[Xmca-l] Re: Best possible theoretical approach on learning from life experiences

Wed Nov 8 08:07:35 PST 2017

To be clear -- combine these two USING the "going meta", Beth

On Wed, Nov 8, 2017 at 10:58 AM, Beth Ferholt <bferholt@gmail.com> wrote:

> Before Mike introduced me to Vasilyuk -- who looks to Crime and Punishment
> -- I thought the best place to go to think about a person's life, formation
> and learning with something similar to perezhivanie at the center was
> Virginia Woolf, To the Lighthouse and The Waves especially.
>
> I think the question of whether or not autobiography or poetry is the
> better place to look is very interesting, and a response would have
> something to do with bodily sensations but also with suicide because in
> suicide and some art you have an end point: In autobiography you have the
> "I", I suppose, but you need to have the closure, too.
>
> I think you combine these two with the "going meta," and Woolf shows
> herself thinking about thinking ... so this is why her work is helpful here.
> Beth
>
>
>
>
> On Wed, Nov 8, 2017 at 9:58 AM, Ulvi İçil <ulvi.icil@gmail.com> wrote:
>
>> Thank you Robert!
>>
>> 8 Kas 2017 17:56 tarihinde "Robert Lake" <boblake@georgiasouthern.edu>
>> yazdı:
>>
>> > Hi Andy, Ulvi and all!
>> > Thank-you for connecting autobiography and perezhivanie. Back in 1984
>> > before #meta became trendy,Jerome Bruner
>> > referred to this with his students this way.
>> > 
>> > There was also talk about how people go beyond merely knowing about
>> things
>> > to reflecting upon them in order to effect correction and self-repair —
>> how
>> > to get students to reflect, to turn around on themselves, to go "meta,"
>> to
>> > think about their ways of thinking.
>> > —"Notes on the Cognitive Revolution" (*Interchange*
>> > <http://www.springerlink.com/content/h115766255987075/>, 1984.
>> >
>> > *Robert L.*
>> >
>> > Retrieved from :
>> > https://www.visualthesaurus.com/cm/wordroutes/its-getting-
>> > meta-all-the-time/
>> >
>> > On Mon, Nov 6, 2017 at 8:09 PM, Andy Blunden <ablunden@mira.net> wrote:
>> >
>> > > I think autobiography is a genre which is very rich for the
>> > > study of perezhivanie; even the writing of the autobiography
>> > > itself is a part of the perezhivanie, as the writer looks
>> > > back over their life, and the experiences which have shaped
>> > > them, reassessing how they responded to events intervening
>> > > in their life and surviving. I think I mentioned Gorki's
>> > > multi-volume autobiography to you,
>> > >
>> > > Andy
>> > >
>> > > ------------------------------------------------------------
>> > > Andy Blunden
>> > > http://www.ethicalpolitics.org/ablunden/index.htm
>> > > On 7/11/2017 6:28 AM, Ulvi İçil wrote:
>> > > > Also the following "survival of culture" theme is said to be a
>> > principal
>> > > > worry for Marina Tsvetaeva
>> > > > by this same Turkish professor on Russian language and literature...
>> > > >
>> > > > Anyway, another method to study "perezhivanie", I believe, is to
>> look
>> > > into
>> > > > theses on the life of such Russian poets, even if they do not use
>> the
>> > > > concept,
>> > > > we can be sure that there is a lot of  "perezhivanie" in those
>> > theses...
>> > > >
>> > > > probably because poets are the best human beings to study
>> > "perezhivanie"
>> > > > for reasons easy to conceive.
>> > > >
>> > > > Especially when we think to Mayakovsky, Yesenin, Tsvetaeva...who all
>> > > > suicided, unfortunately.
>> > > >
>> > > >
>> > > >
>> > > >
>> > > >
>> > > > On 6 November 2017 at 21:14, Ulvi İçil <ulvi.icil@gmail.com> wrote:
>> > > >
>> > > >> It seems to me that the concept perezhivanie is a sine qua non
>> concept
>> > > for
>> > > >> studying the lives and works of poets especially: Pushkin, and many
