Re: [xmca] ISCAR Panel

Ana, I am sure my colleagues on the planning
committee will welcome that very much.
Olga

>Dear Olga,
> I think I can talk to some of my colleagues in
>Brazil and we can organize a panel on bilingual
>education and CHAT. If that interests you, we
>can work on that and send you the structure.
> Ana
>
>Olga Vasquez <ovasquez@weber.ucsd.edu> escreveu:
> >Thanks Judith,
>
>We now have one more slot for the panel that
>Cathrene is proposing on the history
>of CHAT with individuals working on various
>aspects of the enterprise and different places
>of the earth.
>
>Cathrene, could you define it for us?
>Olga
>
>>
>>I am following up on the panel that I suggested
>>based on the meeting here in Brazil. What about
>>a panel between ethnographers and chat theorists
>>to juxtapose the traditions on studying learning
>>in and out of schools
>>
>>I propose:
>>
>>Elsie Rockwell, Mexico
>>
>>Marietta de haan, the netherlands
>>
>>Clara Keating, Portugual (from David Barton's Group)
>>
>>robert rueda or luis moll or norma gonzalez, US
>>
>>responders--
>>
>>Carol Lee, US (or carol could talk and robert, luis or norma could respond)
>>
>>Bernard Schnewley, Geneva
>>
>>On 9/7/07, Olga Vasquez
>><ovasquez@weber.ucsd.edu>
>>wrote:
>>
>>Dear Colleagues and friends,
>>
>>It is true, ISCAR will take place in San Diego! It is not a
>>malicious rumor. Everything is set--rooms, time schedule, etc.
>>However, our 6-campus planning committee is trying to maintain the
>>"complexity" and comprehensiveness that all our work embraces as the
>>basic unit of analysis, and
>>therefore are taking a little longer than usual to finalize our
>>vision and our schedule--as you
>>say below, working collaboratively across time, place, and
>>intersections of our theories, is a complex,
>>complicated thing to do. In fact, I wish that we could some how, some
>>day, broadcast some of
>>the ICHAT discussions we during our planning sessions--they are as
>>exhilarating as those on this forum.
>>
>>Do look for the announcement of the conference, "Ecologies of
>>Diversities" to come out in
>>the next two weeks. The conference will be held here at UCSD from
>>September 8 (welcoming
>>reception) to the 13th, 2008.
>>
>>Let us know what you all would like to propose for a symposia. Your
>>ideas are very much
>>in line with one of the emphases we want to give the
>>conference--systems of collaborative effort.
>>
>>I look forward to meeting you all,
>>Olga
>>
>>ISCAR Planning Committee
>>
>>>Hi Cathrene-
>>>
>>>Lets see what your initiative uncovers. A lot I hope. As to ISCAR, maybe the
>>>idea of an ISCAR in
>>>San Diego is just a malicious rumor? (The offer of a cot and key to the lab
>>>stand, so far no takers)
>>>
>>>Here is a small contribution to your project that might be of some interest.
>>>Check out the first page of the document at
>>>http://lchc.ucsd.edu/Pubs/CHILDPSY.pdf.
>>>Published in 1981. The "author"
>>>is labelled as lchc, but if you go to the bottom of the first page, there is
>>>a list of the contributors with non-acronymic names
> >>Perhaps there are some clues to history in that list?
>>>mike
>>>
>>>PS-- A search on Raeithel on lchc might yield a little information as well.
>>>
>>>On 9/7/07, Cathrene Connery
>>><cconnery@ithaca.edu>
>>>wrote:
>>>>
>>>> Hi everyone:
>>>> Thanks to Mike for the interesting graphic by Arne Raethell. It is a
>>>> beautiful heuristic and psychological tool. The notion of putting
>>>> together a session at ISCAR on this topic is actually a very good one
>>>> ...and while the complexity of the task may appear to require the
>>>> spacial / relational intelligence of a cab driver from Chicago or
>>>> London, I believe that by elucidating the major thoroughfares, back
>>>> alleys, and main streets associated with CHAT would invite more
>>>> participants into the larger discussion.
