Re: [xmca] Obama's Learn Act

[yuan lai <laiyuantaiwan@gmail.com>]

Mike, undertaking the Herculean task amidst sights that break your heart is
one of the noblest acts I know. Making change from within, organic, in
immediate surroundings, in proximal  relationships...

On Wed, Dec 16, 2009 at 1:55 PM, mike cole <lchcmike@gmail.com> wrote:


> (That's me you see in the distance, pushing a big rock up this hill of sand
> --- and, i suspect, a lot of members of xmca, yourself included of
> course!!).
> :-))
> mike
>
> On Wed, Dec 16, 2009 at 5:46 AM, Martin Packer <packer@duq.edu> wrote:
>
> > Mike,
> >
> > The reference to "deep psychological factors" was in Suppes' article, I
> > believe. I should probably explain that I came across Siegfried
> Bernfeld's
> > work while trying to identify the Bernfeld to whom LSV gives credit for
> the
> > proposal that after birth the neonate is an "exoparasite." I'm not
> certain
> > whether or not this is the same person, but it's quite likely, since
> > Siegfried Bernfeld (1892-1953), born in the Ukraine, was a psychologist
> > influenced both by Marx and by Freud. What first struck me in his account
> of
> > education was this:
> >
> > "Children must learn to love the bourgeoisie, and their love must be so
> > deeply ingrained in them that a whole life of want and slavery cannot
> > extinguish it. What in fact is forced exploitation must be made to appear
> to
> > them as a voluntary and sacrificial offering of love. They have to
> produce
> > surplus value, but they must do it gladly, as if compelled by love, much
> as
> > a lover waits upon his beloved or a religious believer in his god."
> > (Bernfeld, 1973, p. 70)
> > [Cited here: <
> >
> http://www.wwwords.co.uk/pdf/freetoview.asp?j=pfie&vol=3&issue=2&year=2005&article=6_Sunker_PFIE_3_2_web
> > >]
> >
> > These words remind me of Paul Willis' powerful analysis in his book
> > Learning to Labor; they hint at the cultural production within the
> schools
> > that serves and feeds into persistent networks of social reproduction and
> > then economic production. It seems to me that few of us manage to
> articulate
> > the paradoxes and contradictions of the educational system and its links
> to
> > these networks, but it is these that prevent change. Suppes concludes
> that a
> > rational solution to problems in education can never be achieved, for its
> > central conflicts cannot be solved, they must be negotiated.
> >
> > Martin
> >
> >
> > > the relation of this social condition to "deep
> > > psychological factors" I take to be the matter of some dispute.
> > >
> > > mike
> > >
> >
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> >
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