>> > > others.
>> > > >>
>> > > >> I would say that a poet's life and work can not and should not be
>> > > studied
>> > > >> without this concept.
>> > > >>
>> > > >> Completely impossible.
>> > > >>
>> > > >> For instance, for Pushkin, a poem is a magical union of sounds,
>> > thoughts
>> > > >> and feelings, which fits completely with intellect and affect,
>> > cognition
>> > > >> and emotion.
>> > > >>
>> > > >> In case of some other poets, I would add "colours" because for
>> > instance,
>> > > >> Nazim Hikmet (who is said to see the world in colours) says that
>> the
>> > > >> closest poet to him is Eluard and there is a thesis on colour in
>> the
>> > > poems
>> > > >> of Eluard and Hikmet. (May this mean Pushkin was more sensitive to
>> > > sounds
>> > > >> than colours? An outstanding Turkish professor on Russian language
>> and
>> > > >> literature told me that there is not slightest deviation of rythm
>> in
>> > > >> Pushkin whereas there is in all others)
>> > > >>
>> > > >> Do we know any example of any such study in Russian databases? A
>> poet
>> > > >> studied with "perezhivanie".
>> > > >>
>> > > >>
>> > > >>
>> > > >>
>> > > >>
>> > > >>
>> > > >>
>> > > >>
>> > > >>
>> > > >>
>> > > >> On 4 November 2017 at 14:02, Andy Blunden <ablunden@mira.net>
>> wrote:
>> > > >>
>> > > >>> I would recommend Vasilyuk, but AN Leontyev should be read
>> > > >>> as well:
>> > > >>>
>> > > >>> http://www.ethicalpolitics.org/ablunden/pdfs/Fedor%20Vasilyuk.pdf
>> > > >>>
>> > > >>> http://www.ethicalpolitics.org/ablunden/pdfs/Fedor%20Vasilyuk.pdf
>> > > >>>
>> > > >>> Andy
>> > > >>>
>> > > >>> ------------------------------------------------------------
>> > > >>> Andy Blunden
>> > > >>> http://www.ethicalpolitics.org/ablunden/index.htm
>> > > >>> On 4/11/2017 10:41 PM, Ulvi İçil wrote:
>> > > >>>> Dear all,
>> > > >>>>
>> > > >>>> For a study on Turkish poet, also a painter and playwright, Nazim
>> > > >>> Hikmet,
>> > > >>>> whom learning seems to be heavily determined from life
>> experiences
>> > at
>> > > >>> each
>> > > >>>> stage of his life,
>> > > >>>> I am looking for a best theoretical approach in general on
>> learning
>> > > from
>> > > >>>> life experiences, then more specifically for such great poets,
>> > > painters
>> > > >>> and
>> > > >>>> play writers.
>> > > >>>> Just to give a closer idea, please look at the section below from
>> > his
>> > > >>>> novel, Life's good, brother.
>> > > >>>>
>> > > >>>> I appreciate highly any idea, proposal on such a theoretical
>> > approach.
>> > > >>>>
>> > > >>>> Thank you.
>> > > >>>>
>> > > >>>> Ulvi
>> > > >>>>
>> > > >>>> I sat down at the table in the Hôtel de France in Batum. A table
>> > with
>> > > >>>> carved legs—not just the legs but the whole gilded oval table was
>> > > >>> covered
>> > > >>>> with intricate carvings. Rococo . . . In the seaside house in
>> > > Üsküdar, a
>> > > >>>> rococo
>> > > >>>> table sits in the guestroom. Ro-co-co . . . The journey I made
>> from
>> > > the
>> > > >>>> Black
>> > > >>>> Sea coast to Ankara, then from there to Bolu, the
>> thirty-five-day,
>> > > >>>> thirty-fiveyear
>> > > >>>> journey on foot to the town where I taught school—in short, to
>> make
>> > a
>> > > >>>> long story short, the encounter of a pasha’s descendant—more
>> > > precisely,
>> > > >>> a
>> > > >>>> grandson—with Anatolia now rests on the rococo table in the
>> Hôtel de
>> > > >>>> France in Batum, spread out over the table like a tattered,
>> dirty,
>> > > >>>> blood-stained
>> > > >>>> block-print cloth. I look, and I want to cry. I look, and my
>> blood
>> > > >>> rushes
>> > > >>>> to my
>> > > >>>> head in rage. I look, and I’m ashamed again. Of the house by the
>> sea
>> > > in
>> > > >>>> Üsküdar. Decide, son, I say to myself, decide. The decision was
