[Xmca-l] Re: Teacher Distancing and "Social Distancing"

Huw Lloyd huw.softdesigns@gmail.com
Sun May 31 14:36:38 PDT 2020 

Thanks David.

On Sun, 31 May 2020 at 04:47, David Kellogg <dkellogg60@gmail.com> wrote:

> Huw--
>
> Sorry, I'm afraid I can't quite follow the grammar. You are saying that I
> leave it up to the students as to whether I do what I preach?
>
> Well, I try not to preach at all. But I have said--in print and in this
> space--that development in the pedological sense cannot apply to adults,
> and the people I teach are adults.
>
> I think that even if they were not adults, I would have to be careful.
> There isn't really any important sense in which I am the "ideal form" to
> Korean kids: their speech in Korean is generally more developed than my
> own. Ditto their culture.
>
> 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__;!!Mih3wA!UyGqrK7mGsIO8uUjWKxxdGCZZMGVHOQ_45kP05SMTdv23mXdv9GjZljNBFrLuTOa1EWCdw$ 
> <https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!QexqUu1vvwoAjg3OR4RcFr8HmzuO9tgnipdVbIDBMJY4jVD3bOwC6mve3kquNTDS39YV6Q$>
> New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological Works* *Volume
> One: Foundations of Pedology*"
>  https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!UyGqrK7mGsIO8uUjWKxxdGCZZMGVHOQ_45kP05SMTdv23mXdv9GjZljNBFrLuTMXTOOTEQ$ 
>
> <https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!QexqUu1vvwoAjg3OR4RcFr8HmzuO9tgnipdVbIDBMJY4jVD3bOwC6mve3kquNTDv-5cQtw$>
>
>
> On Fri, May 29, 2020 at 4:10 PM Huw Lloyd <huw.softdesigns@gmail.com>
> wrote:
>
>> Thanks, David.
>>
>> So it seems you leave it up to the students as to whether they take a
>> deeper approach to the subject rather than approach the whole course
>> developmentally, bluntly: whether you do what you preach.
>>
>> On Fri, 29 May 2020 at 01:47, David Kellogg <dkellogg60@gmail.com> wrote:
>>
>>> Huw--
>>>
>>> Weirdly, the two things are connected. One reason that (unmarried)
>>> professors were allowed to date their students back in China was that
>>> grades were rigorously objective and not, in the end, of much consequence:
>>> everybody was getting an assigned job no matter what.
>>>
>>> There was no grading at all in elementary school when I first arrived in
>>> Korea in 1997. Now there are standardized tests but these are not really
>>> graded, and it is always emphasized that they are for the purpose of
>>> evaluating the schools and the teachers and not the children. In middle
>>> school and high school, grades become extremely important, but not as any
>>> proxy for interest in subject matter: the government has been trying to
>>> weaken the grip of the college entrance exam on admissions and one way to
>>> do this is to allow about two thirds of students into university without
>>> taking exams, just on the strenght of grades and "performance evaluation"
>>> (the source of GREAT corruption in Korean society at present.
>>>
>>> Me? I am a great believer in grade inflation: during the term I threaten
>>> the students quite shamelessly and at the end of the term I always give
>>> students the maximum possible grade, stressing that it is not actually
>>> connected to achievement or merit or anything except my sincere desire to
>>> see the end of the grading system as a whole. The students are a little
>>> taken aback, but they play along. Isn't that what grading is really about?
>>> To make it a proxy for interest in the subject matter is a little like
>>> making spelling a procksie for meening.
>>>
>>> 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__;!!Mih3wA!UyGqrK7mGsIO8uUjWKxxdGCZZMGVHOQ_45kP05SMTdv23mXdv9GjZljNBFrLuTOa1EWCdw$ 
>>> <https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!QKeMr_DxaOhkUyAIQGTY5n09MXur00WJ_UnwYQFU6Ba2jRpc2rjXgX14URtxI8MlPrfn3g$>
>>> New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological
>>> Works* *Volume One: Foundations of Pedology*"
>>>  https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!UyGqrK7mGsIO8uUjWKxxdGCZZMGVHOQ_45kP05SMTdv23mXdv9GjZljNBFrLuTMXTOOTEQ$ 
>>>
>>> <https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!QKeMr_DxaOhkUyAIQGTY5n09MXur00WJ_UnwYQFU6Ba2jRpc2rjXgX14URtxI8N8ML3yFg$>
>>>
>>>
>>> On Fri, May 29, 2020 at 6:24 AM Huw Lloyd <huw.softdesigns@gmail.com>
>>> wrote:
>>>
>>>> Hi David,
>>>>
>>>> I think you skipped over the attachment to grades as a proxy for
>>>> interest in the subject. And I am curious whether you do anything about
>>>> that.
