[xmca] different worlds

[ERIC.RAMBERG@spps.org]

Hey Mike:

Your comment at the end about middle class values meeting the reality of 
the "poor" (I hate that word, don't know another one to describe the 
population you are mentioning and I am thinking of because indeed they do 
have a great deal more then a teenager living in Mogadishu) made me think 
of a lesson plan I did yesterday.  Students are given a list of 35 
personality traits to assess themselves.  I use it as a tool to talk about 
how these traits can be seen as being a good thing if it is done with 
confidence, a bad thing if it is done aggressively or arrogantly, etc. The 
point is one of the the students wanted me to talk about the item listed 
as "a good friend".  He wanted to know if I viewed myself as a good 
friend. I said something like, "I have a pickup and seeing as not 
everybody has a pickup sometimes my friends will ask me to haul things and 
that if I am available I will do so."  He responded with, "That isn't 
being a good friend, that's being friendly (another item on the list)."  I 
thought for a second and asked the student's to tell me what they viewed a 
good friend to be.  "Being there no matter what,"  Is what I heard from 
them.  Even to the point of not going to a job if a friend called and 
needed help.  They did not want to think that the other person was not 
being a good friend for asking them to miss work but rather held loyalty 
to their friends as the value to hold.  Having worked in St. Paul for 
numerous years I have of course come across this before but it really hit 
home again what being "poor" provides as a culture for valuing 
relationships. 

Or, is it more a reflection of the age and level of development the 16 and 
17 year olds are at?

Of course this doesn't really have anything to do with interdisciplinary 
or transdisciplinary but I believe it is an example of praxis being the 
grand domain of insight.

eric





Mike Cole <lchcmike@gmail.com>
Sent by: xmca-bounces@weber.ucsd.edu
05/11/2009 11:09 PM
Please respond to mcole; Please respond to "eXtended Mind, Culture, 
Activity"

 
        To:     David Kellogg <vaughndogblack@yahoo.com>
        cc:     Culture ActivityeXtended Mind <xmca@weber.ucsd.edu>
        Subject:        Re: [xmca] Friesen Article


Darn.
My experience with "interdisciplinary" has been so different than yours,
David, it might even be enough of the opposite to motivate my search for
some other formulation, like transdisciplinary without evoking fears of a
coercive Foulcaudian master discipline. Seems like any route we search end
leads to oxen and their
droppings. :-(

I started out an experimental psychologist for whom rats and sophomores 
were
simply different kinds of the same sorts of "subjects" who one studied for
convenience sake, depending upon particulars of how to get at the common
underlying "psychological processes."  Istumled into and out of Moscow
barely understanding what I was doing. Was sent to Liberia with about the
same depth of understanding. Spent decades trying to sort it out and piece
it together and ended up helping start a "communication department" (no s 
at
the end).
Communication HAD to claim to be discipline to become a department with a
grad program or had to disappear and that would have stranded me back in a
psychology who thought that culture was only the "glove that goes on the
hand." (Lovely metaphor from Gessell). But i could no longer swallow that
and had come to believe that cultural mediation is central to human
behavior.  I was FORCED to create a DISCIPLINARY
department of Communication or flee into somewhere else and it would be no
better.  And Communication, I fully believed was not a discipline and was
not about to become one I could sign on to. It had to be created.

So what happens? We get hailed as this neat interdisciplinary department.
And what does that mean? Incommensurate data, no way to say that someone
said something actually wrong, not just some other
discipline's way of looking at things. What things? Ohn, most any would 
do,
so long as it could be related,
post hoc mostly, to communication.

When people do anthro and psych as interdisciplinry we get a new way to do
positivist cause effect science for subjects and objects who have the
misfortune of contributing to their own histories, thus screwing the
interdisciplinary logic of their combination.

Or we get a department of communication which aclaims its
interdisciplinarity. Cites Bakhtin, Foucault,
Bourdieu, inter alia, and the oxen of anyone with a yearning to gore or be
gored.

Tis a puzzle.

My students are struggling with these issues in one class, and trying to
come to grips with their lives as
middle class college students who spend two afternoons a week with kids 
who
havnt enough to eat, parents only partly there or in prison or on welfare 
to
work, or......  All those paradoxes to and moral conundrums to
work out.

And hoping that its true there is nothing so practical as a good theory, 
so
they actually start searching for and evaluating candidates for such
theory(s).

And all we have jointly is this thin and tangled medium.

So it goes.

mike

Ps-- If you could help me out with the technology quesion I would 
appreciate
it.






