what you think. See if you think it's too technical. See
if you think it makes the book sound worth reading.

David Kellogg
Macquarie University

On Wed, Nov 9, 2016 at 2:09 AM, Tom Richardson <
tom.richardson3@googlemail.com> wrote:

Thank you Vandy@GST
A delightfully serious read; a breath of mind-clearing oxygen, although it
isn't clear to me why. Maybe it's just because it is grounded and
Technical languages have an essential role, but make xmca postings, no
matter how genuinely mind-opening and conceptually developmental, a
leetle(sic) hard-going at times.
(Pity neither Hillary nor Donald  is anything other than dangerous to
global survival, IMO)
Tom Richardson
Middlesbrough UK

On 7 November 2016 at 02:35, valerie A. Wilkinson <

Good morning, XMCAers, Vandy@GST here, promoting "requisite variety" as
true path.

I've spent some hours pondering all that has happened since Mike dropped
"bombshell": Time for a generational change."

Mike himself put gender and chaining on the table at that time.

Larry, in taking up the themes and honoring Mike for his "middle" role

led to Phillip putting gender and chaining firmly together as patriarchal
and hierarchical, even if unwitting and well intentioned.

The discussion has gone in many directions and I am late for work.  The
election is "tomorrow" and what I wanted to say in an article before the
decision, in a haiku-like spontaneous effusion of wisdom, learning,
philosophy, and engaged learning across a lifetime was "bogged down" by
rules.  In Japan, science writers have to use APA format.  I am a
operating in the field of Informatics and even after 20 years on board
I do not feel I have a place at the table.

So what I want to say now, as everything hangs in the balance:

My Indonesian and Vietnamese graduate students are women who have already
graduated from the university and are getting married and having babies
the same time that they are students in Informatics.  My Chinese and
Nepalese women students graduated from universities in their home
but their cultural and language level is almost incalculably higher than
Indonesian and Vietnamese students. My female student from Tunisia is
yet another world. My class of "Professional Presentations in English"
is a
one credit class and I am not their individual advisor.  All of them owe
obedience to their own advisor, which I do not have the standing to

It is my job to be a model of a woman of learning to help them discover
their calling and talent while working in their lab with their own
professor.  My own students are at an English level for which writing
correct English is a challenge and at a cultural level (poverty and
which makes them like very talented Middle School students.  We have to
fun, make paper chains, popcorn balls, posters.  We have to enjoy our
and keep our space clean.  Strangely, five years of rehabilitation
me well for this.  Sadly, rank has no meaning if the rest of the gang
not recognize it .

I voted.  Now I'm in the "hold my breath" phase of waiting for this thing
pass so we can get on with our lives.

Status: O