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Re: [xmca] Re: A Failure of Communication
Thanks Christine,
Yes, I wasn't asking for a justification of your work, simply for some of
the back story of what your "project" is (as Andy calls it - and for whom
agency happens when individual projects become collective projects - or at
least that is how I understand one of Andy's points).
It is a very interesting project that I wish I had more to offer. My
understanding of British Empiricism is only slightly better than my
knowledge of British neo-Hegelianism which is near zero. But speaking to my
prior email about the importance of contexts for understanding the meaning
(of authors), I suspect that my reading of favorite works would be
enlightened by a better understanding of that trend. For example, I just
taught Willis' Learning to Labour and I have to assume that British
neo-Hegelianism would have been an important part of the context in which
this book was written. Do I have the timing of the movement about right?
(and note that I'm doing my best to prove you wrong on the matter of my
ignorance!).
Cheers,
-greg
On Tue, Dec 4, 2012 at 9:50 AM, Christine Schweighart <
schweighartc@gmail.com> wrote:
> Dear Greg,
> Your asking what my question was: If British neo-hegelianism in its
> time ( british idealism??) was a response to british empiricism, and
> this proved to have redundancy (all the flotsam of the 'response to'
> which would have no value if empicicism wasn't a block) - how would
> Dewey have meaning to someone 'today' who might come to the works
> still from 'british empiricist' understandings?
>
> Good seems to have a footnote where he 'works through ' british
> neo-hegelianism, but his concern isn't to address 'avoiding the long
> detour', as he is elicitng the nature of the detour.
>
> Why would it matter? That question rests on the opinion that there's a
> residual block from empiricism more influential than 'british
> neo-hegelianism' managed to overcome... ??
>
> Participating in legal educator workshops etc in the UK I found
> keynote speeches reverent of Dewey. What had drawn me to join in is
> another matter - finding myself participating, my observations were
> that legal education seemed reliant on adversarial thinking; educators
> concerned with environmental law were struggling as in legal practice
> practitioners 'couldn't recognise 'good science''. I did draw from
> that a stance that the 'dialectical thinking' they seemed to be saying
> they'd been teaching in earlier decades, wasn't 'theoretical
> thinking' as found being developed in Business School learning using
> modelling to inquire. I had also encountered this difference when Law
> School students joined my modules.
>
> Second strand: some potentially useful research in UK institutions
> that I read has had to be couched in quite unhelpful notions of
> 'abstract and concrete' - nearly to the extent that their 'residual
> value' is not appreciated after the involutions. I think the waste of
> such ordeals is also reflected in this snippet I found on Tony
> Whitson's site:
> https://tw-curricuwiki.wikispaces.com/Dewey--culture%2C+experience
>
> "lw.1.361 Were I to write (or rewrite) Experience and Nature today I
> would entitle the book Culture and Nature and the treatment of
> specific subject-matters would be correspondingly modified. I would
> abandon the term "experience" because of my growing realization that
> the historical obstacles which prevented understanding of my use of
> "experience" are, for all practical purposes, insurmountable. I would
> substitute the term "culture" because with its meanings as now firmly
> established it can fully and freely carry my philosophy of
> experience."
>
> Where the scholarly work now is to make it easier for those just
> arriving not to endure the same tortuous obstacles/path.
>
> Thanks Greg, Christine.
>
>
> On Mon, Dec 3, 2012 at 9:47 PM, Greg Thompson <greg.a.thompson@gmail.com>
> wrote:
> > Christine,
> > Apologies for my ignorance, but could you clarify the connection that you
> > implied between "bildung" and British Empiricism? (it is suggested by the
> > last sentence of your email).
> > Thanks,
> > greg
> >
> >
> > On Mon, Dec 3, 2012 at 2:06 PM, Robert Lake <boblake@georgiasouthern.edu
> >wrote:
> >
> >> I am glad you find the article useful Christine.
> >> I will look more closely at the bildung section myself.
> >> RL
> >>
> >> On Mon, Dec 3, 2012 at 12:46 PM, Christine Schweighart <
> >> schweighartc@gmail.com> wrote:
> >>
> >> > Hi,
> >> > Thanks for the pointer to the Reflex Arc writing - the organic
> >> > argument there is couched in it's scientific times. Biology now has
> >> > has notions of 'structural -coupling', based on nervous system study.