>>>>
>>>> Huw
>>>>
>>>> On Wed, 27 May 2020 at 22:20, David Kellogg <dkellogg60@gmail.com>
>>>> wrote:
>>>>
>>>>> Spinoza says that passions (in the sense of something you undergo,
>>>>> c.f. "the passion of the Christ") are feelings that increase or decrease
>>>>> the capacity of the body for action or the idea of the feeling (!). And,
>>>>> alas, I just gave you a pretty good example
>>>>> As Mike points out, there are ways of dealing with the unfair attacks
>>>>> on Bernstein's legacy that increase the capacity for action many times.
>>>>> These tend to be based on the idea of the feeling, and you can find a lot
>>>>> of them in the LCHC autobiography and elsewhere. I think you cannot find
>>>>> them in the attached article, because I am still undergoing some passion
>>>>> over this: for me it is hopelessly inter-twined-and-woven with attacks on
>>>>> Ruqaiya Hasan's legacy and the legacy of Halliday with which I am
>>>>> intellectually and even emotionally inter-twined and -woven. Sometimes
>>>>> (e.g. my last post) it much diminises the capacity of my body, of which my
>>>>> feelings are not always the best functioning part, for action. For which I
>>>>> apologize to the whole list.
>>>>>
>>>>> Here in Korea, schools are reopening and classes are going off line
>>>>> again. This has been a gradual process, both because different grades have
>>>>> different levels of urgency (high schoolers who are entering college are
>>>>> considered urgent) and because different ages have different levels of risk
>>>>> (again, older kids given to clubbing and courier jobs--the sources of two
>>>>> recent spikes--are at greater risk). But yesterday we started second grade
>>>>> classes, which means that our Vygotsky Community, which is overwhelmingly
>>>>> composed of elementary school teachers, is now back in the classroom.
>>>>>
>>>>> You can see from this order that one thing that was not discussed was
>>>>> the different levels of teacher presence that kids emotionally need. This
>>>>> is something teachers themselves are quite sensitive too--it is why
>>>>> second-grade teachers are usually motherly women with school age children
>>>>> of their own, and sixth-grade teachers tend to look like that physical
>>>>> education trainer you were so terrified of in sixth grade. But varying
>>>>> levels of need for teacher presence has not really been a factor in public
>>>>> health planning at all, nor am I sure it should be. At some point
>>>>> (adolescence?), children really do need to differentiate their emotional
>>>>> attachment to a subject matter from their emotional attachment to a
>>>>> teacher, not just because study has to become self-sustaining to go
>>>>> anywhere but because teachers are passionate bodies and this can greatly
>>>>> increase but also greatly decrease their capacity for action. In China in
>>>>> the eighties, for example, young professors did date their students at
>>>>> university level but nobody dated anybody before that. I think that
>>>>> here--helping us distinguish passion for the subject matter from passion
>>>>> for the instructor--Zoom can also play an important role, the same kind of
>>>>> positive role that those goofy parasol-hats they put on Chinese
>>>>> preschoolers to enforce social distancing have played.
>>>>>
>>>>> (By the way, our Vygotsky Community has more than doubled in size
>>>>> since the crisis began and we went on-line. Believe me--it's the subject
>>>>> matter!)
>>>>>
>>>>> 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__;!!Mih3wA!UyGqrK7mGsIO8uUjWKxxdGCZZMGVHOQ_45kP05SMTdv23mXdv9GjZljNBFrLuTOa1EWCdw$ 
>>>>> <https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!WBIKx_PGWy9c_5V3mDvDNJVVxbZ8MEjkHhRS-OIGQmR1hzERRuRQ9FPV6IgP2zuUMhn5OA$>
>>>>> New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological
>>>>> Works* *Volume One: Foundations of Pedology*"
>>>>>  https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!UyGqrK7mGsIO8uUjWKxxdGCZZMGVHOQ_45kP05SMTdv23mXdv9GjZljNBFrLuTMXTOOTEQ$ 
>>>>>
>>>>> <https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!WBIKx_PGWy9c_5V3mDvDNJVVxbZ8MEjkHhRS-OIGQmR1hzERRuRQ9FPV6IgP2zuw1k_7AA$>
>>>>>
>>>>>
>>>>> On Thu, May 28, 2020 at 1:36 AM Tom Richardson <
>>>>> tom.richardson3@googlemail.com> wrote:
>>>>>
>>>>>> Hi David
>>>>>> Fortunately I was listening to this thread, so "I hear you!". I shall
>>>>>> dig to see what I find about Spinoza in LSV.
