Re: [xmca] Re: A Failure of Communication

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Christine I have a brief moment and so a quick response. I want to comment on the notion of *nomadism* Zygmunt Bauman in his heuristic account of *liquid modernity* contrasting with *solid* modernity* suggests our previous ideals for continuity, cohernce, standpoints, essentialism as a VALUE dis-position have been *turning*. Today, what was previously valued [ie a coherent, consistent self with established values of right & wrong] has turned towards the opposite value orientation. Now nomadism [the stroller, vagabond, etc] is the idealized self formation. Not tied down to place. The richest folks can have residences around the world while the majority of folk are *stuck in place* THIS turn seems to be implicit as an aspect of your commentary. see the article I attached. The contrasting value presuppositions which are implict in different answers to the question: What is the antonym of *dependency* dis-position 1] dependent is not independent dis-position 2] dependent is not isolation Christine, I want to go deeper into the various threads you are interweaving into a tapestry, but my response is to *hear* Bauman being added to the conversation. Andy's exploration of a *concept* or *word* meaning different ideas [and values] within different genres. We shift rapidly between these genres but Carol Gilligan's work implies we have a cultural-historical bias in N. America towards: dependent is NOT independent. Larry On Tue, Dec 4, 2012 at 3:27 AM, Christine Schweighart < schweighartc@gmail.com> wrote: > Hi Greg, > Ignorance isn't what is at stake:)I wasn't making a claim, nor > asking for attention in my post. I was(I think) conveying a sense of > boundary towards this scholarly field, just to express why I 'might' > feel I want to enter further yet at the same time aware that whatever > is attracting me is a superficial reading. Any clarification further > than that would be to stake a claim - which isn't possible... > Difficulties and paradoxes :)! > > As 'interdisciplinary' capacities become themselves objectified in > HE, 'nomadism' also appears e.g is deepened as 'another view', > keeping the nomadic perspective of an always open journey makes claims > to afford empowering qualities. A number of directions it being > taken suggest that this might be so, in CHAT and outside it. > Engestrom’s accretion of Cussin’s theory of cognitive trails, Colin > crouch’s metaphor of the pilgrim’s route upseating theory of Path > Dependency, Complexity theory and ‘swarming’ behaviours. Can this > empowerment be more than an individual person moving in a territory? > Nomadism has been taken up translated to an 'intellectual space'. ( > e.g Tamboukou’s analysis of the female self in art ) > > “I will argue, therefore, that nomadism enables the reading of > tensions, contradictions and paradoxes in textual and visual practices > of self representation. It opens up an analytical plane where spatial > practices can make connections with a polyvalent set of what Foucault > (1988) has identified as technologies of the self, everyday practices > historically and culturally constituted that subjects strategically > deploy in becoming what they are.” (Tamboukou, 2010) > The nomadism that Tamboukou draws upon comes from the same work as > the rhizome concept Engestrom draws upon - Deleuze and Guattari > (1988). > > But I'm not drawn to that - somewhere ealier Andy contrasted Foucault > and Hegel- with a statement affirming preference of 'inherently free' > - so at this point I can't respond with a 'technology of the self' and > explain/justify my interest. > > How would I respond without reading my unformed 'reading' into an > article written with a different motive - a bit opportunistic... > Thanks Greg, Christine. > > > > On Mon, Dec 