Google it. Very interesting.
mike
On 6/14/06, Peg Griffin <Peg.Griffin@worldnet.att.net> wrote:
>
> Does anyone else remember the phrase "hot cognition?"
> Peg G.
> LCHC and UCSD Communication
> (858) 822-4314
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of Jennifer Vadeboncoeur
> Sent: Wednesday, June 14, 2006 9:48 AM
> To: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] Re: something magical
>
> We experience "flow" and "the magical" and "the rush" sometimes, and
> we experience "frustration" and "anger" and "exhaustion" and
> "failure." We frequently attend to whether or not someone "gets"
> something cognitively, but emotional states, don't like the word
> states so much, let's say emotions are "always already there." Again,
> I think / feel that, since they just haven't been as "important" as
> the "getting it," we haven't been attending. Even when we say, the
> rush that accompanies successful learning, it seems like an "add-on."
> Somehow we have to build cognitive/emotional space within "successful
> learning" that allows for individual ownership and mastery of jointly
> constructed activities and tasks to be about both thinking and
> feeling simultaneously. Mike alluded to identity work, and this may
> be one way to bring cognition/emotion together, to consider learning,
> development, knowledge construction as constituted by and
> constituents of identity work. Hmmmm ... cognition and emotion as
> dialectically related, rather than binaries, knowledge and identity
> as dialectically related, as well. Thinking this way is generally
> easier than speaking this way. :) For me at least. Best - jen
>
>
>
>
> >You're right. I was just thinking about how impossible separating emotion
> >from any form cognition is - but how else do we qualify that 'magical
> >something' the rush that everyone agrees accompanies successful
> learning?
> >
> >On 6/14/06, Jennifer Vadeboncoeur <vadebonc@interchange.ubc.ca> wrote:
> >>
> >>Just reading through these, so I may have missed something, but
> >>wasn't "emotion" there all along? Why has emotion been separated out?
> >>It seems we are assuming we can talk about thought without
> >>considering emotion, and while we've practiced doing that, I imagine
> >>it to be an unfortunate necessity given our language, rather than
> >>something "real." Hmmmm ... again, I may have missed something.
> >>
> >>Best to all - jen
> >>
> >>
> >>
> >>>Surely it didn't all happen in the final play episode - his
> understanding
> >>>had to be building through the earlier description/abandonment moments
> -
> >>>Vivian's enactment may have crystallized Franklin's thoughts - but a
> lot
> >>of
> >>>groundwork had been done beforehand. when did emotion enter in - become
> >>>instrumental in the learning? was it building as well during the
> >>unpleasant
> >>>episodes with his classmates? or was it merely in the eureka rush?
> >>>
> >>>On 6/14/06, Mike Cole <lchcmike@gmail.com> wrote:
> >>>>
> >>>>For goodness sake lets agree that we are not talking about the
> >>>>biochemistry
> >>>>of
> >>>>emotion, but of emotion as a bio-social-cogntive aspect of human
> >>>>functioning
> >>>>that
> >>>>is integral to human functioning in the world!
> >>>>
> >>>>The self-recognition/identity process in the case of Franklin seems
> key
> >> >>to
> >> >>me
> >> >>as well. Why couldn't he construct that
> >>self-knowledge-memory-recognition
> >> >>from
> >> >>an other's description and several others' abandonment of him a few
> >> >>moments
> >> >>earlier
> >> >>but could when drawn into the play? That seems to me a crucial
> question.
> >>>>mike
> >>>>
> >>>>On 6/14/06, deborah downing-wilson <ddowningw@gmail.com> wrote:
> >>>>>
> >>>>> I agree. like most of us just starting out I've been struggling
> with
> >>>>the
> >>>>> emotional element - trying to come at it from as many angles as
> >>possible
> >>>>-
> >>>>> I
> >>>>> like Plotkin's speculation that the emotional intensity of the
> >>>>> parent-child
> >>>>> relationship suggests emotion has a place in the deliberate
> passing
> >>of
> >>>>> information to the next generation - it seems fitting that it has
> a
> >>>>> special
> >>>>> place in all learning. We certainly do a lot of whooping and
> >>cheering
> >>>>> when
> >>>>> our babies/children learn somehting new. Damasio's work is also
> >>>>> interesting
> >>>>> - like others he argues that emotions are socially constructed -
> but
> >>>>turns
> >>>>> the idea around. Instead of being expressions of inner feelings,
> the
> >>>>> learned social response (smile) engenders inner subjective
> feelings
> >>>>> (joy). can
> >>>>> we capture and explore these events within the zoped? can we
> create
> >> >>> contexts that encourage emotional envolvement? Paley seemed to do
> it
> >>>>with
> >>>>> Franklin - but she and Franklin had a long history together -
> built
> >>>>trust.
