[Xmca-l] Re: remote_online learning?/anonymity and social media

[mike cole]

If you google Haidt+Covid, a lot of specific papers etc come up
Mike

On Thu, May 21, 2020 at 7:46 PM HENRY SHONERD <hshonerd@gmail.com> wrote:

> Greg,
> In truth, I don’t think I can. It comes from Making Sense, a podcast run
> by Sam Harris. I have a paid subscription. But it’s Jonathan Haidt who
> argued against anonymity in public spaces on the internet:
> https://urldefense.com/v3/__https://en.wikipedia.org/wiki/Jonathan_Haidt__;!!Mih3wA!XoeXu4-2Xdr0CaWDzR2ghcWNxo6sGnZs0bhny8LdYPgBEEjPNmbajf6AhJlK3Bdv2TkPhA$ 
> <https://urldefense.com/v3/__https://en.wikipedia.org/wiki/Jonathan_Haidt__;!!Mih3wA!QEm1u6eCVc4pdtlhSg1zOpf__XZWyVDRBHwP8eh0pK32ofWkxWoS16Q7msVvUlaw2USlMQ$>
> .
> Henry
>
>
>
> On May 21, 2020, at 2:20 PM, Greg Thompson <greg.a.thompson@gmail.com>
> wrote:
>
> Henry,
> Can you share the link for the Haidt interview?
> Thanks,
> Greg
>
> On Thu, May 21, 2020 at 1:13 PM HENRY SHONERD <hshonerd@gmail.com> wrote:
>
>> David,
>> Doesn’t Vygotsky make much the same case for learning and development
>> that you do for evolution and devolution in society? Or is it that
>> development requires an addittive process that is external to the child,
>> followed by some kind of internalization that rearranges the structure of
>> the child’s thinking. The hydrogen + oxygen —> Water process. If we are
>> lucky. Like in South Korea, where a herd immunity to Covid-19 is
>> developing. SK + Covid-19—> Herd Immunity. This —> like some kind of social
>> perizhvanie. Biologically, Mr. Schmidt is the vector of social media,
>> driven by financial gain and power, setting us up for more crisis.
>>
>> Back to physics and an analogy I heard the psychologist Jonathan Haidt
>> say on a podcast today: Let’s say that the force of gravity suddenly
>> doubled. That would do to our physical universe what the introduction of
>> social media has done to our social universe. In that same podcast. Haidt
>> said that the only thing that can save us from a complete meltdown is to
>> make anonymous access to public spaces in social media impossible. I would
>> be interested in responses to this. I think this is relevant to the subject
>> line of on-line learning.
>>
>> Henry
>>
>> On May 20, 2020, at 5:16 PM, David Kellogg <dkellogg60@gmail.com> wrote:
>>
>> I don't think that photography really replaced painting, nor do I think
>> that television ever replaced printing. In both cases, there was some
>> encroachment and then an "involution" (a die-off) where functions
>> overlapped. For example, we no longer pay for expensive family portraits,
>> and the number of people who watch Downton Abbey is probably a lot greater
>> than the number that read Anthony Trollope. But where functions did not
>> redound (e.g. abstraction in painting and forensics in photography,
>> advertising in television vs. psychological prose) there was enrichment and
>> evolution. Crises only become pathological when involution fails to occur,
>> and when the transitional forms thrown up at critical times become
>> permanent ones. We cannot make salads from the cotyledons of our lettuce
>> greens.
>>
>> I think that pathological tendency is exactly what Mr. Schmidt and his
>> colleagues are pushing with their attempt to make on-line learning
>> economically sustainable even when it is not educationally so. Rebecca
>> Schuman recently pointed out that the expense of online learning to
>> universities is greater than classroom learning (because it requires you to
>> pay faculty AND tech support). So you can only turn a profit if you make it
>> permanent (You have to do what Chairman Mao used to do in the old Peasant
>> Studies Institute in revolutionary Guangzhou:  "keep the blackboard and
>> erase the students"). On-line learning in a way presents the OPPOSITE
>> problem that  photograhy presented to painting and television presented to
>> printing. Photography is better at "unmediated" presentation than painting,
>> and television rewards attention rather than concentration. Like
>> photography and TV, face to face conversation is just a whole lot better at
>> these.