>>>>>> Big thank you.
>>>>>> Tom
>>>>>>         BoWen
>>>>>>
>>>>>>
>>>>>> On Tue, 26 May 2020 at 22:43, David Kellogg <dkellogg60@gmail.com>
>>>>>> wrote:
>>>>>>
>>>>>>> Rob--
>>>>>>>
>>>>>>> Thanks--my link works okay, but it's probably because I'm already
>>>>>>> logged in. So I replaced the link with yours.
>>>>>>>
>>>>>>> For a fine example of witless misunderstanding justified with
>>>>>>> willfull misrepresentation that was used to drive  Bernstein's work out of
>>>>>>> the academy, see the work of Peter Jones, referenced in my article.
>>>>>>>
>>>>>>> Peter E. Jones (2013) Bernstein's ‘codes’ and the linguistics of
>>>>>>> ‘deficit’, Language and Education, 27:2, 161-179, DOI:
>>>>>>> 10.1080/09500782.2012.760587
>>>>>>>
>>>>>>> Notice the scare quotes around "code" (which Bernstein did
>>>>>>> use) and likewise the term "deficit" (which Bernstein explicitly
>>>>>>> repudiated). Clever, huh?
>>>>>>>
>>>>>>> But Jones doesn't make this stuff up. He mostly just borrows
>>>>>>> from the long liberal anti-Marxist American tradition of this kind of
>>>>>>> attack, going back to William Labov. For example, the "linguist" Jones
>>>>>>> cites against Halliday is actually a historian of psychology (Jonathan
>>>>>>> Edwards) who argues that some cultures can have completely degenerate moral
>>>>>>> codes but very advanced languages, such as cannibal savages!
>>>>>>>
>>>>>>> A few years ago we were discussing an article here on xmca by
>>>>>>> Marilyn Fleer and I asked her if she was a Bernsteinian. I have always
>>>>>>> considered myself one, and I was genuinely curious to find others of a
>>>>>>> similar persuasion; Bernstein's name was not so blackened in Australia as
>>>>>>> it was in America, and Ruqaiya Hasan, who taught in Sydney, was always
>>>>>>> proud to acknowledge Bernstein as her colleague and mentor. Marilyn was a
>>>>>>> little indignant.
>>>>>>>
>>>>>>> Michael--
>>>>>>>
>>>>>>> Here in Korea the main way of giving on-line classes is just
>>>>>>> uploading audio file which the student then listen to when they have time
>>>>>>> and giving lots of homework. Curiously, some of the kids prefer this. ALL
>>>>>>> of my students dislike using the camera. I am not sure what to make of
>>>>>>> this...
>>>>>>>
>>>>>>> Every crisis is a turning point. Education has gleefully saddled
>>>>>>> three cash cows: foreign students, college sports, and diploma mills,
>>>>>>> and all three of these are now hamburger. On the one hand, Zoom classes and
>>>>>>> audio classes allow us to provide universal college education for almost
>>>>>>> nothing--if we can solve the mediational problems. On the other, pinkspace
>>>>>>> classes can easily be social-distanced--if we can just make undergraduate
>>>>>>> classes the size of graduate seminars (with more classes outside in good
>>>>>>> weather). But both solutions--universal online tertiary education and
>>>>>>> extending the graduate seminar experience to undergraduates--will
>>>>>>> inevitably hinge on the outcome of the struggle to make education an
>>>>>>> intellectual public institution instead of a semi-intellectual luxury
>>>>>>> brand,  and this in turn will hinge on the struggle for preventive medicine
>>>>>>> based on foresight instead of astonishment.
>>>>>>>
>>>>>>> Oi, Tom! (Way over on the other thread, so I have to shout!)