>>>>
>>>> Like Mike, we are all swamped right now and are likely to be heading to
>>>> the gym or the bar. (Perhaps I am the only person on the East Coast
>>>> still in her office on Friday at 5:00 p.m.?) However, if the weight of
> >>> this question could be amicably shouldered by the collective,
>>>> distributed intelligence and historical memory of this list serve, I
>>>> think the task is doable. What if everyone took a deep breath, typed
>>>> the stem "In the beginning...." and wrote in a stream of conscious
>>>> fashion knowing that there is a younger generation of scholars, an eager
>> >> audience, who need and look up to your guidance? One or two paragraphs
>>>> would be enough. Perhaps people on the list serve could agree to
>>>> disagree in advance without challenging others interpretations? The
>>>> results might be very interesting: a multi-dimensional prism
>>>> highlighting the many colors / interpretations of the field.
>>>>
>>>> The CHAT community is unique among list serves exhibiting a comraderie
>>>> and respect other electronic conversations don't reflect. If each
>>>> person could highlight a piece of the puzzle related to their interest,
>>>> we'd have a fascinating mosaic from which we could co-construct
>>>> individual and perhaps, a collective vision. Besides, we don't want
>>> > Mike to go through life out of breath, experiencing his responsibilities
>>>> to the list serve like one of those slick TV wrestlers who heaves bodies
>>> > across the ring. As far as the cot and key are concerned, if there
>>>> are any opportunities to do post-doc work, please let me know!
>>>> Happy Friday,
>>>> Cathrene
>>>>
>>>>
>>>>
>>>> Mike Cole wrote:
>>>> > HUGE FONT FOR HUGE QUESTION!!!
>>>> > Now for the small print - read with care)
>>>> > (I volunteer to do this work on condition that members of xmca complete
>>>> two
>>>> > grant proposals required in next few weeks, prepare for,
>>>> > and teach my fall classes! I will provide a cot and key to LCHC to my
>>>> > substitute at UCSD during this time period. And when I am done,
>>>> > like the dragon's teeth that Jason stirred up looking for the golden
>>>> fleece,
>>>> > a thousand better informed colleagues will point out the
>>>> > total idiocy of my interpretation of history)
>>>> >
>>>> > Now, feeling all springy and cool after the passing fit of local hot
>>>> air, I
>>>> > will say that
>>>> > I think it would be most useful, if there is genuine interest in such
>>>> > historical excavation,
>>>> > exegesis, and exciting prospects, that it be (shhhhh) a collective
>>>> effort.
>>>> >
>>>> > There are books written on this topics, several chapters of books about
>>>> > which some members
>>>> > of xmca are presumably knowledgeable because their names are attached to
>>>> > them, as well as
>>>> > many papers written on this topic in many languages, and hot disputes
>>>> about
>>>> > this topic in several
>>>> > world capitals as we stare at our screens. There is even a lot to be
>>>> found
>>>> > by goggling on lchc.
>>>> >
>>>> > For the moment (I am about to join my family after a long day of work) I
>>>> > append a graphical genaeology (sp?) created by Arne Raeithel that may
>>>> > indicate some of the territory to be covered in a way some will find
>>>> useful.
>>>> > I have a few documents around the lab I can dig up that most will
>>>> > not know about that are relevant. But this topic, if people really want
> >>> to
>>>> > engage it, requires willingness of many to cooperate in a collaborative
>>>> > archeaology of ideas.
>>>> >
>>>> > Perhaps this would make an interesting general symposium at ISCAR next
>>>> year,
>>>> > if the organizers, wherever they are hiding, ever get around
>>>> > to making public their plans for that august occasion.
>>>> >
>>>> > mike
>>>> >
>>>> >
>>>> > On 9/6/07, Worthen, Helena Harlow
>>>><
>>>>hworthen@ad.uiuc.edu> wrote:
>>>> >
>>>> >> I second the request from Cathrene Connery and Donald James Cunningham
>>>> >> to hear from some who have tried how they (you) present CHAT. The
>>>> >> historical perspective (behaviorism, cognitive science, sociocultural
>>>> >> perspectives) seems like a necessary one. But what were the problems at
>>>> >> each point that pushed things onward?