>>
>> Much the same may be said about Mr. Schmidt's response to China and South
>> Korea's response, which is explicitly and avowedly pro-individualism and
>> implicitly and covertly pro-US imperialist. But whether or not Mr. Schmidt
>> agrees to it, the Anglo-American approach of preventative-but-not-public
>> medicine is going to involute, and very quickly too. One example will
>> suffice. Yesterday KCDC released a report on the "reinfection"
>> phenomenon--the fact that people who recover will test positive again in a
>> few months. The Koreans found that this was due to deactivated virus
>> particles which persist in the body but which are detected by oversensitive
>> testing. This is REALLY big news--it essentially means that humans as a
>> species will eventually survive Covid 19 in more or less the way we
>> prevailed over the Black Death and small pox. But the study was done
>> here in Korea, and it was publisihed only in Korean; the rest of the world
>> had to read the abstract.
>>
>> David Kellogg
>> Sangmyung University
>>
>> New Article: Ruqaiya Hasan, in memoriam: A manual and a manifesto.
>> Outlines, Spring 2020
>> https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238/167607__;!!Mih3wA!XoeXu4-2Xdr0CaWDzR2ghcWNxo6sGnZs0bhny8LdYPgBEEjPNmbajf6AhJlK3BdkXwdYqA$ 
>> <https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238/167607__;!!Mih3wA!TRjizV3Qo-rmLP8F-Hy7aO5AtWByRzlq1e7lAjC7euzs3e-_H0HlE9QKv9w1GQ5b_sFBew$>
>>
>> New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological Works* *Volume
>> One: Foundations of Pedology*"
>>  https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!XoeXu4-2Xdr0CaWDzR2ghcWNxo6sGnZs0bhny8LdYPgBEEjPNmbajf6AhJlK3BfcqB35ww$ 
>> <https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!TRjizV3Qo-rmLP8F-Hy7aO5AtWByRzlq1e7lAjC7euzs3e-_H0HlE9QKv9w1GQ6IvWMRiA$>
>>
>>
>>
>> On Thu, May 21, 2020 at 7:02 AM Annalisa Aguilar <annalisa@unm.edu>
>> wrote:
>>
>>> Hi Mike,
>>>
>>> But then how is it that we even exist, having these conversations? If
>>> this were all true?
>>>
>>> There is within each individual the freedom to choose, we are not all
>>> automatons.
>>>
>>> I suppose what I mean to say is that if we say it's hopeless, then it
>>> is.
>>>
>>> So then why even bother?
>>>
>>> Why not just give up the ghost (and resignedly accept our
>>> bourgeois-reality as the medicine we are spoonfed)? Are we talking about
>>> the borg? Is resistance futile?
>>>
>>> To hell with that (narrative)!
>>>
>>> Kind regards,
>>>
>>> Annalisa
>>>
>>>
>>>
>>> ------------------------------
>>> *From:* xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
>>> on behalf of mike cole <mcole@ucsd.edu>
>>> *Sent:* Wednesday, May 20, 2020 3:34 PM
>>> *To:* eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
>>> *Subject:* [Xmca-l] Re: remote_online learning?
>>>
>>>
>>> *  [EXTERNAL]*
>>> Annalisa --  I believe that Tom's point is that such promising
>>> innovations are almost always
>>> possible on the fringes of educational practice, but that they are
>>> inevitably domesticated or
>>> stomped on by pre-existing regimes of power.
>>>
>>> That is what Adorno argued in the post-WWII. And many before and since.
