>Ok, diane.
this reads like I'm last on yr list. I can... feel some sort of sigh
of relief here...right here in this space right here ***
in this space right *** here
in this *** space
I can feel a sigh ***
of relief.
ah. nothing like theatre is there?
a little concrete poetry...
... discursive space. it's not anywhere specifically, it's like
Xenon's Paradox about the arrow - an arrow shot from point A
is always half the distance from point B? all I can remember is that
it proves there is no such thing as motion. But it also means that
everything is
always in motion: both and neither:
discursive space, those spaces that mediate activity *are*
*the* space -
so it wouldn't be a specifically spatial "space" but a conceptual realization
about space - does that make sense? what arranges space, and how we arrange
space,
these are more than structural specifications,
but I'd think more "environmental" considerations....
<snip>
>
>It's funny you mention all this stuff about the "between." In my education
>here, the issue always comes up about what happens in the "inbetween" spaces,
>otherwise known as the interstitial space. Your right in saying that all
>space is the mediator of interaction. Different spaces are going to produce
>different intneractions but also regulate those interactions. So you see a
>key element to the spatial considerations to be the inbetween space?
> This is
>good. Well, what about those spaces outside of those inbetween, "discursive"
>spaces?
there aren't necessarily spaces "outside";
there are inside and outside, both and neither -
like Althusser's ideology, where we're both inside the ideology but "outside"
in our conceptualization of it: we "understand" the ideology, but to recognize
it as ideology, we have to realize we are inside of it...
or like "Learning Environment":
if we're thinking about what our realization of discursive spaces *means*
in relation to a conceptualization of Learning Environment,
we have already changed the notion of a school structure from one
of a building to one of an _environment_;
- already changed our understanding of space - space is more
than what we want to contain, but what is containing and contained -
the environment and the learners are interconnected in a space;
and are taking up space, learning in an environment,
learning as the environment... what takes place between is also
"outside" what takes place between;
it isn't "anywhere" spatially.
>What happens or should happen to them? Does the teacher or would the
>teacher still keep to themselves and their students or really engage
>themselves outside of their little box?
- students/teachers = BAH! these are school-based words. let's ditch 'em!.
Learners can include both, and yet its neither, because they're (we're)
all participating in the same activity: learning.
>It is ashame that it is all just a redundant production system, where we all
>just learn the same thing as those before us did and then we carry it on in
>the same way to the younger generations. Eugene's right when he talks about
>how in today's education we are all just being prepared for a job or the real
>world, rather than becoming excited about the world.
sadly, the sitation of schools *is* about the world. can't change the world,
but we can always change some small space in the world.
I don't know about you, Stephen, but I'm all fired up
to go draw the damn blueprints!! ha ha -
diane
"Every tool is a weapon if you hold it right."
Ani Difranco
*********************************
diane celia hodges
faculty of education
university of british columbia
vancouver, bc canada
tel: (604)-253-4807
email: dchodges who-is-at interchange.ubc.ca