>>>> >>
>>>> >> Helena
>>>> >>
>>>> >>
>>>> >> Helena Worthen
>>>> >> Clinical Associate Professor
>>>> >> Labor Education Program
>>>> >> Institute of Labor & Industrial Relations
> >>> >> 504 E. Armory, Room 227
>>>> >> Champaign, IL 61821
>>>> >> Phone: 217-244-4095
>>>> >> hworthen@uiuc.edu
>>>> >> -----Original Message-----
>>>> >> From:
>>>>xmca-bounces@weber.ucsd.edu
>>>>[mailto:
>>>>xmca-bounces@weber.ucsd.edu]
>> >> >> On Behalf Of Cathrene Connery
>>>> >> Sent: Thursday, September 06, 2007 5:59 PM
>>>> >> To: eXtended Mind, Culture, Activity
>>>> >> Subject: [xmca] The Evolution of CHAT
>>>> >>
>>>> >> Tony Whitson wrote:
>>>> >>
>>>> >>> Don,
>>>> >>>
>>>> >>> Sorry for the delay in responding to this -- but I think it's a useful
>>>> >>>
>>>> >>> question for discussion in this group.
>>>> >>>
>>>> >>> I want to respond quickly on another point before getting to your main
>>>> >>>
>>>> >>> question about teaching CHAT.
>>>> >>>
>>>> >>> First, you write:
>>>> >>>
>>>> >>>> I've taught the usual suspects (behaviorism,
>>>> >>>> Bandura, Piaget, cognitive information processing) for years and have
>>>> >>>>
>>>> >> a
>>>> >>
>>>> >>>> pretty good idea about them but would appreciate some help on CHAT.
>>>> >>>>
>>>> >>> Where I am, students have learned a story about how once upon a time
>>>> >>> the world was ruled by the behaviorists, but they've been vanquished
>>>> >>> by the (scientifically, pedagogically, politically, and morally)
>>>> >>> superior forces of Cognitive Science. They think that's where the
>>> > >>> story ends (as in the "End of History"
>>>celebrated since Daniel Bell in
>>>> >>>
>>>> >>> the early 60's, where history completes itself with the universal
>>> > >>> triumph of capitalism).
>>>> >>>
>>>> >>> I think it's important for students to learn about what's happening
>>>> >>> "beyond cognitivism." For me, this is not just a matter of theory or
>>>> >>> intellectual politics: My students just won't understand anything I'm
>>>> >>> saying or doing unless they understand that I'm addressing an ontology
>>>> >>>
>>>> >>> in which cognition cannot be understood except as it is embedded in
>>>> >>> the broader (not only cognitive) projects and processes of being and
>>>> >>> becoming. CHAT takes this stance against reductive cognitivism, and
>>>> >>> CHAT cannot be understood (IMHO) without recognizing this. I think
>>>> >>> Wenger & the Communities of Practice literature perhaps makes this
>>>> >>> point more directly and accessibly, although details have not been
>>>> >>> theorized as extensively as in CHAT. Curriculum theory -- my own home
>>>> >>> turf -- has always approached education as a matter of ontology, not
>>>> >>> merely cognition ( i.e., not just Knowing, but Being and Becoming).
>>>> >>>
>>>> >>> So, I would want to tell the story of behaviorist hegemony giving way
>>>> >>> to cognitivist hegemony, which in turn is being challenged by a turn
>>>> >>> to the broader perspective of social ontology. This is not to say that
>>>> >>>
>>>> >>> the reductivist ideology of cognitivISM is replaced by an ideology of
>>>> >>> postcognitivISM (see my post at
>>>>http://postcog.net ); Nor
>>>>is it a call
>>>> >>>
>>>> >>> for hegemonic "postcognitivism" in place of hegemonic cognitivism.
>>>> >>>
>>>> >>> One good source is Lave, Jean. "Teaching, as Learning, in Practice."
>>>> >>> Mind, Culture, and Activity 3, no. 3 (1996): 149-64.
> >>> >>> I think this particular point might come through more strongly in
>>>> >>> Lave, Jean. "Learning as Participation in Communities of Practice."
>>>> >>> Paper presented at the American Educational Research Association, San
>>>> >>> Francisco 1992.
>>>> >>> (This paper is now linked from
>>>>http://postcog.net/#Lave
>>>>. This is the
>>>> >>> paper Jean presented in the symposium that David Kirshner and I
>>>> >>> organized, which grew into our book _Situated Cognition_, although a
>>>> >>> different piece was used as her chapter in the book. The MCA article
>>>> >>> includes aspects of the AERA paper, although its scope is broader and
>>>> >>> the social ontology argument may be less central to the complete
>>>> >>> published article.)