> >> > Though what draws attention in existing states through regulation of
> >> > energy cycles, in relation to embodiment of ideal in material , hasn't
> >> > been as clearly worked through. Intricacies of patterns in flux of
> >> > enzymes and such (as 'organ' in cause effect with nervous system
> >> > activity). Research in regulatory enzyme function seems to suffer from
> >> > a fragmentation of science practices of Biological Science and from
> >> > dis-jointed relation of these practices to Philosophy - as well as
> >> > funding weighting. Solving problems of the moment such as obesity and
> >> > heart disease rather than say 'mental health' or a good life, often
> >> > taking as primary neuronal networks more or less alone as complexities
> >> > of enzyme pathways are not yet understood.
> >> >
> >> > I found thisessay in my j.j. McDermott's two Volumes in one - which I
> >> > hadn't yet approached...in the 'early works'.
> >> > yet the book critique mentioned:
> >> >
> >> > "Dewey’s notion of pure personality stands out as the single
> >> > theoretical device that warrants the validity of the process of
> >> > ideali-zation of sensations or, in other words, the process of
> >> > embodiment of the ideal in material. If this reading is correct, an
> >> > even stronger continuity in Dewey’s philosophical development can be
> >> > detected."
> >> >
> >> > And I'm afraid I couldn't read it any further as my ready to hand
> >> > book today doesn't have a nice index with 'pure personality' pxx ,
> >> > though I hope that I might find my way towards considering this .
> >> > Thank you for this article, it is of interest to me especially from
> >> > the mapping of 'bildung' p300 and onwards - as I am thinking about
> >> > the nature of the influence of British Empircism in other reading I'm
> >> > in the midst of.
> >> > Christine.
> >> >
> >> > On Mon, Dec 3, 2012 at 4:13 PM, Robert Lake <
> boblake@georgiasouthern.edu
> >> >
> >> > wrote:
> >> > > Thanks for your comments Greg,
> >> > > Some people might trifle over the value of intellectual genealogy
> >> > > but I think it is critically important to promote
> inter-generationality
> >> > > in scholarship by accurately connecting the past to our own present
> >> and
> >> > > future
> >> > > work as well as our students.
> >> > > You might find the attached article useful and perhaps inspiring in
> >> this
> >> > > regard.
> >> > > *Robert*
> >> > >
> >> > >
> >> > > On Mon, Dec 3, 2012 at 10:40 AM, Greg Thompson <
> >> > greg.a.thompson@gmail.com>wrote:
> >> > >
> >> > >> Mike,
> >> > >>
> >> > >> I was thinking the same thing and went back to check the date of
> the
> >> > Reflex
> >> > >> Arc since I thought it was a later piece and not in Dewey's "Hegel
> >> > years"
> >> > >> (as described by these authors), and thus evidence of Hegelian
> >> influence
> >> > >> showing through in Dewey's later years. But it turns out it was
> >> > published
> >> > >> in 1896. That would put it squarely in the early part of Dewey's
> Hegel
> >> > >> years (or at least in the early part of his transition). But there
> is
> >> > still
> >> > >> plenty else in Dewey's later work that suggests Hegelian (and
> Marxian)
> >> > >> influences.
> >> > >>
> >> > >> Many thanks to Robert for making these connections.
> >> > >>
> >> > >> And Robert, I agree, dialectical thinking sounds like Vygotsky too!
> >> > >>
> >> > >> -greg
> >> > >>
> >> > >> On Sat, Dec 1, 2012 at 2:26 PM, mike cole <lchcmike@gmail.com>
> wrote:
> >> > >>
> >> > >> > Very interesting, Robert. Thanks. Seems like the following
> paragraph
> >> > >> should
> >> > >> > be linked directly to Dewey's paper on the reflex arc in
> addition to
> >> > >> > pointing to the antiquity of the on-again, off-again discussion
> of
> >> > >> > cognition and emotion on xmca:
> >> > >> >
> >> > >> > *Therefore, Hegel argues that, to use Good’s incisive *
> >> > >> > *expression, “cause and effect are more fruitfully seen as
> >> reciprocal
> >> > >> > moments within an organic process rather than linear relations”
> >> (75).
