Re: [xmca] Re: A Failure of Communication

[Greg Thompson <greg.a.thompson@gmail.com>]

Rauno's initial reply is below my reply to Rauno.

But that seems to box Althusser in a bit too much for me. His dissertation
was on Hegel, no? Seems like a lot of his ideas have Hegelian insights at
their core.
(and wasn't Willis anti-Althusserian - so where does that leave us?).

Goes back to the old saw, "it depends on what you mean by..."

But maybe Christine can provide some clarity here...

Cheers,
greg

On Tue, Dec 4, 2012 at 10:58 AM, Rauno Huttunen <rakahu@utu.fi> wrote:

> Hello,
>
> Paul Willis was strongly influenced by Louis Althusser and Althusser was
> theoretical anti-humanist and anti-Hegelianist.
>
> Rauno Huttunen
>
> P.S. For some reason my post never reach the list but nevermind, I'll
> reply directly to the senders.
> ________________________________________
> Lähettäjä: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu]
> k&#228;ytt&#228;j&#228;n Greg Thompson [greg.a.thompson@gmail.com]
> puolesta
> Lähetetty: 4. joulukuuta 2012 19:18
> Vastaanottaja: eXtended Mind, Culture, Activity
> Aihe: 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.
> > >> __________________________________________
> > >> _____
> > >> 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
> >
>
>
>
> --
> 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
>



-- 
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