3, 2012 at 9:47 PM, Greg Thompson <greg.a.thompson@gmail.com> > wrote: > > Christine, > > Apologies for my ignorance, but could you clarify the connection that you > > implied between "bildung" and British Empiricism? (it is suggested by the > > last sentence of your email). > > Thanks, > > greg > > > > > > On Mon, Dec 3, 2012 at 2:06 PM, Robert Lake <boblake@georgiasouthern.edu > >wrote: > > > >> I am glad you find the article useful Christine. > >> I will look more closely at the bildung section myself. > >> RL > >> > >> On Mon, Dec 3, 2012 at 12:46 PM, Christine Schweighart < > >> schweighartc@gmail.com> wrote: > >> > >> > Hi, > >> > Thanks for the pointer to the Reflex Arc writing - the organic > >> > argument there is couched in it's scientific times. Biology now has > >> > has notions of 'structural -coupling', based on nervous system study. > >> > Though what draws attention in existing states through regulation of > >> > energy cycles, in relation to embodiment of ideal in material , hasn't > >> > been as clearly worked through. Intricacies of patterns in flux of > >> > enzymes and such (as 'organ' in cause effect with nervous system > >> > activity). Research in regulatory enzyme function seems to suffer from > >> > a fragmentation of science practices of Biological Science and from > >> > dis-jointed relation of these practices to Philosophy - as well as > >> > funding weighting. Solving problems of the moment such as obesity and > >> > heart disease rather than say 'mental health' or a good life, often > >> > taking as primary neuronal networks more or less alone as complexities > >> > of enzyme pathways are not yet understood. > >> > > >> > I found thisessay in my j.j. McDermott's two Volumes in one - which I > >> > hadn't yet approached...in the 'early works'. > >> > yet the book critique mentioned: > >> > > >> > "Dewey’s notion of pure personality stands out as the single > >> > theoretical device that warrants the validity of the process of > >> > ideali-zation of sensations or, in other words, the process of > >> > embodiment of the ideal in material. If this reading is correct, an > >> > even stronger continuity in Dewey’s philosophical development can be > >> > detected." > >> > > >> > And I'm afraid I couldn't read it any further as my ready to hand > >> > book today doesn't have a nice index with 'pure personality' pxx , > >> > though I hope that I might find my way towards considering this . > >> > Thank you for this article, it is of interest to me especially from > >> > the mapping of 'bildung' p300 and onwards - as I am thinking about > >> > the nature of the influence of British Empircism in other reading I'm > >> > in the midst of. > >> > Christine. > >> > > >> > On Mon, Dec 3, 2012 at 4:13 PM, Robert Lake < > boblake@georgiasouthern.edu > >> > > >> > wrote: > >> > > Thanks for your comments Greg, > >> > > Some people might trifle over the value of intellectual genealogy > >> > > but I think it is critically important to promote > inter-generationality > >> > > in scholarship by accurately connecting the past to our own present > >> and > >> > > future > >> > > work as well as our students. > >> > > You might find the attached article useful and perhaps inspiring in > >> this > >> > > regard. > >> > > *Robert* > >> > > > >> > > > >> > > On Mon, Dec 3, 2012 at 10:40 AM, Greg Thompson < > >> > greg.a.thompson@gmail.com>wrote: > >> > > > >> > >> Mike, > >> > >> > >> > >> I was thinking the same thing and went back to check the date of > the > >> > Reflex > >> > >> Arc since I thought it was a later piece and not in Dewey's "Hegel > >> > years" > >> > >> (as described by these authors), and thus evidence of Hegelian > >> influence > >> > >> showing through in Dewey's later years. But it turns out it was > >> > published > >> > >> in 1896. That would put it squarely in the early part