>> > made:
>> > > >>> death
>> > > >>>> before turning back. Wait, don’t rush, son. Let’s put the
>> questions
>> > on
>> > > >>> this
>> > > >>>> table, right next to Anatolia here. What can you sacrifice for
>> this
>> > > >>> cause?
>> > > >>>> What
>> > > >>>> can you give? Everything. Everything I have. Your freedom? Yes!
>> How
>> > > >>>> many years can you rot in prison for this cause? All my life, if
>> > > >>> necessary!
>> > > >>>> Yes, but you like women, fine dining, nice clothes. You can’t
>> wait
>> > to
>> > > >>>> travel,
>> > > >>>> to see Europe, Asia, America, Africa. If you just leave Anatolia
>> > here
>> > > on
>> > > >>>> this
>> > > >>>> rococo table in Batum and go from Tbilisi to Kars and back to
>> Ankara
>> > > >>> from
>> > > >>>> there, in five or six years you’ll be a senator, a
>> minister—women,
>> > > >>> wining
>> > > >>>> and
>> > > >>>> dining, art, the whole world. No! If necessary, I can spend my
>> whole
>> > > >>> life in
>> > > >>>> prison. Okay, but what about getting hanged, killed, or drowned
>> like
>> > > >>> Mustafa
>> > > >>>> Suphi and his friends if I become a Communist—didn’t you ask
>> > yourself
>> > > >>> these
>> > > >>>> questions in Batum? I did. I asked myself, Are you afraid of
>> being
>> > > >>>> killed? I’m not afraid, I said. Just like that, without thinking?
>> > No.
>> > > I
>> > > >>>> first knew
>> > > >>>> I was afraid, then I knew I wasn’t. Okay, are you ready to be
>> > > disabled,
>> > > >>>> crippled, or made deaf for this cause? I asked. And TB, heart
>> > disease,
>> > > >>>> blindness? Blindness? Blindness . . . Wait a minute—I hadn’t
>> thought
>> > > >>> about
>> > > >>>> going blind for this cause. I got up. I shut my eyes tight and
>> > walked
>> > > >>> around
>> > > >>>> the room. Feeling the furniture with my hands, I walked around
>> the
>> > > room
>> > > >>> in
>> > > >>>> the darkness of my closed eyes. Twice I stumbled, but I didn’t
>> open
>> > my
>> > > >>> eyes.
>> > > >>>> Then I stopped at the table. I opened my eyes. Yes, I can accept
>> > > >>> blindness.
>> > > >>>> Maybe I was a bit childish, a little comical. But this is the
>> truth.
>> > > Not
>> > > >>>> books or
>> > > >>>> word-of-mouth propaganda or my social condition brought me where
>> I
>> > am.
>> > > >>>> Anatolia brought me where I am. The Anatolia I had seen only on
>> the
>> > > >>>> surface, from the outside. My heart brought me where I am. That’s
>> > how
>> > > >>> it is
>> > > >>>> .
>> > > >>>>
>> > > >>>>
>> > > >>>
>> > >
>> > >
>> >
>> >
>> > --
>> > Robert Lake  Ed.D.
>> > Associate Professor
>> > Social Foundations of Education
>> > Dept. of Curriculum, Foundations, and Reading
>> > Georgia Southern University
>> > P. O. Box 8144, Statesboro, GA  30460
>> > Co-editor of *Review of Education, Pedagogy, and Cultural Studies,*
>> vol.39,
>> > 2017
>> > Special issue: Maxine Greene and the Pedagogy of Social Imagination: An
>> > Intellectual Genealogy.
>> >
>> >  http://www.tandfonline.com/toc/gred20/39/1
>> > Webpage: https://georgiasouthern.academia.edu/RobertLake*Democracy
>> must be
>> > born anew in every generation, and education is its midwife.* John
>> > Dewey-*Democracy
>> > and Education*,1916, p. 139
>> >
>>
>
>
>
> --
> Beth Ferholt
> Associate Professor
> Department of Early Childhood and Art Education
> Brooklyn College, City University of New York
> 2900 Bedford Avenue
> Brooklyn, NY 11210-2889
>
> Email: bferholt@brooklyn.cuny.edu
> Phone: (718) 951-5205
> Fax: (718) 951-4816
>

-- 
Beth Ferholt
Associate Professor
Department of Early Childhood and Art Education
Brooklyn College, City University of New York
2900 Bedford Avenue
Brooklyn, NY 11210-2889

Email: bferholt@brooklyn.cuny.edu
Phone: (718) 951-5205
Fax: (718) 951-4816