> >> > >> Dewey
> >> > >> > enthusiastically endorses the Hegelian theory of causation, and
> puts
> >> > it
> >> > >> at
> >> > >> > the basis of his own conception of reality, life, and *
> >> > >> > *reason. So, for instance, Dewey writes: “each member of the
> animal
> >> > body
> >> > >> is
> >> > >> > cause and effect of every other: each organ is at once means and
> >> ends
> >> > of
> >> > >> > every other” (115). Moreover, the organicist theory of causation
> is
> >> > also
> >> > >> > the key to understanding Dewey’s theory of emotion and his
> >> concomitant
> >> > >> > critique of mind/body dualism*.
> >> > >> >
> >> > >> > mike
> >> > >> >
> >> > >> > On Sat, Dec 1, 2012 at 11:40 AM, Robert Lake <
> >> > >> boblake@georgiasouthern.edu
> >> > >> > >wrote:
> >> > >> >
> >> > >> > > On Sun, Nov 18, 2012 at 1:27 AM, Andy Blunden <
> ablunden@mira.net>
> >> > >> wrote:
> >> > >> > >
> >> > >> > > > You seem to be an inveterate lurker, Robert. It would be
> good to
> >> > hear
> >> > >> > > your
> >> > >> > > > voice somewhat more frequently in the discussions on xmca.
> >> > >> > > >
> >> > >> > > > Andy
> >> > >> > > >
> >> > >> > > > Hi Andy,
> >> > >> > > I will try to honor your requests. I am presently finishing 3
> book
> >> > >> > projects
> >> > >> > > for which I been a co-editor and contributor and teaching a
> full
> >> > load
> >> > >> > :-).
> >> > >> > >
> >> > >> > > Btw, speaking of connections between Dewey and Hegel, has
> anyone
> >> > had a
> >> > >> > > look at the book that is reviewed here in this link?
> >> > >> > >
> >> > >> > >
> >> > >> > >
> >> > >> >
> >> > >>
> >> >
> >>
> http://lnx.journalofpragmatism.eu/wp-content/uploads/2012/01/shook-good-deweys-philosophy-of-spirit.pdf
> >> > >> > >
> >> > >> > > Robert Lake
> >> > >> > >
> >> > >> > > Robert
> >> > >> > >
> >> > >> > >
> >> > >> > >
> >> > >> > > > Robert Lake wrote:
> >> > >> > > >
> >> > >> > > >> Hi and thanks for asking
> >> > >> > > >> RL
> >> > >> > > >>
> >> > >> > > >> For Dewey, *Mind is primarily a verb *(Dewey, 1934, p. 274).
> >> > >> > > >>
> >> > >> > > >> Dewey, J. (1934). *Art as experience*. New York: Capricorn.
> >> > >> > > >>
> >> > >> > > >>
> >> > >> > > >> Of course this notion comes straight out of Hegel who wrote
> >> that
> >> > >> > "mind
> >> > >> > > is
> >> > >> > > >> only what it does, and its act is to make itself the object
> of
> >> > its
> >> > >> > > >> own consciousness" .*Philosophy of Right*,
> >> > >> > > >> §<
> http://www.marxists.org/**reference/archive/hegel/works/**
> >> > >> > > >> pr/prstate.htm#PR343<
> >> > >> > >
> >> > >> >
> >> > >>
> >> >
> >>
> http://www.marxists.org/reference/archive/hegel/works/pr/prstate.htm#PR343
> >> > >> > > >
> >> > >> > > >> >
> >> > >> > > >> 343, 216.
> >> > >> > > >>
> >> > >> > > >>
> >> > >> > > >> On Tue, Nov 13, 2012 at 10:36 PM, vwilk <
> >> > vwilk@inf.shizuoka.ac.jp>
> >> > >> > > wrote:
> >> > >> > > >>
> >> > >> > > >>
> >> > >> > > >>
> >> > >> > > >>> If the Ur-Act, the basic, elementary act of human
> >> (intellectual)
> >> > >> life
> >> > >> > > >>> relevant to concepts.
> >> > >> > > >>>
> >> > >> > > >>> For all the stars of present-day continental philosophy is:
> >> > >> > > >>> pidgeon-holing.
