Diane,
Usually, I have only questions, but little insight into answers. If I
had anything substantial to add to your questions of relationships
among LBE, pedagogy, ethics, and CHAT, I'd post to xmca, so this is
just to say that I think they're good and relevant questions.
Charles
>re-direction is certainly what judy attempted, in drawing our attention
>towards
>the nature-authority digression; and in terms of what the relation might
>be between CHAT and LBE,
>in terms of understanding differences and marginalia -
>
>it seems to me there is an implicit pedagogical character to LBE that is
>lacking in the discussion -
>
>the question towards ethics, was, i *thought*, a gesture of a pedagogical
>quality,
>
>and since pedagogy is an interaction of learning, the reference to
>'expansion' is not abstract
>but embedded, perhaps: in the same way, an ethic of participation is
>embedded in LBE
>as we explore the ideas, i mean, there is an assumption of pedagogy, isn't
>there?
>
>and because cultural-historical activity theory is an irretrievable
>assumption of difference,
>surely an ethic and a pedagogy are embedded - there -
>
>so i'm at a bit of a loss to understand how the question of an ethic in
>CHAT lacks
>relevance to LBE -
>but, as i seem to be the only participant here who makes no claims to
>certainty, and is more invested in learning towards what i don't
>understand,
>perhaps i've misunderstood the purpose of this discussion, ...?????
>
>where is the "expansion" taking place HERE?
>where is the interest in difference, as implied in cultural-historical
>activity?
>or is the assumption that LBE is explicitly universal and so exempt from
>any critical analysis or questioning?
>i really feel as though i am being dismissed by questioning, when perhaps
>the proper habit of discourse here is to copy and paste-a-lecture?
>statements prohibit learning : questions that are awkward or difficult to
>consider prompt learning, ... the realms of confusion are the sites of
>exploration -
>
>but i see these repeatedly shut down, ----- how are we understanding
>"learning" here if not in our practice, that is, is the assumption here
>that all who participate are wholly uncritical of LBE? and if asking
>questions about it is not a route towards expansion, then the thinking
>here surely isn't expanding, but merely re-instating itself within its
>realms of already-known certainties. the idea is not to affirm authority,
>but to question it, surely.
>
>it seems to me that the themes of pedagogy, ethics, and cultural
>historical (difference) activity are especially pertinent to learning by
>expansion, but i keep seeing these shut down with dismissal and
>statements. i'm having a hard time understanding how LBE is being explored
>or learned here.
>
>di
>
>"my doctor says i wouldn't have so many nosebleeds if i would just keep my
>finger out of there. "
>Ralph Wiggums.
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