of Dewey's > Hegel > >> > >> years (or at least in the early part of his transition). But there > is > >> > still > >> > >> plenty else in Dewey's later work that suggests Hegelian (and > Marxian) > >> > >> influences. > >> > >> > >> > >> Many thanks to Robert for making these connections. > >> > >> > >> > >> And Robert, I agree, dialectical thinking sounds like Vygotsky too! > >> > >> > >> > >> -greg > >> > >> > >> > >> On Sat, Dec 1, 2012 at 2:26 PM, mike cole <lchcmike@gmail.com> > wrote: > >> > >> > >> > >> > Very interesting, Robert. Thanks. Seems like the following > paragraph > >> > >> should > >> > >> > be linked directly to Dewey's paper on the reflex arc in > addition to > >> > >> > pointing to the antiquity of the on-again, off-again discussion > of > >> > >> > cognition and emotion on xmca: > >> > >> > > >> > >> > *Therefore, Hegel argues that, to use Good’s incisive * > >> > >> > *expression, “cause and effect are more fruitfully seen as > >> reciprocal > >> > >> > moments within an organic process rather than linear relations” > >> (75). > >> > >> Dewey > >> > >> > enthusiastically endorses the Hegelian theory of causation, and > puts > >> > it > >> > >> at > >> > >> > the basis of his own conception of reality, life, and * > >> > >> > *reason. So, for instance, Dewey writes: “each member of the > animal > >> > body > >> > >> is > >> > >> > cause and effect of every other: each organ is at once means and > >> ends > >> > of > >> > >> > every other” (115). Moreover, the organicist theory of causation > is > >> > also > >> > >> > the key to understanding Dewey’s theory of emotion and his > >> concomitant > >> > >> > critique of mind/body dualism*. > >> > >> > > >> > >> > mike > >> > >> > > >> > >> > On Sat, Dec 1, 2012 at 11:40 AM, Robert Lake < > >> > >> boblake@georgiasouthern.edu > >> > >> > >wrote: > >> > >> > > >> > >> > > On Sun, Nov 18, 2012 at 1:27 AM, Andy Blunden < > ablunden@mira.net> > >> > >> wrote: > >> > >> > > > >> > >> > > > You seem to be an inveterate lurker, Robert. It would be > good to > >> > hear > >> > >> > > your > >> > >> > > > voice somewhat more frequently in the discussions on xmca. > >> > >> > > > > >> > >> > > > Andy > >> > >> > > > > >> > >> > > > Hi Andy, > >> > >> > > I will try to honor your requests. I am presently finishing 3 > book > >> > >> > projects > >> > >> > > for which I been a co-editor and contributor and teaching a > full > >> > load > >> > >> > :-). > >> > >> > > > >> > >> > > Btw, speaking of connections between Dewey and Hegel, has > anyone > >> > had a > >> > >> > > look at the book that is reviewed here in this link? > >> > >> > > > >> > >> > > > >> > >> > > > >> > >> > > >> > >> > >> > > >> > http://lnx.journalofpragmatism.eu/wp-content/uploads/2012/01/shook-good-deweys-philosophy-of-spirit.pdf > >> > >> > > > >> > >> > > Robert Lake > >> > >> > > > >> > >> > > Robert > >> > >> > > > >> > >> > > > >> > >> > > > >> > >> > > > Robert Lake wrote: > >> > >> > > > > >> > >> > > >> Hi and thanks for asking > >> > >> > > >> RL > >> > >> > > >> > >> > >> > > >> For Dewey, *Mind is primarily a verb *(Dewey, 1934, p. 274). > >> > >> > > >> > >> > >> > > >> Dewey, J. (1934). *Art as experience*. New York: Capricorn. > >> > >> > > >> > >> > >> > > >> > >> > >> > > >> Of course this notion comes straight out of Hegel who wrote > >> that > >> > >> > "mind > >> > >> > > is > >> > >> > > >> only what it does, and its act is to make itself the object > of > >> > its > >> > >> > > >> own consciousness" .*Philosophy of Right*, > >> > >> > > >> §< > http://www.marxists.org/**reference/archive/hegel/works/** > >> > >> > > >> pr/prstate.htm#PR343< > >> > >> > > > >> > >> > > >> > >> > >> > > >> > http://www.marxists.org/reference/archive/hegel/works/pr/prstate.htm#PR343 > >> > >> > > > > >> > >> > > >> > > >> > >> > > >> 343, 216. > >> > >> > > >> > >> > >> > > >> > >> > >> > > >> On Tue, Nov 13, 2012 at 10:36 PM, vwilk < > >> > vwilk@inf.shizuoka.ac.jp> > >> > >> > > wrote: > >> > >> > > >> > >> > >> > > >> > >> > >> > > >> > >> > >> > > >>> If the Ur-Act, the basic, elementary act of human > >> (intellectual) > >> > >> life > >> > >> > > >>> relevant to concepts. > >> > >> > > >>> > >> > >> > > >>> For all the stars of present-day continental philosophy is: > >> > >> > > >>> pidgeon-holing. > >> > >> > > >>> and the concrete answer given by Hegel, Vygotsky, Activity > >> > Theory, > >> > >> > > Thomas > >> > >> > > >>> Kuhn > >> > >> > > >>> and Andy is: problem-solving. > >> > >> > > >>> > >> > >> > > >>> What is the concrete path of development that goes through > >> > Dewey? > >> > >> > > >>> > >> > >> > > >>> > >> > >> > > >>> (2012/11/14 10:05), Robert Lake wrote: > >> > >> > > >>> > >> > >> > > >>> > >> > >> > > >>> > >> > >> > > >>>> And don't forget Dewey :-) > >> > >> > > >>>> > >> > >> > > >>>> On Tue, Nov 13, 2012 at 6:57 PM, Andy Blunden < > >> > ablunden@mira.net> > >> > >> > > >>>> wrote: > >> > >> > > >>>> > >> > >> > > >>>> Larry, picking up on a theme introduced by Mike earlier > - we > >> > have > >> > >> > to > >> > >> > > >>>> ask: > >> > >> > > >>>> > >> > >> > > >>>> > >> > >> > > >>>>> what is the Ur-Act, the basic, elementary act of human > >> > >> > (intellectual) > >> > >> > > >>>>> life? > >> > >> > > >>>>> I know of only two answers to this question, relevant to > >> > >> concepts. > >> > >> > > >>>>> > >> > >> > > >>>>> The abstract answer given by mediavel logic, Linnaeus, > the > >> > >> > > "psychology > >> > >> > > >>>>> of > >> > >> > > >>>>> concepts," all the stars of present-day continental > >> philosophy > >> > >> is: > >> > >> > > >>>>> > >> > >> > > >>>>> pidgeon-holing. > >> > >> > > >>>>> > >> > >> > > >>>>> The concrete answer given by Hegel, Vygotsky, Activity > >> Theory, > >> > >> > Thomas > >> > >> > > >>>>> Kuhn > >> > >> > > >>>>> and me is: > >> > >> > > >>>>> > >> > >> > > >>>>> problem-solving. > >> > >> > > >>>>> > >> > >> > > >>>>> This is what creates a line of development, Larry. > >> > >> > > >>>>> > >> > >> > > >>>>> Andy > >> > >> > > >>>>> -- > >> > >> > > >>>>> > >> > ------------------------------******--------------------------** > >> > >> > > >>>>> --**--** > >> > >> > > >>>>> ------------ > >> > >> > > >>>>> *Andy Blunden* > >> > >> > > >>>>> Home Page: http://home.mira.net/~andy/ > >> > >> > > >>>>> Book: http://www.brill.nl/concepts > >> > >> > > >>>>> http://ucsd.academia.edu/******AndyBlunden< > >> > >> > > http://ucsd.academia.edu/****AndyBlunden> > >> > >> > > >>>>> <http://ucsd.**academia.edu/**AndyBlunden< > >> > >> > > http://ucsd.academia.edu/**AndyBlunden> > >> > >> > > >>>>> > > >> > >> > > >>>>> <http://ucsd.**academia.edu/**AndyBlunden< > >> > >> > > http://academia.edu/AndyBlunden> > >> > >> > > >>>>> <http://ucsd.**academia.edu/AndyBlunden< > >> > >> > > http://ucsd.academia.edu/AndyBlunden> > >> > >> > > >>>>> > > >> > >> > > >>>>> Larry Purss wrote: > >> > >> > > >>>>> > >> > >> > > >>>>> Andy > >> > >> > > >>>>> > >> > >> > > >>>>> > >> > >> > > >>>>>> your comment: > >> > >> > > >>>>>> "Ideal typical path of development" *points to* distinct > >> > >> settings > >> > >> > > >>>>>> (e.g. > >> > >> > > >>>>>> natural science, everyday life at home, school, etc.) > which > >> > is > >> > >> > > indeed > >> > >> > > >>>>>> close > >> > >> > > >>>>>> to the idea of "genre," but "ideal typical path of > >> > development" > >> > >> is > >> > >> > > >>>>>> after > >> > >> > > >>>>>> all about *paths of development*, ideal ones at that, > not > >> > >> > settings, > >> > >> > > >>>>>> projects, theories, domains, social groups, frames, or > >> > anything > >> > >> > > else. > >> > >> > > >>>>>> :) > >> > >> > > >>>>>> Andy, if the focus remains on *typical paths of > >> > development* > >> > >> OF > >> > >> > > >>>>>> genres, > >> > >> > > >>>>>> OF distinct settings OF the existential life world, is > it > >> > >> possible > >> > >> > > to > >> > >> > > >>>>>> have > >> > >> > > >>>>>> a conversation within the multi-verse of *romantic > science* > >> > >> > > >>>>>> As I understand the focus on *typical* is *scientific* > the > >> > >> paths > >> > >> > of > >> > >> > > >>>>>> development may be romantic and implicate effective > >> history. > >> > >> > > >>>>>> I am circling around your invitation to have > >> conversations > >> > >> that > >> > >> > > are > >> > >> > > >>>>>> interdiciplinary. Simon Critchley, exploring the > >> development > >> > of > >> > >> > > >>>>>> Continental > >> > >> > > >>>>>> Philosophy wrote about Heidegger's idea of > >> > >> > > >>>>>> *an existential CONCEPTION of science* Critchley > >> > commented, > >> > >> > > >>>>>> "This would show how the practices of the natural > >> sciences > >> > >> arise > >> > >> > > out > >> > >> > > >>>>>> of > >> > >> > > >>>>>> life-world practices, and that the life-world practices > are > >> > not > >> > >> > > simply > >> > >> > > >>>>>> reducible to natural scientific explanation" > >> > >> > > >>>>>> Andy, your specific project to develop awareness of > the > >> > >> *typical > >> > >> > > >>>>>> paths* > >> > >> > > >>>>>> of develop of concept use and transformation through > time > >> is > >> > >> > > emerging > >> > >> > > >>>>>> within a particular tradition or genre of discourse > >> [within > >> > >> > > effective > >> > >> > > >>>>>> history]. I am playfully inquiring if it may be > possible > >> to > >> > >> > *play* > >> > >> > > >>>>>> [a > >> > >> > > >>>>>> word you would not use but points to a hermeneutical > genre] > >> > on a > >> > >> > > >>>>>> larger > >> > >> > > >>>>>> *field of play* that *hears* and acknowledges your > voice. > >> > >> > > >>>>>> I will bring the discussion back to the paper under > >> > discussion > >> > >> > and > >> > >> > > >>>>>> the > >> > >> > > >>>>>> fuzzy boundaries between spontaneous and scientific > >> > >> > [systematically > >> > >> > > >>>>>> 'true' > >> > >> > > >>>>>> organized] concepts. Andy the path of development FROM > >> > >> > spontaneous > >> > >> > > TO > >> > >> > > >>>>>> scientific concepts seems to have deen articulated > within a > >> > >> genre. > >> > >> > > >>>>>> However, > >> > >> > > >>>>>> this is not a dis-interested scientific development. > Mike > >> > >> pointed > >> > >> > to > >> > >> > > >>>>>> developmental praxis as centrally concerning *social > goods, > >> > >> > > including > >> > >> > > >>>>>> moral > >> > >> > > >>>>>> goods*. > >> > >> > > >>>>>> Within our developing understanding of ideal paths of > >> > concept > >> > >> > > >>>>>> formation > >> > >> > > >>>>>> how is this emerging understanding circling back to > >> exploring > >> > >> how > >> > >> > > our > >> > >> > > >>>>>> *hearing* gives *voice* to the other*? > >> > >> > > >>>>>> {Which I suggest is one way to view the development of > >> > >> psychology > >> > >> > > as a > >> > >> > > >>>>>> project within a shared moral compass} > >> > >> > > >>>>>> Larry > >> > >> > > >>>>>> > >> > >> > > >>>>>> > >> > >> > > >>>>>> ______________________________******____________ > >> > >> > > >>>>>> > >> > >> > > >>>>>> > >> > >> > > >>>>> _____ > >> > >> > > >>>>> xmca mailing list > >> > >> > > >>>>> xmca@weber.ucsd.edu > >> > >> > > >>>>> http://dss.ucsd.edu/mailman/******listinfo/xmca< > >> > >> > > http://dss.ucsd.edu/mailman/****listinfo/xmca> > >> > >> > > >>>>> <http://dss.**ucsd.edu/mailman/**listinfo/**xmca< > >> > >> > > http://dss.ucsd.edu/mailman/**listinfo/xmca> > >> > >> > > >>>>> > > >> > >> > > >>>>> <http://dss.ucsd.**edu/**mailman/listinfo/xmca<http://** > >> > >> > > >>>>> dss.ucsd.edu/mailman/listinfo/**xmca< > >> > >> > > http://dss.ucsd.edu/mailman/listinfo/xmca> > >> > >> > > >>>>> > > >> > >> > > >>>>> > >> > >> > > >>>>> > >> > >> > > >>>> > >> > >> > > >>>> > >> > >> > > >>> ______________________________****____________ > >> > >> > > >>> _____ > >> > >> > > >>> xmca mailing list > >> > >> > > >>> xmca@weber.ucsd.edu > >> > >> > > >>> http://dss.ucsd.edu/mailman/****listinfo/xmca< > >> > >> > > http://dss.ucsd.edu/mailman/**listinfo/xmca> > >> > >> > > >>> <http://dss.ucsd.**edu/mailman/listinfo/xmca< > >> > >> > > http://dss.ucsd.edu/mailman/listinfo/xmca> > >> > >> > > >>> > > >> > >> > > >>> > >> > >> > > >>> > >> > >> > > >>> > >> > >> > > >> > >> > >> > > >> > >> > >> > > >> > >> > >> > > >> > >> > >> > > >> > >> > >> > > > > >> > >> > > > -- > >> > >> > > > > ------------------------------**------------------------------** > >> > >> > > > ------------ > >> > >> > > > *Andy Blunden* > >> > >> > > > Home Page: http://home.mira.net/~andy/ > >> > >> > > > Book: http://www.brill.nl/concepts > >> > >> > > > http://ucsd.academia.edu/**AndyBlunden< > >> > >> > > http://ucsd.academia.edu/AndyBlunden> > >> > >> > > > > >> > >> > > > > >> > >> > > > >> > >> > > > >> > >> > > -- > >> > >> > > *Robert Lake Ed.D. > >> > >> > > *Associate Professor > >> > >> > > Social Foundations of Education > >> > >> > > Dept. of Curriculum, Foundations, and Reading > >> > >> > > Georgia Southern University > >> > >> > > P. O. Box 8144 > >> > >> > > Phone: (912) 478-0355 > >> > >> > > Fax: (912) 478-5382 > >> > >> > > Statesboro, GA 30460 > >> > >> > > > >> > >> > > *Democracy must be born anew in every generation, and > education > >> is > >> > its > >> > >> > > midwife.* > >> > >> > > *-*John Dewey. > >> > >> > > __________________________________________ > >> > >> > > _____ > >> > >> > > 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 > >> > >> > > >> > >> > >> > >> > >> > >> > >> > >> -- > >> > >> Gregory A. Thompson, Ph.D. > >> > >> Visiting Assistant Professor > >> > >> Department of Anthropology > >> > >> 883 Spencer W. Kimball Tower > >> > >> Brigham Young University > >> > >> Provo, UT 84602 > >> > >> http://byu.academia.edu/GregoryThompson > >> > >> __________________________________________ > >> > >> _____ > >> > >> xmca mailing list > >> > >> xmca@weber.ucsd.edu > >> > >> http://dss.ucsd.edu/mailman/listinfo/xmca > >> > >> > >> > > > >> > > > >> > > > >> > > -- > >> > > *Robert Lake Ed.D. > >> > > *Associate Professor > >> > > Social Foundations of Education > >> > > Dept. of Curriculum, Foundations, and Reading > >> > > Georgia Southern University > >> > > P. O. Box 8144 > >> > > Phone: (912) 478-0355 > >> > > Fax: (912) 478-5382 > >> > > Statesboro, GA 30460 > >> > > > >> > > *Democracy must be born anew in every generation, and education is > its > >> > > midwife.* > >> > > *-*John Dewey. > >> > > > >> > > __________________________________________ > >> > > _____ > >> > > 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 > >> > > >> > >> > >> > >> -- > >> *Robert Lake Ed.D. > >> *Associate Professor > >> Social Foundations of Education > >> Dept. of Curriculum, Foundations, and Reading > >> Georgia Southern University > >> P. O. Box 8144 > >> Phone: (912) 478-0355 > >> Fax: (912) 478-5382 > >> Statesboro, GA 30460 > >> > >> *Democracy must be born anew in every generation, and education is its > >> midwife.* > >> *-*John Dewey. > >> __________________________________________ > >> _____ > >> xmca mailing list > >> xmca@weber.ucsd.edu > >> http://dss.ucsd.edu/mailman/listinfo/xmca > >> > > > > > > > > -- > > Gregory A. Thompson, Ph.D. > > Visiting Assistant Professor > > Department of Anthropology > > 883 Spencer W. Kimball Tower > > Brigham Young University > > Provo, UT 84602 > > http://byu.academia.edu/GregoryThompson > > __________________________________________ > > _____ > > 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 >