Re: [xmca] (ism) v (ist)

[Larry Purss <lpurss@shaw.ca>]

If you go to www.tcrecord.org
you will come to the site and can sign up for an "internet only subscription" for $15.00  [I honestly don't get a share of the profits]
Larry

----- Original Message -----
From: Larry Purss <lpurss@shaw.ca>
Date: Friday, April 9, 2010 11:07 pm
Subject: Re: [xmca] (ism)  v (ist)
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>

> I wanted to mention an interesting article just posted to the 
> Teachers College website
> [this site is available for only $15.00 a year and all their 
> archived material is able to be accessed. It is one of the best 
> bargains around]
> Nancy Lesko has written an article called 
> "The Pedagogy of Monsters: Scary Disturbances in a Doctoral 
> Research Preparation Course"
> 
> She is brutally honest about the profound anxiety and 
> vulnerability that doctoral students experience when their basic 
> personal  notions of epistemologies and ontologies are 
> "troubled" and "critiqued"
> What I wanted to link this article to is our discussions on the 
> positivist or negative experiences of promoting a stance of 
> novelty, uncertainty, and ambivalence.
> Lesko's article captures the profound disruptions and crisis 
> that doctoral programs can precipitate in their graduate 
> students as they consciousy set out to unsettle and challenge 
> all preconceived assumptions.
> My attempting to embrace ambiguity and uncertainty is contrasted 
> with this other experience of ambiguity when students don't feel 
> safe and recognized.
> 
> I would invite others  consider that school children in 
> public schools may also be feeling the types of vulnerabilities 
> Lesko is documenting in a doctoral research preparation course.
> When you read and remember how you felt while attending 
> university [if it was similar to what Lesko documents] it may 
> promote reflection on how necessary it is to "bring children to 
> mind" BEFORE trying to teach knowledge
> 
> Larry
> 
> 
> 
> ----- Original Message -----
> From: ERIC.RAMBERG@spps.org
> Date: Wednesday, April 7, 2010 5:58 am
> Subject: [xmca] (ism)  v (ist)
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Cc: xmca-bounces@weber.ucsd.edu, "eXtended Mind, Culture, 
> Activity" <xmca@weber.ucsd.edu>
> 
> > In the xmca archive there is much discussion about the 
> > differences between 
> > just these two modifiers.  Never settled, perhaps never 
> > will.  From a 
> > linguist standpoint one is active and one is passive. 
> > 
> > Helen; from my own experience when I wrote my master's thesis 
> ( 
> > A 
> > Vygotskian perspective on Special Education Transition 
> Services) 
> > my 
> > supervisor kept asking if I wouldn't be better off making the 
> > argument 
> > from an Ericson point of view so I believe mainstream acadamia 
> > is still 
> > confused about what cultural-historical theory is; however, I 
> > believe I am 
> > safe in saying it is not social constructivism.  Has your 
> > supervisor 
> > specifically stated where they are finding the descrepancies 
> in 
> > your 
> > argument?  In my thesis I wanted to use more Valsiner and 
> > Van der Veer 
> > references but found they did not coexist very well with the 
> > Vygotsky, 
> > Luria, Scribner, and Cole cross cultural studies I was referencing.
> > 
> > Maybe this helps, maybe this muddies the water?
> > 
> > eric
> > 
> > 
> > 
> > 
> > Helen Grimmett <helen.grimmett@education.monash.edu.au>
> > Sent by: xmca-bounces@weber.ucsd.edu
> > 04/06/2010 09:38 PM
> > Please respond to "eXtended Mind, Culture, Activity"
> > 
> >  
> >         
> > To:     lchcmike@gmail.com, "eXtended 
> Mind, 
> > Culture,    Activity" 
> > <xmca@weber.ucsd.edu>
> >         cc: 
> >         
> > Subject:        Re: [xmca] 
> > Book review ol talk and texts
> > 
> > 
> > Can I please ask a (probably extremely naive) question? What 
> are the
> > differences between social constructivism (as referred to in 
> > this book
> > review) and cultural-historical theory? My supervisor keeps 
> > telling me I
> > am confusing my arguments by using references from both 
> > paradigms, but I
> > still haven't managed to grasp what the difference is. 
> > 
> > Thanks,
> > Helen
> > 
> > ----- Original Message -----
> > From: mike cole <lchcmike@gmail.com>
> > Date: Wednesday, April 7, 2010 11:59 am
> > Subject: Re: [xmca] Book review ol talk and texts
> > To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> > Cc: Roy Pea <roypea@stanford.edu>
> > 
> > > Thanks for the review, Larry.
> > > So many important issue intersect there.
> > > Gotta find out what Joe Polman and Roy Pea have to offer on 
> > the 
> > > learningparadox. Thought Newman et al. set that one to rest 
> > back in 
> > > the last
> > > millennium!! And to think that it involves a revival of the 
> > idea of 
> > > a zoped
> > > in transformative communication! Super.
> > > 
> > > :-)
> > > mike
> > > 
> > > Roy-- Can you send us the text? Really sounds interesting.
> > > On Tue, Apr 6, 2010 at 9:07 AM, Larry Purss 
> > <lpurss@shaw.ca> wrote:
> > > 
> > > > I just read this review of a new book that I thought may 
> be 
> > > interesting to
> > > > some of the CHAT community so I''ve attached the 
> > review.  David 
> > > Olson wrote
> > > > one of the chapters.
> > > >
> > > > Larry
> > > >
> > > > _______________________________________________
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> > > >
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