Re: [xmca] Re: AERA Kudos

Wow, ask and receive. You people are amazing!

Thanks.

On 4/15/07, Peter Smagorinsky <smago@uga.edu> wrote:
>
> Immordino-Yang, M. H., & Damasio, A. R. (2007). We feel, therefore we
> learn:
> The relevance of affective and social neuroscience to education. Mind,
> Brain, and Education, 1(1), 3-10.
>
>
>
> Peter Smagorinsky
> The University of Georgia
> Department of Language and Literacy Education
> 125 Aderhold Hall
> Athens, GA 30602-7123
> smago@uga.edu /fax:706-542-4509/phone:706-542-4507/
> http://www.coe.uga.edu/lle/faculty/smagorinsky/index.html
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of deborah downing-wilson
> Sent: Sunday, April 15, 2007 2:18 PM
> To: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] Re: AERA Kudos
>
> Will someone post the reference for the Damasio paper for those of us who
> missed it.
>
> Thanks,
>
> Deb
>
>
> On 4/15/07, Ana Marjanovic-Shane <ana@zmajcenter.org> wrote:
> >
> > Cathrene, Mike, Jay, Elina, Galina and all, I had a long phone
> > conversation with Elina yesterday about the session on the Qualitative
> > Methods and Quality in Education and CHAT -- the one Jay described
> > below. I was so sorry not to be present in person. The papers I
> > received earlier are very stimulating and thought provoking, even on
> > the level of skimming.
> > Jay's remark about "bridging the phenomenology of direct first-person
> > experiencing with the semiotic (3rd person) analysis" is an
> > interesting way of conceptualizing and seeing the relationship between
> > the emotional and the cognitive aspects of interaction with the world,
> > if I am understanding the mentioned relationship correctly. We also
> > have, to add to this, work by people like Matusov who are trying to
> > understand the dialogic nature of development in which the second
> > person (thou, du, tois, ti -- singular "you" in English, German,
> > French and
> > Russian/Serbian) seems to play an important role in discovering
> > relationships and processes and units of analysis.
> >
> > The CHAT "Mini course" had much fewer students than in the previous
> > years, and we don't know why that happened exactly. But it was as
> > stimulating as ever, for those who attended it.
> >
> > Another excellent CHAT session I attended was the one on the Role of
> > Pretend and Improvisation in the development of children and adults
> > with Artin Goncu, Anthony Perone, Carrie Lobman and Keith Sawyer. One
> > of the very interesting issues that was discussed in their papers and
> > later in Vera John Steiner's remarks was the issue of the dynamic
> > relationship between the "scripted" (the known, the stable or the
> > given) aspect of situations and the "emergent" (the new, the
> > improvisational, the unexpected, etc). In its own way, this also
> > connects to the issue of individual and group identity over shorter or
> > longer time-scales and over the first, second, third person
> experiencing.
> >
> > I also have to mention the more than excellent Business meeting panel
> > and Eugen Matusov's presentation that was so well coordinated with the
> > panel. The main topic, if I can borrow Matusov's words was really how
> > to take back the real meaning and action from the hijacked concept of
> > "No Child Left Behind". Ellice Forman, Leslie Herrenkohl, Kris
> > Gutierrez together with Eugene Matusov, raised very important issues
> > and showed optimistic possibilities, if only glimpses, on the way out
> > of the dead-end quandary in which American education seems to be stuck.
> >
> > Talking about kudos, we need to give it, first and foremost, to
> > Jennifer Vadeboncoeur and Keith Sawyer for their incredible work on
> > organizing the program for this conference. And of course, to all the
> > participants who worked on their papers and presentations and made the
> > program so exciting.
> >
> > Ana
> >
> >
> >
> > Jay Lemke wrote:
> > >
> > > Mike and all,
> > >
> > > I also thought that the two CHAT SIG sessions I participated in were
> > > very stimulating and well organized ... thanks to Ana and to Elina!
> > >
> > > In both there was discussion of the role of affect and
> > > personal-interpersonal dimensions of learning, and of research. I am
> > > particularly interested these days in bridging the phenomenology of
> > > direct or first-person experiencing with the semiotic (3rd person)
> > > analysis of how we engage with learning environments (which means
> > > really ALL environments!) across different timescales.
> > >
> > > There was also interesting discussion of the use of various
> > > qualitative research methods within a CHAT framework, and of CHAT
> > > itself as paradigm (including values), conceptual framework,
> > > specific theory, and research methodology. It seemed clear that
> > > various researchers adopt CHAT at different levels, from a life
> > > commitment to a technique of identifying useful units of analysis,
> > > and that working with it at one of these levels does not necessarily
> imply the others.
> > >
> > > In the Friday session we had a particularly fascinating and personal