>>> mike
>>>
>>> On Wed, May 20, 2020 at 2:29 PM Annalisa Aguilar <annalisa@unm.edu>
>>> wrote:
>>>
>>> Hi Tom,
>>>
>>> May I, in turn, thank you for your civil disagreement? 🙂
>>>
>>> Online learning is one area of study in my educational background. We
>>> looked at Second Life (SL) and tried to create a learning space there,
>>> once. I think that there is always room for innovation, but there is always
>>> a transaction of what one forfeits for what one gains. I was underwhelmed
>>> by SL's prospects.
>>>
>>> In the heyday of SL, which as a platform is barely in a coma right now,
>>> I'd once heard that a medical school created a giant kidney sculpture, that
>>> students' avatars could walk around to investigate and discuss with one
>>> another how various kidney processes worked.  It was a virtual biological
>>> fountain in the town square. I'm not sure that this learning context would
>>> ever beat out a human anatomy class, but I found the solution interesting.
>>>
>>> Blackboard was another platform we used, which I detested. It was like
>>> looking at the teacher's chalkboard through a slice of swiss cheese.
>>> Perhaps it is more "evolved" now.
>>>
>>> What was interesting about SL is that one could project a sense of
>>> place, which we know is helpful for memory and retention. There was a lot
>>> of open space for play involved in SL, enough to make it interesting, but
>>> it was perhaps far too much work to create viable learning environments.
>>>
>>> I think what we have to accept (which I feel all experienced educators
>>> already know and feel) is that flattening all education to an online
>>> learning space of a 2D screen, as may be experienced with grade-schoolers
>>> during the pandemic today, is destructive to learning, *because* of
>>> associations of place with learning.
>>>
>>> In a way, online learning venues that we may enjoy as adults, such as
>>> the AUP conference on Psychology in Global Crises, is a bit like driving,
>>> drinking, and smoking. What I mean is that one must pass a certain age in
>>> order to decide if it is good for me or not, or that I have the hand-eye
>>> coordination to negotiate (as with driving). Consider recent ZOOMbombing
>>> abuses, which would make any parent want to unplug the computer and
>>> constrain learning to books.
>>>
>>> We live in a time where the classroom holds no sanctity whatsoever. We
>>> must put the sanctity back into teaching and learning.
>>>
>>> I still maintain that we are not powerless to debate the ways in which
>>> the situations and environments we determine are viable to create contexts
>>> of learning.
>>>
>>> I find the lack of detail in the Klein article is not by accident, but
>>> out of convenience. There has been plenty of online learning happening for
>>> quite sometime now. But this has largely been in adult or in college-aged
>>> learning venues . Not with grade school.
>>>
>>> I do think that there has been some online tutoring venues for
>>> grade-school kids, but I'm not certain how much that has been formally
>>> studied. I also wonder what answers homeschooling might contribute as well,
>>> although that venue for learning has a decidedly conservative sheen upon
>>> it, for all the homesteading mythologies those folk abide in. I would guess
>>> that this is form of learning is one that they would welcome, because
>>> parents would get to pick and choose what their children learn.
>>>
>>> I don't think this could ever be construed as a liberal arts education,
>>> nor would it deliver new generations of critical thinkers.
>>>
>>> What I feel may be a part of the pushback against these propositions is
>>> childcare, and how parents will require this to provide for their own
>>> families. I found this NY opinion piece insightful:
>>> https://urldefense.com/v3/__https://www.nytimes.com/2020/04/22/opinion/coronavirus-parenting-burnout.html__;!!Mih3wA!XoeXu4-2Xdr0CaWDzR2ghcWNxo6sGnZs0bhny8LdYPgBEEjPNmbajf6AhJlK3BdGNgiFew$ 
>>> <https://urldefense.com/v3/__https://www.nytimes.com/2020/04/22/opinion/coronavirus-parenting-burnout.html?action=click&module=RelatedLinks&pgtype=Article__;!!Mih3wA!SZSEYLggVkbsFhK2-SLWJT1oidlnry4UU07CU8yscHieuVTRIi4U3vkjwqo1GLIpcTD9PA$>
>>>
>>> It may be we witness in a shakeout for free childcare that it is a
>>> right, not a privilege. That would be a huge boon for many. But the
>>> pandemic may also show us a new aspect of the validity of classroom
>>> education and why we must fight to preserve it. We use it or we lose it.
