RE: [xmca] Re: AERA Kudos

Immordino-Yang, M. H., & Damasio, A. R. (2007). We feel, therefore we learn:
The relevance of affective and social neuroscience to education. Mind,
Brain, and Education, 1(1), 3-10.

 
Peter Smagorinsky
The University of Georgia
Department of Language and Literacy Education
125 Aderhold Hall
Athens, GA 30602-7123
smago@uga.edu /fax:706-542-4509/phone:706-542-4507/
http://www.coe.uga.edu/lle/faculty/smagorinsky/index.html

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of deborah downing-wilson
Sent: Sunday, April 15, 2007 2:18 PM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] Re: AERA Kudos

Will someone post the reference for the Damasio paper for those of us who
missed it.

Thanks,

Deb

On 4/15/07, Ana Marjanovic-Shane <ana@zmajcenter.org> wrote:
>
> Cathrene, Mike, Jay, Elina, Galina and all, I had a long phone
> conversation with Elina yesterday about the session on the Qualitative
> Methods and Quality in Education and CHAT -- the one Jay described
> below. I was so sorry not to be present in person. The papers I
> received earlier are very stimulating and thought provoking, even on
> the level of skimming.
> Jay's remark about "bridging the phenomenology of direct first-person
> experiencing with the semiotic (3rd person) analysis" is an
> interesting way of conceptualizing and seeing the relationship between
> the emotional and the cognitive aspects of interaction with the world,
> if I am understanding the mentioned relationship correctly. We also
> have, to add to this, work by people like Matusov who are trying to
> understand the dialogic nature of development in which the second
> person (thou, du, tois, ti -- singular "you" in English, German,
> French and
> Russian/Serbian) seems to play an important role in discovering
> relationships and processes and units of analysis.
>
> The CHAT "Mini course" had much fewer students than in the previous
> years, and we don't know why that happened exactly. But it was as
> stimulating as ever, for those who attended it.
>
> Another excellent CHAT session I attended was the one on the Role of
> Pretend and Improvisation in the development of children and adults
> with Artin Goncu, Anthony Perone, Carrie Lobman and Keith Sawyer. One
> of the very interesting issues that was discussed in their papers and
> later in Vera John Steiner's remarks was the issue of the dynamic
> relationship between the "scripted" (the known, the stable or the
> given) aspect of situations and the "emergent" (the new, the
> improvisational, the unexpected, etc). In its own way, this also
> connects to the issue of individual and group identity over shorter or
> longer time-scales and over the first, second, third person experiencing.
>
> I also have to mention the more than excellent Business meeting panel
> and Eugen Matusov's presentation that was so well coordinated with the
> panel. The main topic, if I can borrow Matusov's words was really how
> to take back the real meaning and action from the hijacked concept of
> "No Child Left Behind". Ellice Forman, Leslie Herrenkohl, Kris
> Gutierrez together with Eugene Matusov, raised very important issues
> and showed optimistic possibilities, if only glimpses, on the way out
> of the dead-end quandary in which American education seems to be stuck.
>
> Talking about kudos, we need to give it, first and foremost, to
> Jennifer Vadeboncoeur and Keith Sawyer for their incredible work on
> organizing the program for this conference. And of course, to all the
> participants who worked on their papers and presentations and made the
> program so exciting.
>
> Ana
>
>
>
> Jay Lemke wrote:
> >
> > Mike and all,
> >
> > I also thought that the two CHAT SIG sessions I participated in were
> > very stimulating and well organized ... thanks to Ana and to Elina!
> >
> > In both there was discussion of the role of affect and
> > personal-interpersonal dimensions of learning, and of research. I am
> > particularly interested these days in bridging the phenomenology of
> > direct or first-person experiencing with the semiotic (3rd person)
> > analysis of how we engage with learning environments (which means
> > really ALL environments!) across different timescales.
> >
> > There was also interesting discussion of the use of various
> > qualitative research methods within a CHAT framework, and of CHAT
> > itself as paradigm (including values), conceptual framework,
> > specific theory, and research methodology. It seemed clear that
> > various researchers adopt CHAT at different levels, from a life
> > commitment to a technique of identifying useful units of analysis,
> > and that working with it at one of these levels does not necessarily
imply the others.
> >
> > In the Friday session we had a particularly fascinating and personal
> > account by Galina Zukerman of a 10-year longitudinal study that made
> > connections between the democratic vs. elitist effects of education
> > and the structure of classroom organization and student initiatives.
> > And many other very good papers for which I was happy to be the
> > discussant ... though there was far too much to do justice to in my
> > short time for comments. A very active discussion followed, well
> > past the end of the session time.
> >
> > If I get some time, maybe not for a while yet, I will try to post
> > some more notes.
> >
> > And the Damasio and other MB&E articles do look interesting in this
> > connection, too.
> >
> > JAY.
> >
> >
> >
> >
> > At 08:33 AM 4/15/2007, you wrote:
> >> I read the article by Damasio and colleague that Gordon
> >> recommended,
> and
> >> found it tremendously relevant to a study I'm currently working on
> >> with doctoral student Elizabeth Daigle. It's a protocol analysis of
> >> a high school senior who's writing an interpretive paper on
> >> Shakespeare's Much Ado about Nothing. What's so interesting is that
> >> she (the student) really struggles to interpret the play, but has
> >> an emotional disposition that she can produce an acceptable paper,
> >> and a set of writing strategies that, coupled with
> her
> >> positive affect toward school, enables her to produce one. The MBE
> >> paper has been very helpful to us in establishing what's often
> >> missing from discussions about learning strategies, which is a
> >> student's emotional orientation toward the general prospect of
> >> succeeding in a school task.
> >>
> >> Peter
> >>
> >> -----Original Message-----
> >> From: xmca-bounces@weber.ucsd.edu
> >> [mailto:xmca-bounces@weber.ucsd.edu] On Behalf Of Mike Cole
> >> Sent: Saturday, April 14, 2007 9:14 PM
> >> To: Cathrene Connery
> >> Cc: Culture Activity eXtended Mind
> >> Subject: [xmca] Re: AERA Kudos
> >>
> >> Sounds great, Cathrene.
> >> >From all those who made it to AERA, what new ideas and
> >> >inspirations
> did
> >> >you
> >> get that we might want to discuss?
> >> I just downloaded the entire issue of Mind, Brain, & Education that
> >> Gordon tipped us to. This movement is really interesting in many
> >> ways. Has anyone read any of the articles yet?
> >>
> >> mike
> >>
> >> On 4/14/07, Cathrene Connery <ConneryC@cwu.edu> wrote:
> >> >
> >> > Dear Colleagues:
> >> > Much thanks to Ana and all the panelists and presenters at
> AERA. Both
> >> > the CHAT symposium, presentations, and business meeting were
> >> > outstanding venues to explore new ideas, receive support from
> esteemed
> >> > mentors, and validate our common efforts. The nurturing that was
> >> > exhibited toward myself and other novice researchers was
> >> > especially
> >> appreciated.
> >> >
> >> > I once read Luria commented that Vygotsky was not only a genius,
> >> > but one of the most positive, interpersonal individuals he had ever
met.
> >> > How refreshing that his legacy continues today. My experience has
> been
> >> > that such support and dialogue is devoid from the vast majority
> >> > of academic circles. Thanks again to all who shared their
> >> > talent, expertise, and commitment to each other and the field as a
whole.
> >> > Cathrene
> >> >
> >> > M. Cathrene Connery, Ph.D.
> >> > Assistant Professor of Bilingual & TESL Education Co-coordinator,
> >> > Bilingual / TESL Program Central Washington University
> >> >
> >> >
> >> _______________________________________________
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> >> xmca@weber.ucsd.edu
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> >>
> >> _______________________________________________
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> >> xmca@weber.ucsd.edu
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> >
> >
> > Jay Lemke
> > Professor
> > University of Michigan
> > School of Education
> > 610 East University
> > Ann Arbor, MI 48109
> >
> > Tel. 734-763-9276
> > Email. JayLemke@UMich.edu
> > Website. <http://www.umich.edu/~jaylemke%A0>www.umich.edu/~jaylemke
> > _______________________________________________
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> > xmca@weber.ucsd.edu
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> >
> >
> >
>
> --
> //
>
> ----------------------------------------------------------------------
> --
> /Ana Marjanovic-Shane, Ph.D./
> /151 W. Tulpehocken St./
>
> /Philadelphia//, PA 19144///
>
> /(h) 215-843-2909/
>
> /ana@zmajcenter.org <mailto:ana@zmajcenter.org>/
>
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> <http://www.speakeasy.org/%7Eanamshane>/
>
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--
Deborah Downing Wilson
Laboratory for Comparative Human Cognition University of California San
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