[Xmca-l] Re: Best possible theoretical approach on learning from life experiences
Robert Lake
boblake@georgiasouthern.edu
Wed Nov 8 08:23:31 PST 2017
Thanks Beth!
I am reminded immediately of Pinar and Grumet's notion of " Currere" the
infinitive form of the Latin word curriculum.
which I continually use for and with my education students.
In 2004 Pinar explained that:
The method of currere reconceptualized curriculum from course
objectives to complicated conversation with oneself
(as a 'private' intellectual), an ongoing project of self-understanding
in which one becomes mobilized for engaged pedagogical action
—as a private-and-public intellectual – with others in the social
reconstruction of the public sphere". *What is Curriculum Theory.*
<https://en.wikipedia.org/wiki/Currere#cite_note-pinar2004-2>
This approach has been misrepresented as being "too Western and linear"
but I think that is unfair. Your can use this anyway you want. It also
reminds me of LSV'S notion of the dialectic between inner speech
and public "performance."
Here is a link to the groundbreaking paper from 1975.
http://files.eric.ed.gov/fulltext/ED104766.pdf
Robert L.
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
>
--
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
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