>>>>>>>
>>>>>>> Vygotsky writes a LOT about Spinoza; his sister was doing her PhD on
>>>>>>> the guy when he was still in high school and he went to stay with her at
>>>>>>> Moscow University and caught the bug. He was working on a vast tome on how
>>>>>>> Spinoza's work could be retooled to give us a Marxist (materialist, monist,
>>>>>>> but dialectical) theory of higher emotions when he died. We are translating
>>>>>>> it all into Korean, and I am trying to write a preface. Spinoza believed in
>>>>>>> sentient meat: "Deus, Sive Natura" ("God, that is to say, Nature...") Above
>>>>>>> all, though, Spinoza believed that emotions are anything that increases or
>>>>>>> decreases our ability to do things. The interesting thing, which I am still
>>>>>>> trying to wrap my head around, is that one of those things that does this
>>>>>>> is the idea of the emotion itself--the perezhivanie.
>>>>>>>
>>>>>>>
>>>>>>> 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__;!!Mih3wA!UyGqrK7mGsIO8uUjWKxxdGCZZMGVHOQ_45kP05SMTdv23mXdv9GjZljNBFrLuTOa1EWCdw$ 
>>>>>>> <https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!Xxc_XhqDwcRNNskS29_qkEvlYqR1a1UszU0k6dB-USF8PCH3fnJ5OcvuWgTKCF-MUhfj1A$>
>>>>>>> New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological
>>>>>>> Works* *Volume One: Foundations of Pedology*"
>>>>>>>  https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!UyGqrK7mGsIO8uUjWKxxdGCZZMGVHOQ_45kP05SMTdv23mXdv9GjZljNBFrLuTMXTOOTEQ$ 
>>>>>>>
>>>>>>> <https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!Xxc_XhqDwcRNNskS29_qkEvlYqR1a1UszU0k6dB-USF8PCH3fnJ5OcvuWgTKCF94i4Ox7A$>
>>>>>>>
>>>>>>>
>>>>>>> On Tue, May 26, 2020 at 10:51 PM Glassman, Michael <
>>>>>>> glassman.13@osu.edu> wrote:
>>>>>>>
>>>>>>>> Hello David, Elizabeth, Annalisa, Rob, others,
>>>>>>>>
>>>>>>>> Well social presence and teacher presence are two completely
>>>>>>>> different lines of research and thinking even though they sound alike.
>>>>>>>> Teacher presence comes from localized classroom research while social
>>>>>>>> presence comes from the communication field I believe sometime in the
>>>>>>>> 1960s.  Lately I have begun to think of teacher presence as similar to
>>>>>>>> Bourdeiu's cultural capital. Our education system teaches certain groups of
>>>>>>>> children how to read and get in sync with teachers from their more subtle
>>>>>>>> physical signs so that they become more successful later in their school
>>>>>>>> careers and in life. Many of the more successful children also get practice
>>>>>>>> in reading these different signs at home. It is the old adage, don't listen
>>>>>>>> to what I say, watch what I do. Social presence on the other hand is more
>>>>>>>> related to our own understanding of our own communications and the value of
>>>>>>>> those communications. We have a sense of what we are doing from those who
>>>>>>>> are watching us (in the broad sense), and this sense changes as our sense
>>>>>>>> of those who are watching us changes not only how we act but the investment
>>>>>>>> we make in what we do changes accordingly. I see it all the time in
>>>>>>>> teachers, who they are changes completely when they get up in from of a
>>>>>>>> room of students. Just a mind experiment. The next time you read an XMCA
>>>>>>>> post see if you can imagine a few of the members standing over your should
>>>>>>>> observing you are you are reading with the expectation of some response.
>>>>>>>> See how this might change your behavior.
>>>>>>>>
>>>>>>>> As for Zoom. I just think it is not a good tool for education and
>>>>>>>> the reason we use it is illusory (because it recreates a place-based
>>>>>>>> experience so we are more comfortable with it?).  Zoom's purpose is not
>>>>>>>> education in the sense of knowledge sharing and knowledge creation. Its
>>>>>>>> proximal purpose I believe was to sell to corporations and such for
>>>>>>>> meetings so they would not have to spend as much on travel. Its distal
>>>>>>>> purpose, meeting platforms in general, was so individuals could engage in
>>>>>>>> multiple activities related to the topic but not focused on the topic. I
>>>>>>>> mean it is kind of cool, you can have a meeting where you wear a tie on top
>>>>>>>> and boxer shorts below. And we are sometimes a talking head culture. But it
>>>>>>>> is by nature very unilateral and expert oriented. Do we have to develop a
>>>>>>>> whole new cultural capital oeuvre for Zoom meetings. We must make sure that
>>>>>>>> those who are ahead stay ahead. Annalisa in answer to your question no
>>>>>>>> education or Zoom, I worry about binary choices such as this. Maybe we
>>>>>>>> should be asking ourselves how we got here in the first place. Why are
>>>>>>>> these our only two choices right now, and many attempts using Meeting
>>>>>>>> platforms are failing as they seem to be, how do we move forward from here.