>>>
>>> It may usher in more critical discourse about the meaning of the
>>> classroom to the child's learning. if only for the attentional affordances
>>> that the classroom provides to a cluster of young minds and their teacher.
>>>
>>> Last, in reply to your, "I cannot grasp what is intended/visualized by
>>> the AI/digital experts," may I remind you that Thomas Edison believed that
>>> he could turn the classroom upside-down with the invention of film, and
>>> that education would be significantly transformed by watching movies.
>>> People then worried if that meant there would be no need to learn to read,
>>> etc. We see that what Edison visualized was simply not realistic. But is it
>>> the case that watching films in a classroom doesn't provide some facet of
>>> learning? Yes. But has it supplanted traditional forms of learning? No.
>>>
>>> If teachers discover there are legitimate technological additions to
>>> already successful evidence-based learning environments, that support
>>> well-known learning theory, technology can be welcomed if it can be
>>> integrated with existing models.
>>>
>>> If teachers do not find such technology useful, then it's just another
>>> way to enrich the pockets of Mr. Schmidt and other technophiles, where
>>> money will be spent but the products unused. That would be tragic and
>>> wasteful.
>>>
>>> One of the aspects I do not like about the idea of grade-school online
>>> learning environments is how it inures children to surveillance, which may
>>> also turn off a great many kids who would prefer wandering backyards, or
>>> riding bikes in the park, to play with friends. I don't think learning and
>>> surveillance is a constructive combination.
>>>
>>> There is a lot to consider, and perhaps this is where the alarm is more
>>> appropriately felt, because these are new challenges, and there are not yet
>>> words to describe what we find wrong with these problems, and so we must
>>> better ourselves by searching for the arguments and stances we can unite
>>> behind. Perhaps we feel alarmed because we must grapple with an unknown
>>> interloper. We are fatigued because our senses are already shredded from
>>> what is already difficult about living in a pandemic.
>>>
>>> This is why I do not feel Klein's tone is helpful to us. It stands upon
>>> a mythology that technology is inevitable. After much study and
>>> introspection, I will never accept that reality.
>>>
>>> To listen to Klein is to believe that a town crier were to some and say
>>> "They are coming take all our tools and all they will leave us are hammers
>>> and pins."
>>>
>>> I just do not believe this narrative.
>>>
>>> We cannot give up.
>>>
>>> Is there a fight ahead? Yes.
>>>
>>> Should we rally together to protect what needs protecting? Most
>>> definitely, yes.
>>>
>>> Kind regards,
>>>
>>> Annalisa
>>> ------------------------------
>>> *From:* xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
>>> on behalf of Tom Richardson <tom.richardson3@googlemail.com>
>>> *Sent:* Wednesday, May 20, 2020 7:31 AM
>>> *To:* eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
>>> *Subject:* [Xmca-l] Re: remote_online learning?
>>>
>>>
>>> *  [EXTERNAL]*
>>>
>>> Hello Annalisa
>>> Thank you for your reactions to the Klein article. I agree with almost
>>> none of your opinions about the content nor the form. About the capacity of
>>> human nature for both heroic altruism and lethal self-interested behaviour
>>> acted out by the same person, I have no doubts.
>>>
>>>    - What I really wanted an answer to was: 'What will the environment
>>>    created for this new online learning actually consist of, in the
>>>    widest sense of the situation for the learner and the context in which such
>>>    learning takes place?'.