> >> > >> > > >>> and the concrete answer given by Hegel, Vygotsky, Activity
> >> > Theory,
> >> > >> > > Thomas
> >> > >> > > >>> Kuhn
> >> > >> > > >>> and Andy is: problem-solving.
> >> > >> > > >>>
> >> > >> > > >>> What is the concrete path of development that goes through
> >> > Dewey?
> >> > >> > > >>>
> >> > >> > > >>>
> >> > >> > > >>> (2012/11/14 10:05), Robert Lake wrote:
> >> > >> > > >>>
> >> > >> > > >>>
> >> > >> > > >>>
> >> > >> > > >>>> And don't forget Dewey :-)
> >> > >> > > >>>>
> >> > >> > > >>>> On Tue, Nov 13, 2012 at 6:57 PM, Andy Blunden <
> >> > ablunden@mira.net>
> >> > >> > > >>>> wrote:
> >> > >> > > >>>>
> >> > >> > > >>>> Larry, picking up on a theme introduced by Mike earlier
> - we
> >> > have
> >> > >> > to
> >> > >> > > >>>> ask:
> >> > >> > > >>>>
> >> > >> > > >>>>
> >> > >> > > >>>>> what is the Ur-Act, the basic, elementary act of human
> >> > >> > (intellectual)
> >> > >> > > >>>>> life?
> >> > >> > > >>>>> I know of only two answers to this question, relevant to
> >> > >> concepts.
> >> > >> > > >>>>>
> >> > >> > > >>>>> The abstract answer given by mediavel logic, Linnaeus,
> the
> >> > >> > > "psychology
> >> > >> > > >>>>> of
> >> > >> > > >>>>> concepts," all the stars of present-day continental
> >> philosophy
> >> > >> is:
> >> > >> > > >>>>>
> >> > >> > > >>>>> pidgeon-holing.
> >> > >> > > >>>>>
> >> > >> > > >>>>> The concrete answer given by Hegel, Vygotsky, Activity
> >> Theory,
> >> > >> > Thomas
> >> > >> > > >>>>> Kuhn
> >> > >> > > >>>>> and me is:
> >> > >> > > >>>>>
> >> > >> > > >>>>> problem-solving.
> >> > >> > > >>>>>
> >> > >> > > >>>>> This is what creates a line of development, Larry.
> >> > >> > > >>>>>
> >> > >> > > >>>>> Andy
> >> > >> > > >>>>> --
> >> > >> > > >>>>>
> >> > ------------------------------******--------------------------**
> >> > >> > > >>>>> --**--**
> >> > >> > > >>>>> ------------
> >> > >> > > >>>>> *Andy Blunden*
> >> > >> > > >>>>> Home Page: http://home.mira.net/~andy/
> >> > >> > > >>>>> Book: http://www.brill.nl/concepts
> >> > >> > > >>>>> http://ucsd.academia.edu/******AndyBlunden<
> >> > >> > > http://ucsd.academia.edu/****AndyBlunden>
> >> > >> > > >>>>> <http://ucsd.**academia.edu/**AndyBlunden<
> >> > >> > > http://ucsd.academia.edu/**AndyBlunden>
> >> > >> > > >>>>> >
> >> > >> > > >>>>> <http://ucsd.**academia.edu/**AndyBlunden<
> >> > >> > > http://academia.edu/AndyBlunden>
> >> > >> > > >>>>> <http://ucsd.**academia.edu/AndyBlunden<
> >> > >> > > http://ucsd.academia.edu/AndyBlunden>
> >> > >> > > >>>>> >
> >> > >> > > >>>>> Larry Purss wrote:
> >> > >> > > >>>>>
> >> > >> > > >>>>> Andy
> >> > >> > > >>>>>
> >> > >> > > >>>>>
> >> > >> > > >>>>>> your comment:
> >> > >> > > >>>>>> "Ideal typical path of development" *points to* distinct
> >> > >> settings
> >> > >> > > >>>>>> (e.g.
> >> > >> > > >>>>>> natural science, everyday life at home, school, etc.)
