Dear Larry, I think that you will find solace in the semiotic line of CHT or SCAT. Valsiner, Wertch, Daniels etc. Rogoff attempts to bridge the two. I have attached a paper by Sawyer I don't know whether you have read this. I think that your journey is worth pursuing you just have to be prepared to answer a lot of questions. Denise -----Original Message----- From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On Behalf Of Larry Purss Sent: 18 August 2010 06:06 To: eXtended Mind, Culture, Activity Subject: [xmca] Fwd: the Ideal of lived uncertainty as a moral good ---------- Forwarded message ---------- From: Larry Purss <lpscholar2@gmail.com> Date: Tue, Aug 17, 2010 at 11:00 AM Subject: the Ideal of lived uncertainty as a moral good To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu> Hi Denise, Martin, and others I decided to post a new thread so long trailing previous posts are not included [I'm not sure how much previous information gmail attaches when responding?] Martin thanks for the newspaper article. The post on imagination was certainly on topic. It was also interesting to see how many responses were posted to the article. Must have triggered people's imaginations. Denise, I welcome all your suggestions on the topic of imagination and abduction. Your recommending my reading Anne Edwards article in the Cambridge anthology on Vygotsky has also been suggested by Mike Cole. When I again have access to a university library I definitely will read this article as it seems central to my reveries [and fantasies]. Another book edited by Anne Edwards [and Peter Gilroy and David Hartley] "Rethinking Teacher Education: Collaborative Responses to Uncertainty" also engages with the dialectic of certainty/UNcertainty and fallibility/infallibility. The juxtaposition of imagination and reality as opposites rather than aspects of a psychological/societal gestalt seems to be the framework that needs to be critiqued. The theme of Edward's edited book on teacher education mentioned above explores the relations BETWEEN modernity and postmodernity and the cultural DISSONANCE that we are currently navigating. On page 7 Edwards et al suggest, "This dichotomy between extremes is resolved by an epistemology based on the notions of 'LIVED UNCERTAINTY' and the 'COLLABORATIVE professional' as opposed to the REFLECTIVE practitioner) which also allows for the missing VALUE ELEMENT of teacher education to be reintroduced to the debate concerning the nature of teacher education" I would like others to comment on this juxtaposition of reflecting and collaborating as opposing terms. I intuitively perceive reflection and collaboration as aspects of a gestalt that sometimes are in tension and sometimes intersubjectively and mutually generative of expansive learning. Like the dialectical terms imagination/actuality, experience/culture, structure/process, these shared terms may be differentiated and be perceived as opposed but is this ALWAYS the situation??? Is this perceived dichotomy the reason why Mead is viewed as "merely" cognitive and a branch of af analytical philosophy??? I wonder if a case can be made to include both Vygotsky and Mead as having historical roots in Continental Philosophy [via Dilthey]? Scholars such as Jack Martin and Alex Gillespie's interpretations of Mead's writings perceive neo-Meadian accounts as falling within the tradition of hermeneutical REALISM and critique merely cognitive accounts. The question I'm circling around is the term REFLECTION. This concept seems to be avoided by some postmodernist accounts as too INTERNAL and not collaborativie enough. Is the term "reflection" now seen as having lost its historical roots as emerging within collaborative dialogues.? [in a similar way to how Dewey wondered if he should have replaced the term "experience" with "culture"] Denise, is this one of the areas of "quicksand" that you, Mike Cole, and Andy are cautioning to approach with uncertainty and fallibility as I attempt to COORDINATE [collaboratively and reflectively] multiple perspectives.?? I, at this point, still value and want to use both the terms REFLECTION and COLLABORATION and also the terms IMAGINATION and AGENTIC CAPACITY as valued terms in sociocultural perspectives. I however continue to struggle to always remember these concepts as being generated within historical and ontogenetic developmental situational contexts. I recognize that I am a product [and process] of my historically constructed horizon of understanding and therefore at this point I continue to IMPLICITLY value [have a BIAS] to want to include "self-determination WITHIN contexts" as a phenomenological category. Can the category of "reflection" coexist and deepen notions of "collaboration" or should "reflection" be critiqued as too "cognitive", "internal", and "individualistic"??? Larry _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca
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