>>>    - What can be confidently forecast about the nature of these changes
>>>    for the *perezhivanie  *of the learner, which shapes her social
>>>    being and that which she perceives as being 'normal/abnormal',
>>>    'acceptable/unacceptable' and 'changeable/unchangeable' in her society?
>>>
>>> Since little practical detail is given in Klein's piece and I haven't
>>> yet listened to the complete video from the ECNY meeting, I cannot grasp
>>> what is intended/visualised by the AI/digital experts.
>>> I would welcome some approach to answers to those questions if that is
>>> within your area of expertise; if not, I am content to let it rest.
>>>
>>> Kind regards
>>> Tom
>>>
>>>
>>> On Tue, 19 May 2020 at 22:07, Annalisa Aguilar <annalisa@unm.edu> wrote:
>>>
>>> Hello Tom,
>>>
>>> Thank you for posting the link.
>>>
>>> I did finally get around to reading the Klein article, and it is fairly
>>> dismal the manner that she outlines the intentions of Mr. Schmidt. That is
>>> not to say that she is far from the mark, but we are not just unthinking
>>> pods in the matrix, powerless to articulate the way technology is distended
>>> into our lives.
>>>
>>> I think what bothers me most about the Klein article is the tone. It
>>> reinforces through negation a fallacy that technology is inevitable (and
>>> resistance is futile). I say this because she presumes this narrative has
>>> become the hegemony upon which she reacts. It is far too doomsday.
>>>
>>> At the same time, a lot of her concerns are valid. The trawling for
>>> power in Washington by Silicon Valley is not unknown to us.
>>>
>>> Yet, I also had a real hard time with her juxatposing Schmidt with Bill
>>> Gates. Gates is working to do actual good in the world by projects such as
>>> the humble toilet in geographic locations without waste treatment
>>> facilities, or low water infrastructure (and we might as well include
>>> Warren Buffet in that equation, because the lionshare of the funding
>>> flowing into the Gates Foundation is from him. Buffet did not make his
>>> billions through technology, unless you want to include the telephone).
>>>
>>> I happen to know that the Gates Foundation is funding efforts to
>>> encourage agricultural developments in places like Columbia to grow coffee
>>> to replace illicit crops, in order to scale down the violence that
>>> coincides with the drug wars. These efforts are working.
>>>
>>> Why does she leave this out of the discussion? That's the general
>>> problem I find with Naomi Klein, is the chicken-little-sky-is-falling
>>> perspective.
>>>
>>> She seems to be similar to those trumpsters who blame the genesis of
>>> COVID (if not upon China) upon Gates, as some strange mastermind move to
>>> control the world.
>>>
>>> Tom, I think it is right and human that you responded to the bleakness
>>> of the tone, but that doesn't mean this worldview is correct or accurate.
>>> Technology will always be a tool for use. It is not monolithic. There is
>>> the off button. We do still have a democracy and processes in place to
>>> deliberate the way forward.
>>>
>>> As long as humans desire freedom there will always be resistance to
>>> control systems, generating a constant search for the chinks in the armor,
>>> or other loopholes to squeeze through. People will always use technology in
>>> ways that were not anticipated, but just as that can be assertion can be
>>> construed as dismal, it can also mean good news, that we always have agency
>>> to decide how to use our tools.
>>>
>>> Also, one stick in the spokes that was glaring for me is that Mr.
>>> Schmidt will never be able to address the laws for mandatory education for
>>> disabled children with his goals for flattening the classroom into
>>> two-dimensional online learning screens. He will never be able to walk
>>> around that law.
>>>
>>> So there are many ways this "technology is inevitable" narrative simply
>>> does not hold water for me.
>>>
>>> I hope this might be a little encouraging.
>>>
>>> Kind regards,
>>>
>>> Annalisa
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> ------------------------------
>>> *From:* xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
>>> on behalf of mike cole <mcole@ucsd.edu>
>>> *Sent:* Tuesday, May 19, 2020 10:46 AM
>>> *To:* eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
>>> *Subject:* [Xmca-l] Re: remote_online learning?