On Mon, May 11, 2009 at 4:05 PM, David Kellogg 
<vaughndogblack@yahoo.com>wrote:

>   Since CHAT is an open house, I'm going to offer an extended cautionary
> tale for discursive psychology from my own bailliwick, applied 
linguistics.
> H.G. Widdowson, who practically founded our field, pointed out that 
there is
> a basic contradiction in the claim that applied linguistics (or 
cognitive
> science or chat) is "interdisciplinary".
>
> The contradiction is this: on the one hand, we claim to be a discipilne 
in
> our own right, with our own mediating relations between theory on the 
one
> hand and praxis on the other. On the other hand, we claim to exist
> "interdisciplinarily", in the interstices between disciplines, by virtue 
of
> THEIR mediating relations between theory on the one hand and a praxis 
which
> is actually alien to our own.
>
> I think matters are not helped when we replace the word 
"interdisciplinary"
> with "transdisciplinary". That involves a claim to some kind of
> metadiscipline; terribly good for our sense of self-importance, but
> disastrous for our relationship with our own praxis. In applied 
linguistics,
> this inflation of the discipline from a technological bull frog to an
> interdisciplinary ox meant that we ended up replacing applied 
linguistics
> (that is, the solution of real problems in the real world where 
language, if
> not linguistics, is a real and central concern) with something that 
looked a
> little more like linguistics applied (that is, now that we've got this 
keen
> body of theory let's figure out what it's good for).
>
> At conferences it became very easy to tell the dwindling groups 
bullfrogs
> from the exploding groups of oxen. Bullfrogs were always reading, and 
oxen
> were always writing. Bullfrogs tended to hang out with teachers and even
> students, while oxen travelled in herds, mooing to each other in various
> incomprehensible postmodern dialects.
>
> Concretely, it was even easier. The bullfrogs were STILL interested in
> language teaching, even though a lot of our student base was taken over 
by
> something called TESOL and enrollments were plunging. The oxen became
> interested in a kind of literary critical discourse applied to the 
ordinary
> language of (notably prestigious) fields like medicine and law and
> advertising. After all, if texts are texts and discourses are discourses
> (and maybe texts are discourses too) then there is no reason we can't 
apply
> the lit crit techniques of Kristeva and Barthes and why not Bakhtin to 
the
> discourses overheard in surgeries, courtrooms, and the texts in glossy
> magazines.
>
> It was sexy, but ultimately sterile as far as practical discoveries of 
new
> modes of problem solving went; a lot of the systemic functional analyses
> (and also the discursive psychological analyses) pretty much discovered 
what
> we already knew was there (e.g. that South African newspapers under
> apartheid tended to cover events in the townships from the white point 
of
> view rather than the black one) and it even ignored stuff that we didn't
> know was there (e.g. that the same newspapers had some clear indications
> that white jounalists were getting fed up with the crap they were 
writing).
>
> There were also groups of oxen which went into computers and corpus
> linguistics. But here the "linguistics applied" problem was even worse,
> because computer corpora were full of native speakers and finished
> linguistic products, and this tended to neglect exactly the kinds of
> problems we should have been attending (the kinds of problems that Alex
> Kozulin's article in the latest MCA tackles). Having cut their ties with
> praxis by becoming "interdisciplinary" the oxen invariably tended 
towards
> what was easy to study, uninteresting, and irrelevant.
>
> That's why I worry a little about little words like "resource" as 
opposed
> to "tool". I know that "tool" has a distinctly early twentieth century
> sound; it belongs to a better time, when the future seemed somehow
> malleable, if only we had the right implements. I know that "resource"
> sounds a lot more twenty-first century; it sounds more suited to a time 
when
> things are scarce and precious and need to be valued without being used, 
and
> it seems more important to remind ourselves of the "embodiment" of
> communication than its instrumentality, its sign and tool using quality.
> These are evil times, and it is hard to trust in the artifacts of
> sociocultural progress; at times like these, as Volosinov says, 
academics
> shake their heads and repeat that man is only an animal.
>
> But the students I will teach in about half an hour will graduate next
> year, and then they will teach eight and nine year old children. Some of
> them, perhaps most of them, will live to see the twenty-second century. 
So I
> still think, rather stubbornly and sometimes even stupidly, that we had 
it
> right the first time; in the long run, the future must be malleable if 
only
> we have the right tools and if only we stick to the right problems! 
After
> all, that's how we got this far.
>
> David Kellogg
> Seoul National University of Education
