[Xmca-l] Re: [Fwd: Re: Article for Discussion]

Sun Nov 1 08:31:18 PST 2015

Thanks Artin!! :)

On 2015-10-31, at 10:32 AM, Goncu, Artin wrote:

> 
> I join Ana and Andy, in thanking you, Jen and all, for your contributions.
> The titles look great and I am looking forward to the discussions.  All
> the best, ag
> 
> ---------------------------- Original Message ----------------------------
> Subject: [Xmca-l] Re: Article for Discussion
> From:    "Vadeboncoeur, Jennifer" <j.vadeboncoeur@ubc.ca>
> Date:    Sat, October 31, 2015 11:36 am
> To:      ablunden@mira.net
>         "eXtended Mind, Culture, Activity" <xmca-l@mailman.ucsd.edu>
> Cc:      "W. Douglas Baker" <douglas.baker@EMICH.EDU>
>         "Negar Amini" <amini63.n@gmail.com>
>         "Wendy Turgeon" <wturgeon@sjcny.edu>
>         "Hendricks, Christina" <c.hendricks@ubc.ca>
>         "Weber, Barbara" <barweber@mail.ubc.ca>
>         "Judith Green" <green@education.ucsb.edu>
>         "M. Dobber" <m.dobber@vu.nl>
>         "M. van der Veen" <chiel.vander.veen@vu.nl>
>         "Daniel Anderson" <danieljohnanderson@hotmail.com>
>         "H.J.M. van Oers" <bert.van.oers@vu.nl>
>         "Susan Gardner" <sgardner@capilanou.ca>
>         "Peter Costello" <dr.petercostello@gmail.com>
>         "Natalie Fletcher" <nataliefletcher@gmail.com>
>         "Claire Alkouatli" <claire.alkouatli@gmail.com>
>         "Kym Maclaren" <kym.maclaren@ryerson.ca>
> --------------------------------------------------------------------------
> 
> Thanks for this, Andy, and thanks go to the lead editor Barbara Weber on
> this issue as well!
> 
> For folks who would like to know more about it, the editorial is also
> available for free. There are 6 articles and 6 commentaries-we were
> working toward a more dialogic feel-that move across and between
> philosophy, psychology, and education. In addition, we were able to
> include a book review on Jan Derry's fascinating book, Vygotsky,
> philosophy and education.
> 
> Our intention was to look at intersections of philosophy, psychology, and
> education and we were very fortunate to locate authors with both similar
> intentions and outstanding research to contribute. The congratulations go
> to them:
> 
> Wendy Turgeon
> Christina Hendricks
> Eva Marsal
> Chiel van der Veen, Claudia van Kruistum, & Sarah Michaels
> Marjolein Dobber & Bert van Oers
> Claire Alkouatli, Negar Amini, and Jen
> Kim Skinner
> Doug Baker & Judith Green
> Kym Maclaren
> Peter Costello
> Susan Gardner & Daniel Anderson
> Natalie Fletcher
> Arthur Wolf
> 
> Thanks to everyone!
> 
> Now, on to discussions of Kim Skinner's article!!
> 
> Best - jen
> 
> 
> 
> On 2015-10-30, at 10:17 PM, Andy Blunden 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
>>>> 
>>>> 
>>>> 
>>>> 
>>> 
>> 
> 
> 
> 
> 
> Artin Goncu, Ph.D
> http://www.artingoncu.com/
> Professor Emeritus,
> University of Illinois at Chicago
> College of Education M/C 147
> 1040 W. Harrison St.
> Chicago, IL 60607
> 
> 