Re: [xmca] Fwd: TCRecord: Dewey, Aesthetics, Motivation, and Educative Experiences

[Mike Cole <lchcmike@gmail.com>]

Agreed. There is interesting new paper that Monica has written about how all
of later Vygotsky comes from his psychology of art and theory of
aesthetics!!
Ask her next time you are sitting next to her.
mike

On Mon, Jan 26, 2009 at 7:44 AM, Matt Brown <mjb001@ucsd.edu> wrote:

> Fascinating stuff, Mike.  You know how important I think Dewey's Art
> as Experience, and I appreciate the connections the author makes to
> people like Vygotsky.  I wonder, though, if this article isn't going
> too far to aestheticize Dewey.
>
> Wong brings up many important passages about the role of receptivity
> in aesthetic experience, the importance of experiences which are
> "undergone" or "had" rather than "thought" or "controlled."  But all
> these passages about aesthetic experience and insight ought to be
> balanced with a discussion of inquiry, which is an important
> coordinating concept for Dewey.  This is where the "control" comes in
> for Dewey, and I'm surprised to see a discussion of educative
> experience with no mention of the inquiry side of it.
>
> On Fri, Jan 23, 2009 at 1:45 PM, Mike Cole <lchcmike@gmail.com> wrote:
> > looks VERY relevant to recent xmca discussions.
> > mike
> >
> > ---------- Forwarded message ----------
> > From: Teachers College Record <noreply@tcrecord.org>
> > Date: Fri, Jan 23, 2009 at 10:12 AM
> > Subject: TCRecord: Dewey, Aesthetics, Motivation, and Educative
> Experiences
> > To: mcole@ucsd.edu
> >
> >
> >    [image: Title]
> >  [image: Subscribe Today] <http://www.tcrecord.org/Subscriptions.asp>
> >   [image: transparent 13]
> >    Freely-Available This Week
> > Articles
> >  Beyond Control and Rationality: Dewey, Aesthetics, Motivation, and
> > Educative Experiences <
> http://www.tcrecord.org/Content.asp?ContentID=12740>
> > by David Wong
> >  Contemporary perspectives in psychology and education often characterize
> > ideal students as rational and in control of their thinking and actions.
> > However, deeply engaging, educative experiences are all but impossible
> > unless there is also activity in the realm of the non-rational and the
> > "opposite of control."
> >
> >  Narrative Inquiries of Geographically Close Schools: Stories Given,
> Lived,
> > and Told <http://www.tcrecord.org/Content.asp?ContentID=12739>
> > by Cheryl J. Craig
> >  Using the "story constellations" version of narrative inquiry, I tell of
> > two schools-Cochrane Academy and Hardy Academy-that evolved from a shared
> > social narrative history and that were given stories of school and
> stories
> > of reform that had many features in common.
> >
> >
> >  Book Reviews
> >  Disrupting Class: How Disruptive Innovation Will Change the Way the
> World
> > Learns <http://www.tcrecord.org/Content.asp?ContentID=15485>
> >  by Clayton M. Christensen, Michael B. Horn, and Curtis W. Johnson
> > reviewed by Gary Natriello
> >  ------------------------------
> >  Americans All: The Cultural Gifts
> > Movement<http://www.tcrecord.org/Content.asp?ContentID=15468>
> >  by Diana Selig
> > reviewed by Robert C. Bannister
> > ------------------------------
> >  Augustine and Liberal
> > Education<http://www.tcrecord.org/Content.asp?ContentID=15481>
> >  by Kim Paffenroth and Kevin L. Hughes (Eds.)
> > reviewed by Daniel Hendrickson
> > ------------------------------
> >  Transforming Education for
> > Peace<http://www.tcrecord.org/Content.asp?ContentID=15480>
> >  by Jing Lin, Edward J. Brantmeier, and Christina Bruhn (Eds.)
> > reviewed by Claire Bischoff
> >  After Ed This Week <http://www.tcrecord.org>
> >
> >
> > Look for AfterEd <http://aftered.tv/>'s report on Secretary of Education
> > Arne Duncan.
> >
> >
> >  Commentaries
> >  The SAT Optional
> > Difference<http://www.tcrecord.org/Content.asp?ContentID=15432>
> > by Laurence Bunin
> > America's institutions of higher education are on the leading edge of
> > forging the next generation of professionals who will compete in a world
> > unlike that of our parents. The students of today will be competing on a
> > global stage that demands rigor of thought, creativity and performance.
> In
> > order for them to succeed, we must maintain high educational standards
> and
> > give students every opportunity to demonstrate their potential. Colleges
> and
> > universities need every tool at their disposal in order to meet these
> > challenges, and the SAT has a clear role to play in this effort.
> >  College Admissions Tests: Destructive Icons or Useful
> > Tools?<http://www.tcrecord.org/Content.asp?ContentID=15431>
> > by Philip Ballinger
> > This commentary seeks to frame the current debate about the use and
> misuses
> > of undergraduate college admissions tests -- particularly the SAT and
> ACT.
> > The author was a member of the National Association for College Admission
> > Counseling's *Commission on the Use of Standardized Tests in
> Undergraduate
> > Admissions*. In the commentary, the author presents some of the primary
> > concerns of the Commission using the guiding images of 'icon' and 'tool'.
> > The author gives some examples of test-use practices underlying the
> > Commission's concerns as well as some of its responsive recommendations.
> > Finally, the author states continuing support for the use of these tests
> at
> > some institutions only if their original and essential nature as tools
> can
> > be restored.
> >  Call for Proposals - NSSE Yearbooks to Join
> > TCR<http://www.tcrecord.org/Content.asp?ContentID=15422>by
> > Gary Natriello
> > The editors of TCR announce a call for proposals for future volumes of
> the
> > NSSE Yearbooks.
> >
> >
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>
>
> --
> Matthew J. Brown -- Philosophy Ph.D. Student, UC, San Diego
> USPS: 9500 Gilman Dr #0119, La Jolla CA 92093-0119
> Web: http://thehangedman.com/philosophy -=- Email: mattbrown@ucsd.edu
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