> which
> >> > is
> >> > >> > > indeed
> >> > >> > > >>>>>> close
> >> > >> > > >>>>>> to the idea of "genre," but "ideal typical path of
> >> > development"
> >> > >> is
> >> > >> > > >>>>>> after
> >> > >> > > >>>>>> all about *paths of development*, ideal ones at that,
> not
> >> > >> > settings,
> >> > >> > > >>>>>> projects, theories, domains, social groups, frames, or
> >> > anything
> >> > >> > > else.
> >> > >> > > >>>>>> :)
> >> > >> > > >>>>>> Andy, if the focus remains on *typical paths of
> >> > development*
> >> > >> OF
> >> > >> > > >>>>>> genres,
> >> > >> > > >>>>>> OF distinct settings OF the existential life world, is
> it
> >> > >> possible
> >> > >> > > to
> >> > >> > > >>>>>> have
> >> > >> > > >>>>>> a conversation within the multi-verse of *romantic
> science*
> >> > >> > > >>>>>> As I understand the focus on *typical* is *scientific*
> the
> >> > >> paths
> >> > >> > of
> >> > >> > > >>>>>> development may be romantic and implicate effective
> >> history.
> >> > >> > > >>>>>> I am circling around your invitation to have
> >> conversations
> >> > >> that
> >> > >> > > are
> >> > >> > > >>>>>> interdiciplinary. Simon Critchley, exploring the
> >> development
> >> > of
> >> > >> > > >>>>>> Continental
> >> > >> > > >>>>>> Philosophy wrote about Heidegger's idea of
> >> > >> > > >>>>>> *an existential CONCEPTION of science* Critchley
> >> > commented,
> >> > >> > > >>>>>> "This would show how the practices of the natural
> >> sciences
> >> > >> arise
> >> > >> > > out
> >> > >> > > >>>>>> of
> >> > >> > > >>>>>> life-world practices, and that the life-world practices
> are
> >> > not
> >> > >> > > simply
> >> > >> > > >>>>>> reducible to natural scientific explanation"
> >> > >> > > >>>>>> Andy, your specific project to develop awareness of
> the
> >> > >> *typical
> >> > >> > > >>>>>> paths*
> >> > >> > > >>>>>> of develop of concept use and transformation through
> time
> >> is
> >> > >> > > emerging
> >> > >> > > >>>>>> within a particular tradition or genre of discourse
> >> [within
> >> > >> > > effective
> >> > >> > > >>>>>> history]. I am playfully inquiring if it may be
> possible
> >> to
> >> > >> > *play*
> >> > >> > > >>>>>> [a
> >> > >> > > >>>>>> word you would not use but points to a hermeneutical
> genre]
> >> > on a
> >> > >> > > >>>>>> larger
> >> > >> > > >>>>>> *field of play* that *hears* and acknowledges your
> voice.
> >> > >> > > >>>>>> I will bring the discussion back to the paper under
> >> > discussion
> >> > >> > and
> >> > >> > > >>>>>> the
> >> > >> > > >>>>>> fuzzy boundaries between spontaneous and scientific
> >> > >> > [systematically
> >> > >> > > >>>>>> 'true'
> >> > >> > > >>>>>> organized] concepts. Andy the path of development FROM
> >> > >> > spontaneous
> >> > >> > > TO
> >> > >> > > >>>>>> scientific concepts seems to have deen articulated
> within a
> >> > >> genre.
> >> > >> > > >>>>>> However,
> >> > >> > > >>>>>> this is not a dis-interested scientific development.
> Mike
> >> > >> pointed
> >> > >> > to
> >> > >> > > >>>>>> developmental praxis as centrally concerning *social
> goods,
> >> > >> > > including
> >> > >> > > >>>>>> moral
> >> > >> > > >>>>>> goods*.
> >> > >> > > >>>>>> Within our developing understanding of ideal paths of
> >> > concept
> >> > >> > > >>>>>> formation
> >> > >> > > >>>>>> how is this emerging understanding circling back to
> >> exploring
> >> > >> how
> >> > >> > > our
> >> > >> > > >>>>>> *hearing* gives *voice* to the other*?
