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Re: [xmca] AERA Updates

Any news on where the video of the session "Play across the LIfespan..."
(sorry I've forgotten the title of the panel) is posted?

larry, I very much appreciate your post on form and play. i have a lot to
say but no time to say it. Hopefully sometime soon.

On Tue, Apr 17, 2012 at 7:08 AM, Larry Purss <lpscholar2@gmail.com> wrote:

> 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
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> >
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Gregory A. Thompson, Ph.D.
Sanford I. Berman Post-Doctoral Scholar
Laboratory of Comparative Human Cognition
Department of Communication
University of California, San Diego
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