>>>
>>>
>>> *  [EXTERNAL]*
>>> Hello Tom Richardson
>>>      This topic has been the front and center in the "Re-generating Chat
>>> Project" that has just finished its
>>> planned two year efforts that focused on the challenges to human
>>> development, and theories of "Development
>>> in the Anthropcene.  Two months ago, the word Anthropocene was replaced
>>> by the code word, covid-19, a pandemic.
>>> Both crises pose huge challenges to theories of development as well as
>>> to actual development of huge numbers of people around the  world.
>>>      The MCA-linked website, CulturalPraxis currently has a number of
>>> essays on the challenges of this historical moment, and the opportunities.
>>>       In the United States, the crisis has deschooled society in the
>>> most dramatic way one can imagine -- A way that literally forced
>>> a massive re-mediation of human life.  Education, the wheel house of
>>> most members of this discussion over the years,
>>> is now a family affair big time. Simulaneously, home-worksite relations
>>> have been disassembled,  both modes and relations of production are getting
>>> a shock that is crumbling institutions (home, school, work,).
>>>
>>> We can really get the feel of Roy D'andrade's comment that doing social
>>> science is like studying rocks in a rockslide.  This rockslide moves a warp
>>> speed and its invisible.
>>>
>>> Remediation of existing classroom structures is what we have been about
>>> for 100 years.
>>> Seems like there has never been a more appropriate time to start
>>> providing working models of effective practices that do NOT
>>> assume that things will return to Christmas, 2019.
>>>
>>> Thanks for asking.
>>> mike
>>>
>>>
>>>
>>> On Tue, May 19, 2020 at 9:07 AM Tom Richardson <
>>> tom.richardson3@googlemail.com> wrote:
>>>
>>> Greetings Xmca-ers
>>> I would   like to raise a question.
>>> In the article by Naomi Klein linked below, apart from all the major
>>> questions about  our futures  - personal freedom, health protection,
>>> democratic control and the power of Big Digital Tech_AI, international
>>> competition etc. that she raises, I wondered what from a Vygotskyan
>>> approach to child/human development/education can / should be a reply to
>>> these sentences on the 'home schooling' that has (or hasn't) been
>>> happening  recently:
>>>
>>>
>>> "Indeed, Schmidt has been relentless in pursuing this vision. Two weeks
>>> after that article appeared, he described
>>> <https://urldefense.com/v3/__https://www.youtube.com/watch?v=XtAyGVuRQME__;!!Mih3wA!VRgkzssOuSyNvpVQWR2QH7dShhiXD5eWtYs2HahNwv_pKUU7G9GOQZMrzIpGsa_-KDBGFw$> the
>>> ad-hoc home schooling programming that teachers and families across the
>>> country had been forced to cobble together during this public health
>>> emergency as “a massive experiment in remote learning”.
>>>
>>> The goal of this experiment, he said, was “trying to find out: how do
>>> kids learn remotely? And with that data we should be able to build better
>>> remote and distance learning tools which, when combined with the teacher …
>>> will help kids learn better.” "
>>>
>>> https://urldefense.com/v3/__https://www.theguardian.com/news/2020/may/13/naomi-klein-how-big-tech-plans-to-profit-from-coronavirus-pandemic__;!!Mih3wA!XoeXu4-2Xdr0CaWDzR2ghcWNxo6sGnZs0bhny8LdYPgBEEjPNmbajf6AhJlK3BfuavbI-A$ 
>>> <https://urldefense.com/v3/__https://www.theguardian.com/news/2020/may/13/naomi-klein-how-big-tech-plans-to-profit-from-coronavirus-pandemic__;!!Mih3wA!VRgkzssOuSyNvpVQWR2QH7dShhiXD5eWtYs2HahNwv_pKUU7G9GOQZMrzIpGsa-SnnFGDg$>
>>>
>>>
>>> Just asking
>>> Tom Richardson
>>> Middlesbrough UK
>>>
>>>
>>>
>>> --
>>>
>>> "How does newness come into the world?  How is it born?  Of what
>>> fusions, translations, conjoinings is it made?" Salman Rushdie
>>> ---------------------------------------------------
>>> For archival resources relevant to the research of lchc.ucsd.edu.
