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Re: [xmca] AERA Updates

Thanks, Larry  - it was great to meet and put a face to a name! I'm digging through all the email now and, briefly, I just wanted to call attention to play as in the way play ' plays ' us... Gadamer talks about this in Truth and Method, noting that  when we engage in in play, play can overtake and seem to become something more that the participants. I was able to have a quick chat with Tony Perone on this after the meeting. A very fun and provocative session!

Emily Duvall, PhD
University of Idaho
Sent from my iPad

On 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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