Michael:
As professor thatīs what I do with my students. Since
a lot of time, in all circunstances, I always try to
construc a colective projec. To integtrate
colectivelly by no way means to homogenize, but to put
contradictions in play, to work out the difference in
a common, or beter to say, a collective projec.
Contradictions will no desapear but ramain integrated
in somethink that trascend you and, at the same time,
permit to be yourself.
I should like of receiving from you those articles you
mention, because, in Cuba we have no opportunities to
acces.
I always ask you to forgive my English because I kow
that it is no very good enough.
Thanks a lot
Armando
--- 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, 263291.
> Roth, W.-M., & Lee, S. (2002). Scientific literacy
> as collective
> praxis. Public Understanding of Science, 11, 3356.
>
> 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. Thatīs 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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