> > > account by Galina Zukerman of a 10-year longitudinal study that made
> > > connections between the democratic vs. elitist effects of education
> > > and the structure of classroom organization and student initiatives.
> > > And many other very good papers for which I was happy to be the
> > > discussant ... though there was far too much to do justice to in my
> > > short time for comments. A very active discussion followed, well
> > > past the end of the session time.
> > >
> > > If I get some time, maybe not for a while yet, I will try to post
> > > some more notes.
> > >
> > > And the Damasio and other MB&E articles do look interesting in this
> > > connection, too.
> > >
> > > JAY.
> > >
> > >
> > >
> > >
> > > At 08:33 AM 4/15/2007, you wrote:
> > >> I read the article by Damasio and colleague that Gordon
> > >> recommended,
> > and
> > >> found it tremendously relevant to a study I'm currently working on
> > >> with doctoral student Elizabeth Daigle. It's a protocol analysis of
> > >> a high school senior who's writing an interpretive paper on
> > >> Shakespeare's Much Ado about Nothing. What's so interesting is that
> > >> she (the student) really struggles to interpret the play, but has
> > >> an emotional disposition that she can produce an acceptable paper,
> > >> and a set of writing strategies that, coupled with
> > her
> > >> positive affect toward school, enables her to produce one. The MBE
> > >> paper has been very helpful to us in establishing what's often
> > >> missing from discussions about learning strategies, which is a
> > >> student's emotional orientation toward the general prospect of
> > >> succeeding in a school task.
> > >>
> > >> Peter
> > >>
> > >> -----Original Message-----
> > >> From: xmca-bounces@weber.ucsd.edu
> > >> [mailto:xmca-bounces@weber.ucsd.edu] On Behalf Of Mike Cole
> > >> Sent: Saturday, April 14, 2007 9:14 PM
> > >> To: Cathrene Connery
> > >> Cc: Culture Activity eXtended Mind
> > >> Subject: [xmca] Re: AERA Kudos
> > >>
> > >> Sounds great, Cathrene.
> > >> >From all those who made it to AERA, what new ideas and
> > >> >inspirations
> > did
> > >> >you
> > >> get that we might want to discuss?
> > >> I just downloaded the entire issue of Mind, Brain, & Education that
> > >> Gordon tipped us to. This movement is really interesting in many
> > >> ways. Has anyone read any of the articles yet?
> > >>
> > >> mike
> > >>
> > >> On 4/14/07, Cathrene Connery <ConneryC@cwu.edu> wrote:
> > >> >
> > >> > Dear Colleagues:
> > >> > Much thanks to Ana and all the panelists and presenters at
> > AERA. Both
> > >> > the CHAT symposium, presentations, and business meeting were
> > >> > outstanding venues to explore new ideas, receive support from
> > esteemed
> > >> > mentors, and validate our common efforts. The nurturing that was
> > >> > exhibited toward myself and other novice researchers was
> > >> > especially
> > >> appreciated.
> > >> >
> > >> > I once read Luria commented that Vygotsky was not only a genius,
> > >> > but one of the most positive, interpersonal individuals he had ever
> met.
> > >> > How refreshing that his legacy continues today. My experience has
> > been
> > >> > that such support and dialogue is devoid from the vast majority
> > >> > of academic circles. Thanks again to all who shared their
> > >> > talent, expertise, and commitment to each other and the field as a
> whole.
> > >> > Cathrene
> > >> >
> > >> > M. Cathrene Connery, Ph.D.
> > >> > Assistant Professor of Bilingual & TESL Education Co-coordinator,
> > >> > Bilingual / TESL Program Central Washington University
> > >> >
> > >> >
> > >> _______________________________________________
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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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> > >
> > >
> > > Jay Lemke
> > > Professor
> > > University of Michigan
> > > School of Education
> > > 610 East University
> > > Ann Arbor, MI 48109
> > >
> > > Tel. 734-763-9276
> > > Email. JayLemke@UMich.edu
> > > Website. <http://www.umich.edu/~jaylemke%A0>www.umich.edu/~jaylemke
> > > _______________________________________________
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> > >
> > >
> > >
> >
> > --
> > //
> >
> > ----------------------------------------------------------------------
> > --
> > /Ana Marjanovic-Shane, Ph.D./
> > /151 W. Tulpehocken St./
> >
> > /Philadelphia//, PA 19144///
> >
> > /(h) 215-843-2909/
> >
> > /ana@zmajcenter.org <mailto:ana@zmajcenter.org>/
> >
> > /http://www.speakeasy.org/~anamshane
> > <http://www.speakeasy.org/%7Eanamshane>/
> >
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>
>
>
> --
> Deborah Downing Wilson
> Laboratory for Comparative Human Cognition University of California San
> Diego _______________________________________________
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-- 
Deborah Downing Wilson
Laboratory for Comparative Human Cognition
University of California San Diego
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