Carl, I take responsibility for that misstatement. You're right, of course.
Ideologies are assumed to be coherent by the individuals who speak/act
them; their contradictions are invisible.
At 09:21 AM 11/5/00 -0800, you wrote:
>Diane,
> What do you mean ideologies are coherent? If you look at the right wing
>ideology in the US it's full of contradictions. They profess devotion to
>life including the embryo yet support the promotion of gun sales which kill
>people; they support individual freedom yet interfere w. the personal and
>political lives of people; they support family values and favor the free
>market that is destroying these.
> Carl Ratner
>--
>Carl Ratner, Ph.D.
>cr2@humboldt1.com
>http://www.humboldt1.com/~cr2
>
>P.O.B. 1294
>Trinidad, CA 95570
>USA
>
>> From: dhodges@ceo.cudenver.edu (Diane Hodges)
>> Reply-To: xmca@weber.ucsd.edu
>> Date: Sun, 05 Nov 2000 09:32:24 -0700
>> To: xmca@weber.ucsd.edu
>> Subject: Re(2): RE: leont'ev: externalization/internalization etc
>> Resent-From: xmca@weber.ucsd.edu
>> Resent-Date: Sun, 5 Nov 2000 08:33:37 -0800 (PST)
>>
>> Judy Judy offers -
>>> What I had in mind was that ideologies are coherent; activity systems are
>>> by definition riven with contradictions that unsettle the terms in which
>>> they're known -- so while ideologies are always in play, within the
>>> activity system that is subjected to an activity theory analysis, the
>>> contradictions that emerge in the course of "moving ahead" override/
>>> challenge/ test whatever system of belief might otherwise sustain the
>>> status quo. Since I have never done an analysis on a system wider than the
>>> classroom, and I haven't used AT as a mean of intervention, I am
>>> projecting/ speculating about how it would, really, work.
>>
>> prompting me, from the grave, to ask of the others here: has anyone done
>> the kind of research Judy is speaking about? perhaps some pragmatic
>> experience would be of use here - not a reference to "other" articles, but
>> a personal account of how AT might be used in ways that test/challenge
>> dominant beliefs systems?
>> diane
>> **********************************************************************
>> :point where everything listens.
>> and i slow down, learning how to
>> enter - implicate and unspoken (still) heart-of-the-world.
>>
>> (Daphne Marlatt, "Coming to you")
>> ***********************************************************************
>>
>> diane celia hodges
>>
>> university of british columbia, centre for the study of curriculum and
>> instruction
>> ==================== ==================== =======================
>> university of colorado, denver, school of education
>>
>> Diane_Hodges@ceo.cudenver.edu
>>
>>
>>
>>
>
>
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