>>>>>>>> Why aren't we asking more questions, trying to understand how our great
>>>>>>>> digital experiment is failing education. And speaking to Rob's poignant use
>>>>>>>> of the term pink space, why is the lack of universal broadband dominating
>>>>>>>> discussions. I think about the whole one to one movement and I really
>>>>>>>> question why we leaped ahead to this without a reckoning over the need to
>>>>>>>> have every corner of our society equitably wired (spoiler alert: because
>>>>>>>> instead of corporations making oodles of money our society will have to
>>>>>>>> spend oodles of money). So Annalisa I got back to your question, is it
>>>>>>>> better to have no education or Zoom and I ask if you stepped on a nail
>>>>>>>> would it be better to put on a band-aid to stop the bleeding or to figure
>>>>>>>> our how to save your life (I know the answer will be both but where do I
>>>>>>>> prioritize).
>>>>>>>>
>>>>>>>> Michael
>>>>>>>>
>>>>>>>> -----Original Message-----
>>>>>>>> From: xmca-l-bounces@mailman.ucsd.edu <
>>>>>>>> xmca-l-bounces@mailman.ucsd.edu> On Behalf Of robsub@ariadne.org.uk
>>>>>>>> Sent: Tuesday, May 26, 2020 4:53 AM
>>>>>>>> To: eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
>>>>>>>> Subject: [Xmca-l] Re: Teacher Distancing and "Social Distancing"
>>>>>>>>
>>>>>>>> Just a couple of very quick observations. (I find regularly that by
>>>>>>>> the time I have formulated my response to something, the conversation has
>>>>>>>> moved on by several degrees, so I'm getting in quickly.)
>>>>>>>>
>>>>>>>> Firstly the link to your article on Ruqaiya didn't resolve, David.
>>>>>>>> But I found it here:
>>>>>>>> https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238__;!!Mih3wA!XdBjusDTRI2ze6diFPoONbkpS5qFdLZworNTRS5-z-d7Wrm3_kaKqODPVr-UtouXiIa-kw$
>>>>>>>> . Thank you for that, though - looks well worth reading.
>>>>>>>>
>>>>>>>> Secondly, I always had the impression that Bernstein was resisted
>>>>>>>> not because of his work on codes specifically, but because he was too prone
>>>>>>>> to allowing his work to be used to justify class differentials, almost to
>>>>>>>> the level of the poor keep themselves poor by deliberately restricting the
>>>>>>>> language their children learn.
>>>>>>>>
>>>>>>>> Thirdly, meatspace. Hmmm. I'm toying with the idea of pinkspace.
>>>>>>>> Less physically vulgar than meatspace and reflects the reality that the
>>>>>>>> physical world, just like the online world, is dominated by those of us who
>>>>>>>> are pink. Just a thought. Needs developing though.
>>>>>>>>
>>>>>>>> Rob
>>>>>>>>
>>>>>>>>
>>>>>>>> On 2020-05-26 03:08, David Kellogg wrote:
>>>>>>>> > Michael, Anthony, Elizabeth--and (of course) Annalisa:
>>>>>>>> >
>>>>>>>> > I apologize for changing the threadline title AGAIN. I feel like
>>>>>>>> the
>>>>>>>> > five-year-old who is always unscrewing the back of the TV set to
>>>>>>>> see
>>>>>>>> > the little people inside; I was very dissatisfied withe the
>>>>>>>> abstract
>>>>>>>> > theory on the other line, according to which everything is
>>>>>>>> everything
>>>>>>>> > and mediation and unmediation are equally both and I wanted a way
>>>>>>>> of
>>>>>>>> > finding the people inside it. I thought the term "meatspace",
>>>>>>>> which
>>>>>>>> > Annalisa has heard before, captured that feeling pretty well (and
>>>>>>>> > there are also some echoes of a corruscating book review I once
>>>>>>>> read
>>>>>>>> > in MCA titled something like "Yer askin' me to believe in sentient
>>>>>>>> > MEAT????")