> >>>>> so many questions. no time.
> >>>>>
> >>>>> Deb
> >>>>>
> >>>>>
> >>>>>
> >>>>> On 6/14/06, Andy Blunden <ablunden@mira.net> wrote:
> >>>>> >
> >>>>> > I can't explain Deborah. This is just something I've heard about
> in
> >>>>the
> >>>>> > media. I hesitate to say any more and only further display my
> >>>>ignorance.
> >>>>> I
> >>>>> >
> >>>>> > only know that when you learn something and you get a big
> emotional
> >>>>hit
> >>>>> at
> >>>>> > the same time, positive or negative, you're not going to forget
> it.
> >>>>> > Learning is not a totally 'platonic' process is it - *something*
> >>>>changes
> >>>>> > in
> >>>>> > our body when we acquire habits.
> >>>>> >
> >>>>> > Andy
> >>>>> >
> >>>>> > At 09:26 PM 13/06/2006 -0700, you wrote:
> >>>>> > >biochemical affect? please explain.
> >>>>> > >
> >>>>> > >On 6/13/06, Andy Blunden <ablunden@mira.net > wrote:
> >>>>> > >>
> >>>>> > >>Well I think it would be superficial to stop at emotion
> (though
> >>at a
> >>>>> > very
> >>>>> > >>basic level the experience of emotion is intuitively
> accessible
> >>and
> >>>>> > >>telling). I think emotions only make sense if we have a handle
> on
> >>>>> > identity
> >>>>> > >>and however we understand what it is that it means to "do"
> >>>>something,
> >>>>> to
> >>>>> > >>be
> >>>>> > >>an actor in the world. If we leave emotion at the level of
> >>>>biochemical
> >>>>> > >>affect we surely have no real way of connecting it with
> learning.
> >>>>Why
> >>>>> > was
> >>>>> > >>Franklin delighted when he saw that he was the star in this
> >>little
> >>>>> play?
> >>>>> > >>How did he recognise that it was himself?
> >>>>> > >>Andy
> >>>>> > >>At 07:37 AM 13/06/2006 -0700, you wrote:
> >>>>> > >> >My guess is that it is recriprocal emotionality, Andy. A
> >>>>particular
> >>>>> > kind
> >>>>> > >> >of difference that makes a difference.
> >>>>> > >> >What were people feeling when everyone turned to Franklin as
> >>they
> >>>>> > >> >recognized Vivian "being" Franklin? What
> >>>>> > >> >did they feel when he slapped his knee and said. "You got it
> >>just
> >>>>> > >> >right"? And what did he feel? Certainly not bad,
> >>>>> > >> >judging from the evidence.
> >>>>> > >> >
> >>>>> > >> >And what was THE cause of this convergence of positive
> affect?
> >>Its
> >>>>> in
> >>>>> > the
> >>>>> > >> >intricacies of the answer to that question
> >>>>> > >> >that we need a Zo to help us understand.
> >>>>> > >> >mike
> >>>>> > >> >
> >>>>> > >> >On 6/12/06, Andy Blunden <<mailto: ablunden@mira.net>
> >>>>> ablunden@mira.net
> >>>>> > >
> >>>>> > >>wrote:
> >>>>> > >> >>Mike Cole said:
> >>>>> > >> >> >[snip]
> >>>>> > >> >> >This "something magical" certainly is very important in
> our
> >>>>> > >>afterschool
> >>>>> > >> >> >work. It includes not only the experience and good will
> of
> >>>>those
> >>>>> > >>involved,
> >>>>> > >> >> >but also strong emotional bonds that grow between
> >>undergrads,
> >>>>> kids
> >>>>> > and
> >>>>> > >> >> >staff. -- almost a kind of emotional flow.
