Re: [xmca] AERA Updates

[Larry Purss <lpscholar2@gmail.com>]

Hi Emily and all the wonderful folks that gathered together to play
yesterday.

It was a wonderful inspiring and thought provoking evening last night.
There is a slightly different quality  to be meeting everyone in  real
space/place :-}
I would like to share Lois' reflections that she offered last night and
invite other to come out and play.

Lois was describing her experience of attending a TED conference and her
impression that scientists with their *objects* seemed to be having so much
more fun with their FORM of play and she invited us to reflect on why this
was so?  She also expressed a hope that we could learn to play like the
scientists who were obviously having such fun.
This offering of Lois to us went with a reflection that play extended
beyond epistemology and was an ontological expression of being/becoming.

[Lois, as I write I'm questioning if I should be addressing you personally
or addressing *us* ]

This question of who to address leads me  to further reflections on the
interplay of play and form.  Merleau-Ponty wrote,

"It is certainly right to condemn formalism, but it is usually forgotten
that its error is not that it esteems form too much, but that it esteems it
so little that it DETACHES it from MEANING"

I want to reply to Lois question with my reflections on the various forms
of play discussed yesterday. There was the experiential play where we
improvised and held each others hands [left hand connecting, then right
hand connecting, then releasing left hand to connect to a third person,
then releasing right hand to connect to a forth person *in* a flow-form
structure of improvisation.

Another form of pretend play was described that may  extend over 3 days in
the kindergarten class and persons occupy and maintain their pretend roles
over this time scale. This is clearly a *type* of play but there is no
laughter and the children stay *in* form.

We also explored the *form* of play called science where *form* facilitates
the formation of *traditions* that extend over expanses of sociohistorical
time.  Lois impression of this *form* of lay seems to generate so much fun.
Vygotsky suggests this form of play leads to higher mental functions.

My question, to extend THIS *form* of play, [play as conversation] is to
ask the rhetorical question,
Do each of us have preferred *forms* of play, from improvisations [
immediate temporal flow-form ], through imaginal dramatic play, and
extending to more rule BOUND temporal formations [traditions]. Are each of
us prejudiced to privilege as deeply meaningful different forms of PLAY?

Also do persons privilege different yearnings [passions] for more or less
porous and permeable flow forms  between  various *types* of  formations
[noun]  *formings* verb.

PLAY seems to be a concept with depths of *overflowing* meaning that can be
*unveiled*. THIS hermeneutical *way* of understanding IS a form of play.

Larry


Larry



On Mon, Apr 16, 2012 at 4:51 PM, Duvall, Emily <emily@uidaho.edu> wrote:

> A very exciting session this afternoon!
> From an organizational perspective, we were able to have our last minute
> discussant volunteer Skype in and give riveting commentary on three very
> different papers. Thank you so much, Mike Cole, for taking on the role of
> discussant in the CHR SIG session, Perceiving Affordances in Activity
> Systems. And thank you to my very talented graduate student, Monica Hansen,
> for facilitating the technology and Jennifer Vadeboncoeur for bringing her
> speakers! Tony Perone, the chair of the session, and I - as well as others
> - really see this as a beginning point for the use of technology in order
> to bring AERA and our larger community together in the future.
> Meanwhile, Monica will be working on videotaping the business meeting and
> we'll see what we can put together for you all.
> Back to the session, from a spectator perspective, it was quite exciting
> to listen to three fairly diverse papers:
> - activity settings as contexts for motivation: revealing goal structures
> as dilemmas within and between activities by Seaman, Rheingold, & Middleton
> - replacing the US -Dakota war hanging monument: a study in red pedagogy
> by Lybeck
> - triadic zones of proximal development in the perpetuation of advantage:
> schooling the social classes by PAnofsky & Vadeboncoeur
>
> And then have Mike really dive into the works from a variety of
> perspectives. Generously examining  each through the theoretical frames,
> the content of the studies (I, too, wondered what happened to Michael in
> the first paper!), and offering clear suggestions for future work was a
> real joy and a privilege to listen to.
>
> One thing I would have liked to talk about, once I found my voice about 30
> minutes later, was mediation. I would have liked to examine the studies
> through form and function of mediation.
>
> Great session all - thank you!
> And don't forget to register as a reviewer and begin to prepare you sub
> issuing for 2013 in San Fran.
>
> Emily Duvall, PhD
> CHR SIG Co - Program Chair
> University of Idaho
> Sent from my iPad
> __________________________________________
> _____
> 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