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Re: [xmca] Re: A Failure of Communication
Thanks Rauno - I've no 'map' whatsoever:))
Christine.
On Tue, Dec 4, 2012 at 6:04 PM, Rauno Huttunen <rakahu@utu.fi> wrote:
> Hello Christine and Andy,
>
> Hello,
>
> As a phillosopher I would say that British empiricism was response to British Neo-Hegelianism as German empiricism was response to Neo-Kantianism.
>
> Dewey start his career as Hegelian and Herbert Mead remained as Hegelian all the way.
>
> Rauno
>
> P.S. For some reason my posts never reach the list but nevermind, I'll reply directly to senders. I like to follow on going discussions.
> ________________________________________
> Lähettäjä: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] käyttäjän Christine Schweighart [schweighartc@gmail.com] puolesta
> Lähetetty: 4. joulukuuta 2012 18:50
> Vastaanottaja: eXtended Mind, Culture, Activity
> Aihe: Re: [xmca] Re: A Failure of Communication
>
> 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.
>>> __________________________________________
>>> _____
>>> 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
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
__________________________________________
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