>>>> >>>
>>>> >>> With regard to your main question, you write:
>>>> >>>
>>>> >>>> [I] was wondering if any of you would be
>>>> >>>> willing to share with me (and other XMCAers) how you present CHAT. I
> >>> >>>> mean, I don't think undergrads are going to be too interested in the
>>>> >>>> distinction between action and activity or working out the concept of
>>>> >>>> "object". Or am I wrong?
>> >> >>>>
>>>> >>> This could be a very interesting discussion for XMCA.
>>>> >>> As you suggest, for an undergrad Ed Psych class, it might be best to
>>>> >>> streamline CHAT a bit. However, I don't think the differentiation
>>>> >>> among the three levels of activity, action, and operations is
>>>> >>> dispensable. I think it's necessary to see activities and activity
>>>> >>> systems emerging on a social/cultural level beyond consciously
>>>> >>> goal-oriented action, and to see the role of routinized operational
>>>> >>> activity that does not require conscious attention.
>>>> >>>
>>>> >>> It would be helpful to develop introductory approaches for this
>>>> >>> audience. Starting points could include the resources at
>>>> >>>
>>>>http://www.edu.helsinki.fi/activity/pages/chatanddwr/
>>>> >>> and
>>>> >>> Roth, Wolff-Michael, and Yew-Jin Lee. ""Vygotsky's Neglected Legacy":
>>>> >>> Cultural-Historical Activity Theory." Review of Educational Research
>>>> >>> 77, no. 2 (2007): 186-232.
>>>> >>> as well as
>>>> >>> pp. 27-47 in Spinuzzi, Clay. Tracing Genres through Organizations: A
>>>> >>> Sociocultural Approach to Information Design. Cambridge, Mass.: MIT
>>>> >>> Press, 2003.
>>>> >>> and
>>>> >>> pp. 29-72 ("Activity Theory in a Nutshell") in Kaptelinin, Victor, and
>>>> >>>
>>>> >>> Bonnie A. Nardi. Acting with Technology: Activity Theory and
>>> > >>> Interaction Design. Cambridge, Mass.: MIT Press, 2006.
>>>> >>>
>>>> >>> On Wed, 29 Aug 2007, Cunningham, Donald James wrote:
>>> > >>>
>>>> >>>
>>>> >>>> And in a week or so, I will begin teaching an undergraduate class in
>>>> >>>> "Educational Psychology" for future teachers. It has been a few years
>>>> >>>> since I taught such a class and was wondering if any of you would be
>>>> >>>> willing to share with me (and other XMCAers) how you present CHAT. I
>>>> >>>> mean, I don't think undergrads are going to be too interested in the
>>>> >>>> distinction between action and activity or working out the concept of
>>>> >>>> "object". Or am I wrong? I've taught the usual suspects (behaviorism,
>>>> >>>> Bandura, Piaget, cognitive information processing) for years and have
>>>> >>>>
>>>> >> a
>>>> >>
>>>> >>>> pretty good idea about them but would appreciate some help on CHAT.
>>>> >>>>
>>>> >>>>
>>>> >>>>
>>>> >>>> Don Cunningham
>>>> >>>> Indiana University
>>>> >>>>
>>>> >>>> Ancora Imparo!
>>>> >>>>
>>>> >>>>
>>>> >>>> -----Original Message-----
>>>> >>>> From: xmca-bounces@weber.ucsd.edu
>>>> >>>>
>>>> >>
>>>>[mailto:xmca-bounces@weber.ucsd.edu]
>>>> >>
>>>> >>>> On Behalf Of Mike Cole
>>>> >>>> Sent: Wednesday, August 29, 2007 6:13 PM
>>>> >>>> To: eXtended Mind, Culture, Activity
>>>> >>>> Subject: [xmca] mediational theories of mind: Suggestions requested
>>>> >>>>
>>>> >>>> Dear Xmca-ites---
>>>> >>>>
>>>> >>>> Toward the end of the month I will begin teaching a grad course on
>>>> >>>> mediational theories of mind.
>>>> >>>> I would love suggestions for interesting readings.
>>>> >>>> We will be looking in a sort of "mcLuhanesque" way at the affordances
> >>> >>>>
>>>> >> of
>>>> >>
>>>> >>>> different kinds of mediators
>>>> >>>> in human action/activity/mind.
