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These files are maintained strictly for historical reference, research, and recordkeeping purposes, and the content has not been altered or updated since archiving. Content on this site may not meet current digital accessibility standards. If you require an alternative, accessible format of any information found on this site, please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
*Thanks so much for citing the refreshing language of poetry Mike!* *Now more than ever we need a "raid on the inarticulate" in the academy.* *Robert* On Sun, Nov 11, 2012 at 5:31 PM, mike cole <lchcmike@gmail.com> wrote: > As usual, i forgot n "attachment". Here is the abstract from Chuck's > paper. Note in paricular the last sentence with respect to Elliott. > mike > ------------- > >From the perspective of writing, concepts are most readily identified > through conceptual words deployed by writers to evoke conceptual meanings > in readers. Although every word has some conceptual > weight, this article focuses on words associated with core ideas or > classifications or connections of domains of thought—the kinds of terms > attended to in the history of ideas that are at the forefront of > discussions in disciplines and that undergraduates grapple with. Such > concepts are fluid within historically evolving and socially varying > situations, and specific conceptual terms circulate within specific > epistemic communities as part of specific intellectual practices, > associated with specific genres. > These domain-specific conceptual terms create challenges of internalization > for novices, and become the basis for thought gists of those enculturated > into disciplinary w ays of thought. In each new communicative situation > calling for new statements, however, internal gists must be externalized to > create publically shareable articulations of thoughts, undergoing the > disciplines gaining the understanding and engagement of readers within the > epistemic activity system. > > > ----------------------- > > > > T. S. Elliott from “East Coker” > > > > > > > > So here I am, in the middle way, having had twenty years— > > > > Twenty years largely wasted, the years of *l'entre deux guerres* > > > > Trying to use words, and every attempt > > > > Is a wholly new start, and a different kind of failure > > > > Because one has only learnt to get the better of words > > > > For the thing one no longer has to say, or the way in which > > > > One is no longer disposed to say it. And so each venture > > > > Is a new beginning, a raid on the inarticulate > > > > With shabby equipment always deteriorating > > > > In the general mess of imprecision of feeling, > > > > Undisciplined squads of emotion. And what there is to conquer > > > > By strength and submission, has already been discovered > > > > Once or twice, or several times, by men whom one cannot hope > > > > To emulate—but there is no competition— > > > > There is only the fight to recover what has been lost > > > > And found and lost again and again: and now, under conditions > > > > That seem unpropitious. But perhaps neither gain nor loss. > > > > For us, there is only the trying. The rest is not our business. > > > > > > > > The whole poem is here: http://allspirit.co.uk/coker.html > > > > > > > > > __________________________________________ > _____ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > -- *Robert Lake Ed.D. *Associate Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University P. O. Box 8144 Phone: (912) 478-0355 Fax: (912) 478-5382 Statesboro, GA 30460 *Democracy must be born anew in every generation, and education is its midwife.* *-*John Dewey. __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca