These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
David-
Anyone who thinks that pedagogical practice in universities and
practice outside of universities "naturally" go together would have
to be pretty inexperienced, not to say (ahem) unreflective. Schools
were set up TO BE SEPARATE, universities are set up TO BE SEPARATE.
When they work well, there is a constant dialectic between alienation
(separateness) and fusion/togetherness such that each constitutes
a critique of the other and, in the happy cases, result in something
like "greater understanding" for action.
Seems like a good topic. Wonder what Rommetveit has to tell us about
it? :-)
mike