[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
Re: [xmca] Soft Power and Collective Sense Making
mike,
Thanks for keeping me on track.
I will rephrase my question by turning to page 160 of Spicer's article
where he is exploring "codeveloping through tracking".
The metaphor which is used describes *supporting moves* as "mortar for the
metaphorical bricks that each of the senior teachers is laying down as they
try to sort out a mutually agreeable stance".
As I read this section I noticed how central to the mortar process is
"handing over one's authority".
My question while reading this section of the article is if this process of
handing over one's authority AS mortar is a type of "disposition" or
character formation which develops AS a moral or ethical stance within the
world??
larry
On Sun, May 12, 2013 at 6:18 PM, Martin John Packer <mpacker@uniandes.edu.co
> wrote:
> I have questions on reading just the introduction to the article, too. I
> suppose my assumption whenever an "opposition" is being "wrestled with" is
> to think that it's a dialectical tension more than a contradiction. To the
> extent that tool-mediated activity involves sign-mediated communication,
> the two would seem to be sides of a coin.
>
> Then I'm a bit puzzled by the treatment of power. On first reading, it
> seems that power exerts only negative effects: it legitimizes motives, it
> sustains enduring patterns, rather than permitting change or making it
> possible. Then it turns out that only "hard power" is guilty of this. Soft
> power is kind and gentle. But if power is not an entity that people hold,
> how does "hard power," which we're told is hierarchical, operate? I mean,
> if it can't be held, what keeps its distribution hierarchical?
>
> Reading on...
>
> Martin
>
> On May 12, 2013, at 8:20 AM, mike cole <lchcmike@gmail.com> wrote:
>
> > Larry et al--
> >
> > Instead of immediately moving to an article I suggested be considered in
> > addition to, complementary to, the EddySpicer paper,
> > could we start with the first question I asked. Here is how it went:
> >
> >
> > First, I was intrigued by your assertion that "Post-Vygotskian theorists
> > have long wrestled with the apparent
> > opposition between the sign-mediated nature of collective meanting
> > making.... and a focus on the object-oriented
> > activity and practical action in cultural-historical perspectives. (my
> > emphasis)".
> >
> > Whose apparent? Who are the people who study sign mediation or
> > cultural-historical processes with this opposition?
> >
> > The question of values is in both, of course, and I am happy to get with
> > it. But the Eddy Spicer article starts
> > with the issue in red above. It is my fault for even whispering another
> > article, and its very generous of Andy
> > to post the article I was referring to, but I actually wanted to discuss
> > THIS article for discussion.
> >
> > Happy Mothers day from foggy so california.
> > mike
> > On Sun, May 12, 2013 at 12:59 AM, Jack Whitehead <
> jack@actionresearch.net>wrote:
> >
> >> Dear Larry (and all), I work and research with the assumption that
> values
> >> are central for a good life. I also closely relate to the extract from
> the
> >> article:
> >>
> >>> "A diversity of traditions and values for a good life is central for
> >> outlining a cultural-historical approach to development and important
> for
> >> the conceptualization of children's development THROUGH their
> participation
> >> IN a variety of institutional
> >>> practices".
> >>
> >> I share Mariane's understanding that locating contrasting values of the
> >> good life is a central key question for cultural historical theory of
> >> children development (as a general question).
> >>
> >> I also like the focus on contrasting values influencing, rather that
> >> constituting, a preschool child's activity and social situation of
> >> development as well as creating crises in the child's social situation.
> >>
> >> My questions tend to focus on the particular as well as the general in
> >> exploring my interest in developing valid explanations for the
> educational
> >> influences of individuals in their own learning, in the learning of
> others
> >> and in the learning of the social formations in which we live, work and
> >> research. I'm curious about relationships between a cultural-historical
> >> approach to development and such valid explanations of the educational
> >> influences of individuals. Can anyone point me to such an
> explanation(s)?
> >>
> >>
> >>
> >> On 12 May 2013, at 07:30, Larry Purss wrote:
> >>
> >>> Mike, you have paused to hear others questions.
> >>>
> >>> I would like to ask how central to development are "values for a good
> >> life?"
> >>>
> >>> I extracted this phrase from Mariane Hedegaard's article which you
> >>> reference. On page 66 she writes, "A diversity of traditions and values
> >> for
> >>> a good life is central for outlining a cultural-historical approach to
> >>> development and important for the conceptualization of children's
> >>> development THROUGH their participation IN a variety of institutional
> >>> practices".
> >>>
> >>> Do others share Mariane's understanding that locating contrasting
> values
> >>> of the good life is a central key question for cultural historical
> theory
> >>> of child development? [as a general question].
> >>>
> >>> Different practice TRADITIONS with different demands and expectations
> >> seen
> >>> AS different understandings of "values of the good life". These
> >> contrasting
> >>> values INFLUENCE [not constitute] a preschool child's activity and
> social
> >>> situation of development as well as create crisis in the child's social
> >>> situation.
> >>>
> >>> I will now pause and wait to hear others questions.
> >>>
> >>> Larry
> >>
> >>
> >> Love Jack.
> >> -----------------------------------------------------------------
> >> When Martin Dobson, a colleague, died in 2002 the last thing he said to
> me
> >> was 'Give my Love to the Department'. In the 20 years I'd worked with
> >> Martin it was his loving warmth of humanity that I recall with great
> life
> >> affirming pleasure and I'm hoping that in Love Jack we can share this
> >> value of common humanity.
> >>
> >> Jack Whitehead , Adjunct Professor, Liverpool Hope University, UK.
> >>
> >> Visiting Professor at the University of Cumbria
> >>
> >> Life-time member of OMNIBUS (All Bath University Staff).
> >>
> >> Secretary of Bath and West Co-operative Party.
> >>
> >> web-site http://www.actionresearch.net with email address.
> >>
> >>
> >>
> >> __________________________________________
> >> _____
> >> 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
> >
>
>
> __________________________________________
> _____
> 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