A rare moment of agreement? As difficult as it is embody in utterances?
The point about teachers needing to change as part of the process of
student change speaks to current "disagreements" about how to interpret
the zone of proximal development both in educational settings, where there
ae some warrants for "more capable others" and in work settings, where
the issue who/what "the other" is remains more ambiguous.
The statement that : This is the source of intersubjectivity, which is both
produced in the
action, all the while it is presupposed by the action. --- brings to mind
quickly the
process of prolepsis.
mike
On 7/24/05, Wolff-Michael Roth <mroth@uvic.ca> wrote:
>
> Hi Armando,
> I agree the necessity for doing the kind of work you outline in your
> last sentence. This is why I conceptualized, for example, science
> education as an endeavor where students learn while engaging in and for
> social action. E.g.,
>
>
> Roth, W.-M., & Lee, S. (2004). Science education as/for participation
> in the community. Science Education, 88, 263–291.
> Roth, W.-M., & Lee, S. (2002). Scientific literacy as collective
> praxis. Public Understanding of Science, 11, 33–56.
>
> But this means that educators have to change. If we educate as and for
> collective praxis, then it is no longer important that everyone knows
> the same thing at the same time. Rather, what we need to be able to do
> is engage with others who think and feel very differently, and do so
> without putting them down, that is, in democratic ways so that we can
> cogenerate solutions to the problems we face as a collective.
>
> Cheers,
>
> Michael
>
> On 24-Jul-05, at 7:10 AM, Armando Perez wrote:
>
> >
> >
> > Michael:
> > I m really in accord with you that it is in practice,
> > action that are integrated both planes of
> > subjectivity, that I work out as colective and
> > personal(inter and inter). I agree also that both are
> > premise and results of practice, action. But, if it is
> > possible to establish theoretically and
> > epistemologically that in its genesis, development and
> > so on both are transversalizased for practice, in its
> > real movement may be in real antagonism,
> > contradiction. That´s why we are working, now, in
> > Cuba, as projects of research, in the development of a
> > community that could integtrate as much as possible
> > the personal and the social in a community project.
> > Armando
> >
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