>>> For narrative history of LCHC:  lchcautobio.ucsd.edu.
>>> For new MCA-related website see: culturalpraxis.net
>>> <https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!V4rtgUKjjshdiOxbIML_kuerunhUbHYomcCKiRVA5FkPs1WJIJwbuavyFoG613bJeWFP-g$>
>>> .
>>>
>>>
>>>
>>>
>>> --
>>>
>>> "How does newness come into the world?  How is it born?  Of what
>>> fusions, translations, conjoinings is it made?" Salman Rushdie
>>> ---------------------------------------------------
>>> Cultural Praxis Website: https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!XoeXu4-2Xdr0CaWDzR2ghcWNxo6sGnZs0bhny8LdYPgBEEjPNmbajf6AhJlK3BcU5_IB8g$ 
>>> <https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!RnRdGQWYFYHxAK38ym13_SVJ07gfBvADzdpt_v2fqpvjtY1AjFRdPxgCXwCy58nv0fJG_Q$>
>>> Re-generating CHAT Website: re-generatingchat.com
>>> <https://urldefense.com/v3/__http://re-generatingchat.com__;!!Mih3wA!RnRdGQWYFYHxAK38ym13_SVJ07gfBvADzdpt_v2fqpvjtY1AjFRdPxgCXwCy58nPZEuGiQ$>
>>> Archival resources website: lchc.ucsd.edu.
>>> Narrative history of LCHC:  lchcautobio.ucsd.edu.
>>>
>>>
>>>
>>>
>> --
> Gregory A. Thompson, Ph.D.
> Assistant Professor
> Department of Anthropology
> 880 Spencer W. Kimball Tower
> Brigham Young University
> Provo, UT 84602
> WEBSITE: https://urldefense.com/v3/__https://anthropology.byu.edu/greg-thompson__;!!Mih3wA!XoeXu4-2Xdr0CaWDzR2ghcWNxo6sGnZs0bhny8LdYPgBEEjPNmbajf6AhJlK3BfRbO1j2w$ 
> <https://urldefense.com/v3/__https://anthropology.byu.edu/greg-thompson__;!!Mih3wA!SqpXCrlVzwAvHccknIK1ARpUWbeVmxxCFH3sXoqNTMK72o_iMSbz61KwbBRZQv2do3J5VQ$>
>
> https://urldefense.com/v3/__http://byu.academia.edu/GregoryThompson__;!!Mih3wA!XoeXu4-2Xdr0CaWDzR2ghcWNxo6sGnZs0bhny8LdYPgBEEjPNmbajf6AhJlK3BcUkuRGGQ$ 
> <https://urldefense.com/v3/__http://byu.academia.edu/GregoryThompson__;!!Mih3wA!SqpXCrlVzwAvHccknIK1ARpUWbeVmxxCFH3sXoqNTMK72o_iMSbz61KwbBRZQv2T--ST8g$>
>
>
> --

"How does newness come into the world?  How is it born?  Of what fusions,
translations, conjoinings is it made?" Salman Rushdie
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Cultural Praxis Website: https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!XoeXu4-2Xdr0CaWDzR2ghcWNxo6sGnZs0bhny8LdYPgBEEjPNmbajf6AhJlK3BcU5_IB8g$ 
Re-generating CHAT Website: re-generatingchat.com
Archival resources website: lchc.ucsd.edu.
Narrative history of LCHC:  lchcautobio.ucsd.edu.
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