Re: [xmca] Re: A Failure of Communication

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

[Rauno has been having trouble posting to XMCA and so Rauno's response is
below my response to his response]

Hi,

I guess that means that Althusser and all his kinsmen are anti-Hegelian.
End of story.

-greg

p.s. and perhaps this takes us back to the subject line of this thread?



On Wed, Dec 5, 2012 at 1:40 AM, Rauno Huttunen <rakahu@utu.fi> wrote:

> Hello,
>
> Althusser starts his academic career as Hegelian but later he come harsh
> critics of French Hegelianism (Hyppolite, Kojeve and Sartre). This Hegel
> hostile attitude he handed off to his students (Foucault, Derrida, Bourdieu
> etc.)
>
> Rauno
> ________________________________________
> Lähettäjä: Greg Thompson [greg.a.thompson@gmail.com]
> Lähetetty: 4. joulukuuta 2012 22:40
> Vastaanottaja: Rauno Huttunen; eXtended Mind, Culture, Activity
> Aihe: Re: [xmca] Re: A Failure of Communication
>
> 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<mailto:
> 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<mailto:xmca-bounces@weber.ucsd.edu>
> [xmca-bounces@weber.ucsd.edu<mailto:xmca-bounces@weber.ucsd.edu>]
> k&#228;ytt&#228;j&#228;n Greg Thompson [greg.a.thompson@gmail.com<mailto:
> 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<mailto: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
> <mailto: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<mailto: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<mailto: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<mailto: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<mailto: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
> <mailto: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<mailto:boblake@georgiasouthern.edu>
> > >> > >> > >wrote:
> > >> > >> >
> > >> > >> > > On Sun, Nov 18, 2012 at 1:27 AM, Andy Blunden <
> > ablunden@mira.net<mailto: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<mailto: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<mailto: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://academia.edu/**AndyBlunden><
> > >> > >> > > http://ucsd.academia.edu/**AndyBlunden>
> > >> > >> > > >>>>> >
> > >> > >> > > >>>>> <http://ucsd.**academia.edu/**AndyBlunden<
> http://academia.edu/**AndyBlunden><
> > >> > >> > > http://academia.edu/AndyBlunden>
> > >> > >> > > >>>>> <http://ucsd.**academia.edu/AndyBlunden<
> http://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<mailto: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://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<mailto: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<tel:%28912%29%20478-0355>
> > >> > >> > > Fax: (912) 478-5382<tel:%28912%29%20478-5382>
> > >> > >> > > 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<mailto:xmca@weber.ucsd.edu>
> > >> > >> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >> > >> > >
> > >> > >> > __________________________________________
> > >> > >> > _____
> > >> > >> > xmca mailing list
> > >> > >> > xmca@weber.ucsd.edu<mailto: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<mailto: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<tel:%28912%29%20478-0355>
> > >> > > Fax: (912) 478-5382<tel:%28912%29%20478-5382>
> > >> > > 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<mailto:xmca@weber.ucsd.edu>
> > >> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >> > >
> > >> > __________________________________________
> > >> > _____
> > >> > xmca mailing list
> > >> > xmca@weber.ucsd.edu<mailto: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<tel:%28912%29%20478-0355>
> > >> Fax: (912) 478-5382<tel:%28912%29%20478-5382>
> > >> 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<mailto: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<mailto:xmca@weber.ucsd.edu>
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > __________________________________________
> > _____
> > xmca mailing list
> > xmca@weber.ucsd.edu<mailto: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<mailto: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
>
>


-- 
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