>
>
> --- On *Sun, 5/10/09, Mike Cole <lchcmike@gmail.com>* wrote:
>
>
> From: Mike Cole <lchcmike@gmail.com>
> Subject: Re: [xmca] Friesen Article
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Cc: "David Middleton" <D.J.Middleton@lboro.ac.uk>
> Date: Sunday, May 10, 2009, 6:27 PM
>
> David--
>
> Thanks for getting us directly connected with this article.
> I have a question, the answer to which is presupposed in your term,
> technology. One of the aspects of the study of communication as I
> experience
> from a department so named is that technology is a term that applies 
almost
> exclusively to electronically powered digital devices.... by my
> *colleagues*,
> who also treat "media" as a singular noun and a "cause" in the positive
> sense of "the media are responsible for the degeneration of our moral
> order."
>
> Put aside my parochial question about media and focus on technology. 
What
> is
> a technology? I trace my own, vague understandings to the idea
> of technea in ancient Greece where teoria referred to the audience at a
> dramatic performance. I am guessing you have thought about this a lot.
> Can you help me out here? I think it is relevant to the article because 
of
> the everyday interpretation of "educational technology" .
>
> I hope that someone knows how to reach Norm Friesen so that he can join 
the
> discussion. I think that discursive psychology is an important 
intellectual
> enterprise and would like to understand its relationship to the issues 
we
> are used to discussing.
> mike
>
> On Sun, May 10, 2009 at 4:37 PM, David Kellogg 
<vaughndogblack@yahoo.com<http://us.mc01g.mail.yahoo.com/mc/compose?to=vaughndogblack@yahoo.com>
> >wrote:
>
> > Yes, xmca is a bit of a three ring circus: when there isn't a tiger 
loose
> > on the other thread, then he's either backstage--or prowling the
> audience.
> > I've got some non-rhetorical and non-display questions about the 
Friesen
> > article:
> >
> > a) My first question has to do with "interdisciplinarity", a recent
> thread
> > that snapped befoer it could get as far as "Discursive Psychology and
> > Educational Technology". In applied linguistics we used to think we 
were
> > inter-trans-disciplinary: we thought we were language teaching plus 
any
> > discipline you need to make language teaching more fun, effective,
> > affordable, useful. Then we discovered that we were really just a
> > TECHNOLOGY. It's not the same thing. For one thing, being a technology 
is
> > more fun, effective, affordable, and useful. For another, it's not 
nearly
> as
> > prestigious, which means good riddance to an enormous amount of 
careerist
> > baggage. Isn't "cognitive science" (and even CHAT) just in the process 
of
> > discovering the same thing?
> >
> > b) My second question concerns p. 133, where Friesen has this to say:
> > "Discursive psychology does not understand (?) discourse or 
conversation
> in
> > terms of communication in its conventional technologized (??) meaning 
as
> the
> > transmission of information; instead, it understands discourse above 
all
> > (as?) a kind of activity--a type of action or work through which the
> social
> > field of interaction itself is constituted". I can think of a lot of 
ways
> in
> > which you could transmit information without "action" or "work" or 
even a
> > social field of interaction (involuntary signals). I can't think of a
> single
> > way in which you could constitute a social field of interaction 
without
> > transmitting information. So am I to conclude that discursive 
psychology
> is
> > a narrower notion than the convental technologized one?
> >
> > c) My third question has to do with a sentence later in teh same
> paragraph
> > that goes like this: (...Mind, computer, and other terms and 
categories
> > woudl emerge from this type of analysis not so much as causes or tools 
to
> > produce certain results but as rhetorical and interactional resources
> > for discursive, social action." To me this suggests that they are not
> tools
> > but only potential tools. Given that I am a proud technologist with no
> > pretensions to interdisciplinarity, why is that a step forward? It 
looks
> > like a giant leap backwards from where I am standing.
> >
> > d) Finally, I wonder about the whole exercise of analyzing a tidbit of
> > interaction between a human and a chatbot for evidence that the human 
is
> > responding to the chatbot as we humans are supposed to, that is, as a
> more
> > or less successful performance of a perverse kind of role play. The
> > particular role play that chatbots are supposed to enact is NOT, 
however,
> > a machine pretending to be human, but rather a human pretending to 
treat
> a
> > machine as a human. Isn't the missing precondition for real (as 
opposed
> to
> > potential) social action the ASSUMPTION that the other person has a
> genuine
> > intention to interact?
> >
> > David Kellogg
> > Seoul National University of Education
> >
> >
> >
> >
> >
> >
> > _______________________________________________
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> >
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