>>>>>>>> >
>>>>>>>> > Let's use Michael's categories of "teacher presence" and "social
>>>>>>>> > presence" instead, so long as we keep in mind the point that
>>>>>>>> Michael
>>>>>>>> > made at the end, that is, the teacher is always present even when
>>>>>>>> the
>>>>>>>> > teacher is not present (as when the child is doing homework
>>>>>>>> alone) and
>>>>>>>> > the additional point that teacher presence is one kind of social
>>>>>>>> > presence. But because presence and absence are (like mediated and
>>>>>>>> > unmediated) equally both ungradeable categories, I would prefer
>>>>>>>> to
>>>>>>>> > talk about teacher distancing and social distancing. Michael
>>>>>>>> Osterholm
>>>>>>>> > has objected to the term social distancing for the same reasons I
>>>>>>>> > raised earlier--it's a physical, mechanical distancing that
>>>>>>>> actually
>>>>>>>> > creates a higher form of solidarity (and that is why the elements
>>>>>>>> of
>>>>>>>> > society which oppose higher forms of solidarity oppose it). So I
>>>>>>>> put
>>>>>>>> > "social distancing" in scare quotes. But the teacher distancing
>>>>>>>> is
>>>>>>>> > real enough.
>>>>>>>> >
>>>>>>>> > Real but not by itself of developmental significance. What
>>>>>>>> worries me
>>>>>>>> > is the possibility that we are adding to the kinds of
>>>>>>>> inequalitiees
>>>>>>>> > that Annalisa, Henry and Tom are talking about on the other
>>>>>>>> thread. It
>>>>>>>> > seems to me that teacher distancing differentially hurts some
>>>>>>>> > populations. I disagree that Koreans are more homogeneous than
>>>>>>>> other
>>>>>>>> > cultures (in class terms significantly  less so) and I also think
>>>>>>>> that
>>>>>>>> > if you were to sit through a lecture in the Korean language
>>>>>>>> without
>>>>>>>> > understanding Korean you would not agree that language is the
>>>>>>>> least
>>>>>>>> > important aspect of teacher presence. But (to bring these two
>>>>>>>> > together) I think that students who are able to focus on
>>>>>>>> language, and
>>>>>>>> > on particular kinds of language, are disproportionately enabled
>>>>>>>> in
>>>>>>>> > conditions of teacher distancing. This is the issue that dare not
>>>>>>>> > speak its name, for when Bernstein tried to raise it he was, as
>>>>>>>> > Halliday noted, "driven out of the field".  One of the reasons I
>>>>>>>> wrote
>>>>>>>> > the article linked below is that Ruqaiya Hasan was not.
>>>>>>>> >
>>>>>>>> > 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/vie
>>>>>>>> >
>>>>>>>> w/116238/167607__;!!Mih3wA!XdBjusDTRI2ze6diFPoONbkpS5qFdLZworNTRS5-z-d
>>>>>>>> > 7Wrm3_kaKqODPVr-Utot_Yz0eEQ$  [1]
>>>>>>>> >
>>>>>>>> > 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/978981150
>>>>>>>> >
>>>>>>>> 5270__;!!Mih3wA!XdBjusDTRI2ze6diFPoONbkpS5qFdLZworNTRS5-z-d7Wrm3_kaKqO
>>>>>>>> > DPVr-UtotPljj6rQ$  [2]
>>>>>>>> >
>>>>>>>> >
>>>>>>>> > Links:
>>>>>>>> > ------
>>>>>>>> > [1]
>>>>>>>> >
>>>>>>>> https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/vie
>>>>>>>> >
>>>>>>>> w/116238/167607__;!!Mih3wA!VO48fELJW7sniTLYfb-jdmrQdoIXI216JGBeW6N8-Zc
>>>>>>>> > e9P2I5M_FZBJKElhGyP20UejX0w$
>>>>>>>> > [2]
>>>>>>>> >
>>>>>>>> https://urldefense.com/v3/__https://www.springer.com/gp/book/978981150
>>>>>>>> >
>>>>>>>> 5270__;!!Mih3wA!VO48fELJW7sniTLYfb-jdmrQdoIXI216JGBeW6N8-Zce9P2I5M_FZB
>>>>>>>> > JKElhGyP026P9-1A$
>>>>>>>>
>>>>>>>>
>>>>>>>>
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