Dear Michael,
I'm interested in this paper! I did the research in Dewey schools in
Russian and US. They have a very interesting approach to the idea of
community.
Thanks,
Elina
Quoting Jianwei ZHANG <zhangjw@kf.oise.utoronto.ca>:
> Dear Michael,
>
> I'm interested in this paper too! I have been thinking of
> dialectics in
> knowledge building communities, and would love to read this
> paper.
>
> Thanks,
>
> Jianwei
>
>
> =================================
> Jianwei Zhang, PhD, Post-doctoral Fellow
> Institute for Knowledge Innovation and Technology
> OISE/University of Toronto
> 9th Floor, 252 Bloor Street West
> Toronto, ON, Canada, M5S 1V6
> Phone: 1-416-923-6641 ext. 2594
> Fax: 1-416-926-4713
> http://ikit.org/~zhangjw/
> =================================
>
>
> On 15-May-06, at 1:03 PM, Wolff-Michael Roth wrote:
>
> > Hi all,
> > if anyone is interested in the question of CoP and CHAT, my
> colleague
> > and former grad student Yew Jin LEE and I have an article
> coming out
> > in a new review journal published by the European Association
> for
> > Research on Learning and Instruction. Those interested let me
> know and
> > I can make available (for personal use following copyright) the
> galley
> > version of this article re-theorizing CoP and C of Learners
> from a
> > dialectical perspective.
> > Cheers,
> > Michael
> >
> >
> >
> > On 15-May-06, at 8:54 AM, Tony Whitson wrote:
> >
> > Interesting idea, Don.
> >
> > While we're at this, I'm wondering about Legitimate Peripheral
> > Participation (LPP) in Communities of Practice (CoP) as a
> related
> > framework (i.e., Lave, Wenger, et al.).
> >
> > CoP theory seems more immediately obvious as a framework for
> design
> > for doctoral preparation; but CoP & CHAT seem compatable,
> overlapping,
> > etc. but not identical. Don, your suggestion could provide a
> concrete
> > focus for exploring the relationships between these frameworks.
> >
> > On Mon, 15 May 2006, Cunningham, Donald James wrote:
> >
> >> I have been interested in the Carnegie Initiative on the
> Doctorate
> >> (there is a recent article about it in the Educational
> Researcher -
> >> http://www.aera.net/uploadedFiles/Publications/Journals/
> >> Educational_Rese
> >> archer/3503/3592-03_Shulman_RN_C.pdf). It occurred to me that
> in our
> >> quest to identify good existing examples of zopeds, an
> alternative
> >> strategy might be to design one. Often it is easier to
> understand
> >> something you have created than something you are looking at
> from the
> >> outside. What would a doctoral program built along the
> principles of
> >> CHAT look like? For example, would there be "leading
> activities"
> >> and/or
> >> "social situations of development" and/or
> >> "meaning-formation-activities". If so, what are some examples?
> Would
> >> using Engestrom's triangles assist us in designing or revising
> a
> >> doctoral program? In what way would the essence of a zoped be
> >> embodied?
> >> Maybe some of you already know of such programs and could tell
> us
> >> about
> >> them.
> >>
> >>
> >>
> >> Anyone interested in exploring this?
> >>
> >>
> >>
> >> Don Cunningham
> >>
> >> Indiana University
> >>
> >>
> >>
> >> _______________________________________________
> >> xmca mailing list
> >> xmca@weber.ucsd.edu
> >> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>
> >
> > Tony Whitson
> > UD School of Education
> > NEWARK DE 19716
> >
> > twhitson@udel.edu
> > _______________________________
> >
> > "those who fail to reread
> > are obliged to read the same story everywhere"
> > -- Roland Barthes, S/Z (1970)
> > _______________________________________________
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> >
> > _______________________________________________
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> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
>
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
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>
Elina Lampert-Shepel
Assistant Professor
Graduate School of Education
Mercy College New Teacher Residency Program
Mercy College
66 West 35th Street
New York, NY 10001
(212) 615 3367
I have on my table a violin string. It is free. I twist one end of
it and it responds. It is free. But it is not free to do what a
violin string is supposed to do - to produce music. So I take it,
fix it in my violin and tighten it until it is taut. Only then it
is free to be a violin string.
Sir Rabindranath Tagore.
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