> >>>>> > >> >>
> >>>>> > >> >>Mike, this "something magical" seems to be the emotional
> hit
> >>that
> >>>>> > both
> >>>>> > >> >>learner and teacher get when the learner makes a
> breakthrough
> >>in
> >>>>> > >>learning
> >>>>> > >> >>and development, doesn't it? I remember hearing stuff in
> the
> >>>>media
> >>>>> > which
> >>>>> > >> >>went to the neurological basis of how emotions reinforce
> >>>>learning,
> >>>>> > and I
> >>>>> > >> >>understand it is a regular part of sports coaching nowadays
> to
> >>>>> > >>deliberately
> >>>>> > >> >>manipulate the emotional experiences of performers when
> they
> >>do a
> >>>>> > thing
> >>>>> > >> >>right or do it wrong supposedly to bring about neurological
> >>>>changes
> >>>>> > >>which
> >>>>> > >> >>will attract or repel repetitions of the action.
> >>>>> > >> >>
> >>>>> > >> >>It always seemed to me that in our theory of the use of
> >>artefacts
> >>>>> > this
> >>>>> > >> >>emotional loading tends to be overlooked, and yet that is
> >>surely
> >>>>> > exactly
> >>>>> > >> >>what is magical?
> >>>>> > >> >>
> >>>>> > >> >>
> >>>>> > >> >>Andy
> >>>>> > >> >>
> >>>>> > >>
> >>>>> > >>Andy Blunden, for Victorian Peace Network, phone +61 3 9380
> 9435
> >>>>> > >>Global Justice Tours: http://ethicalpolitics.org
> >>>>> > >>
> >>>>> > >>_______________________________________________
> >> >>> > >>xmca mailing list
> >>>>> > >>xmca@weber.ucsd.edu
> >>>>> > >>http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>> > >
> >>>>> > >
> >>>>> > >
> >>>>> > >--
> >>>>> > >Deborah Downing-Wilson
> >>>>> > >_______________________________________________
> >>>>> > >xmca mailing list
> >>>>> > >xmca@weber.ucsd.edu
> >>>>> > >http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>> >
> >>>>> > Andy Blunden, for Victorian Peace Network, phone +61 3 9380 9435
> >>>>> > Global Justice Tours: http://ethicalpolitics.org
> >>>>> >
> >>>>> > _______________________________________________
> >>>>> > xmca mailing list
> >>>>> > xmca@weber.ucsd.edu
> >>>>> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>> >
> >>>>>
> >>>>>
> >>>>>
> >>>>> --
> >>>>> Deborah Downing-Wilson
> >>>>> _______________________________________________
> >>>>> xmca mailing list
> >>>>> xmca@weber.ucsd.edu
> >>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>>
> >>>>_______________________________________________
> >>>>xmca mailing list
> >>>>xmca@weber.ucsd.edu
> >>>>http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>
> >>>
> >>>
> >>>
> >>>--
> >>>Deborah Downing-Wilson
> >>>_______________________________________________
> >>>xmca mailing list
> >>>xmca@weber.ucsd.edu
> >>>http://dss.ucsd.edu/mailman/listinfo/xmca
> >>
> >>
> >>--
> >>______________________________
> >>
> >>Dr. Jennifer A. Vadeboncoeur
> >>The University of British Columbia
> >>Faculty of Education
> >>2125 Main Mall
> >>Library Block 272B
> >>Vancouver BC V6T-1Z4
> >>
> >>phone: 1.604.822.9099
> >>fax: 1.604.822.3302
> >>
> >>_______________________________________________
> >>xmca mailing list
> >>xmca@weber.ucsd.edu
> >>http://dss.ucsd.edu/mailman/listinfo/xmca
> >>
> >
> >
> >
> >--
> >Deborah Downing-Wilson
> >_______________________________________________
> >xmca mailing list
> >xmca@weber.ucsd.edu
> >http://dss.ucsd.edu/mailman/listinfo/xmca
>
>
> --
> ______________________________
>
> Dr. Jennifer A. Vadeboncoeur
> The University of British Columbia
> Faculty of Education
> 2125 Main Mall
> Library Block 272B
> Vancouver BC V6T-1Z4
>
> phone: 1.604.822.9099
> fax: 1.604.822.3302
>
> _______________________________________________
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