>>>> >>>>
>>>> >>>> So, language and thought
>>>> >>>> writing
>>>> >>>> film
>>>> >>>> music
>>>> >>>> tv
>>>> >>>> rituals
>>>> >>>> games
>>>> >>>> .........
>>>> >>>>
>>>> >>>> Starting with early 20th century writers of general familiarity to
>>>> >>>> members
>>>> >>>> of this list, I have been thinking about including
>>>> >>>> such works as Cszikentmihalyi, "meaning of things," Turkle's recent
>>>> >>>> "evocative objects," and perhaps something on mediated
>>>> >>>> behavior in large groups such as "the wisdom of crowds."
>>>> >>>>
>>>> >>>> Any and all suggestions warmly welcomed. So much going on its hard to
>>>> >>>> even
>>>> >>>> think about how to begin to think about this
>>>> >>>> upcoming fall!!
>>>> >>>>
>>>> >>>> mike
>>>> >>>> _______________________________________________
>>>> >>>> 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
>>>> >>>>
>>>> >>>>
>>>> >>> 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)
>>>> >>> _______________________________________________
>>>> >>> xmca mailing list
>>>> >>> xmca@weber.ucsd.edu
>>>> >>>
>>>>http://dss.ucsd.edu/mailman/listinfo/xmca
>>>> >>>
>>>> >> Hi everyone:
>>>> >> Tony's eloquent characterization of "behaviorist hegemony giving way to
>>>> >> cognitivist hegemony, which in turn is being challenged by a turn to
>>>> the
>>>> >>
>>>> >> broader perspective of social ontology" is well put. How CHAT is being
>>>> >> presented to the rugged individualists (albeit mythological entities)
>>>> in
>>>> >>
>>>> >> our teacher ed programs is of interest to me as well. It would further
>>>> >> be helpful for CHAT neophytes like myself to hear how those of you who
>>>> >> have shaped CHAT view how the domain has genetically evolved and, in
>>>> >> some cases, splintered (i.e. the differences between sociocultural
>>>> >> theory vs. activity theory). Thanks for engaging in an interesting
>>>> >> discussion. I realize this topic has already been hashed out on-line
>>>> >> previously, but it was Lev that said we only truly know something when
>>>> >> we view it in motion.
>>>> >> Cathrene
>>>> >>
>>>> >> --
>>>> >> Dr. M. Cathrene Connery
>>>> >> Assistant Professor of Education
>>> > >> 607.274.7382
>>>> >> Ithaca College
>>>> >>
>>>> >> _______________________________________________
>>>> >> 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
>>>> >>
>>>> >>
>>>> >>
>>>> >>
>>>> ------------------------------------------------------------------------
>>>> >>
>>>> >>
>>>> ------------------------------------------------------------------------
>>>> >>
>>>> >> _______________________________________________
>>>> >> xmca mailing list
>>>> >> xmca@weber.ucsd.edu
>>>> >>
>>>>http://dss.ucsd.edu/mailman/listinfo/xmca
>>>> >>
>>>>
>>>>
>>>> --
>>>> Dr. M. Cathrene Connery
>>>> Assistant Professor of Education
>>>> 607.274.7382
>>>> Ithaca College
>>>>
>>>>
>>>_______________________________________________
>>>xmca mailing list
>>>xmca@weber.ucsd.edu
>>>http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>>
>>--
>>
>>
>>Olga A. Vasquez
>>Department of Communication
>>UCSD
>>9500 Gilman Drive
>>La Jolla, CA 92093
>>(858) 534-6284
>
>
>--
>
>Olga A. Vásquez
>Associate Professor
>Department of Communication
>University of California, San Diego
>La Jolla, CA 92093-0503
>
>(858)-534-6284
>_______________________________________________
>xmca mailing list
>xmca@weber.ucsd.edu
>http://dss.ucsd.edu/mailman/listinfo/xmca
>
>
> Flickr agora em português. Você clica, todo mundo vê. Saiba mais.
>_______________________________________________
>xmca mailing list
>xmca@weber.ucsd.edu
>http://dss.ucsd.edu/mailman/listinfo/xmca

-- 
Olga A. Vásquez
Associate Professor
Department of Communication
University of California, San Diego
La Jolla, CA 92093-0503
(858)-534-6284
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