> >> > >> > > >>>>>> {Which I suggest is one way to view the development of
> >> > >> psychology
> >> > >> > > as a
> >> > >> > > >>>>>> project within a shared moral compass}
> >> > >> > > >>>>>> Larry
> >> > >> > > >>>>>>
> >> > >> > > >>>>>>
> >> > >> > > >>>>>> ______________________________******____________
> >> > >> > > >>>>>>
> >> > >> > > >>>>>>
> >> > >> > > >>>>> _____
> >> > >> > > >>>>> xmca mailing list
> >> > >> > > >>>>> xmca@weber.ucsd.edu
> >> > >> > > >>>>> http://dss.ucsd.edu/mailman/******listinfo/xmca<
> >> > >> > > http://dss.ucsd.edu/mailman/****listinfo/xmca>
> >> > >> > > >>>>> <http://dss.**ucsd.edu/mailman/**listinfo/**xmca<
> >> > >> > > http://dss.ucsd.edu/mailman/**listinfo/xmca>
> >> > >> > > >>>>> >
> >> > >> > > >>>>> <http://dss.ucsd.**edu/**mailman/listinfo/xmca<http://**
> >> > >> > > >>>>> dss.ucsd.edu/mailman/listinfo/**xmca<
> >> > >> > > http://dss.ucsd.edu/mailman/listinfo/xmca>
> >> > >> > > >>>>> >
> >> > >> > > >>>>>
> >> > >> > > >>>>>
> >> > >> > > >>>>
> >> > >> > > >>>>
> >> > >> > > >>> ______________________________****____________
> >> > >> > > >>> _____
> >> > >> > > >>> xmca mailing list
> >> > >> > > >>> xmca@weber.ucsd.edu
> >> > >> > > >>> http://dss.ucsd.edu/mailman/****listinfo/xmca<
> >> > >> > > http://dss.ucsd.edu/mailman/**listinfo/xmca>
> >> > >> > > >>> <http://dss.ucsd.**edu/mailman/listinfo/xmca<
> >> > >> > > http://dss.ucsd.edu/mailman/listinfo/xmca>
> >> > >> > > >>> >
> >> > >> > > >>>
> >> > >> > > >>>
> >> > >> > > >>>
> >> > >> > > >>
> >> > >> > > >>
> >> > >> > > >>
> >> > >> > > >>
> >> > >> > > >>
> >> > >> > > >
> >> > >> > > > --
> >> > >> > > >
> ------------------------------**------------------------------**
> >> > >> > > > ------------
> >> > >> > > > *Andy Blunden*
> >> > >> > > > Home Page: http://home.mira.net/~andy/
> >> > >> > > > Book: http://www.brill.nl/concepts
> >> > >> > > > http://ucsd.academia.edu/**AndyBlunden<
> >> > >> > > http://ucsd.academia.edu/AndyBlunden>
> >> > >> > > >
> >> > >> > > >
> >> > >> > >
> >> > >> > >
> >> > >> > > --
> >> > >> > > *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
> >> > >> > >
> >> > >> > __________________________________________
> >> > >> > _____
> >> > >> > xmca mailing list
> >> > >> > xmca@weber.ucsd.edu
> >> > >> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >> > >> >
> >> > >>
> >> > >>
> >> > >>
> >> > >> --
> >> > >> Gregory A. Thompson, Ph.D.
> >> > >> Visiting Assistant Professor
> >> > >> Department of Anthropology
> >> > >> 883 Spencer W. Kimball Tower
> >> > >> Brigham Young University
> >> > >> Provo, UT 84602
> >> > >> http://byu.academia.edu/GregoryThompson
> >> > >> __________________________________________
> >> > >> _____
> >> > >> 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
> >> > >
> >> > __________________________________________
> >> > _____
> >> > 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.
> >> __________________________________________
> >> _____
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> >> xmca@weber.ucsd.edu
> >> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>
> >
> >
> >
> > --
> > Gregory A. Thompson, Ph.D.
> > Visiting Assistant Professor
> > Department of Anthropology
> > 883 Spencer W. Kimball Tower
> > Brigham Young University
> > Provo, UT 84602
> > http://byu.academia.edu/GregoryThompson
> > __________________________________________
> > _____
> > 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
>
--
Gregory A. Thompson, Ph.D.
Visiting Assistant Professor
Department of Anthropology
883 Spencer W. Kimball Tower
Brigham Young University
Provo, UT 84602
http://byu.academia.edu/GregoryThompson
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