I am enjoying reading thoughts and comments from others. I am also hyper-aware of my novice posture with blogging. It is intimidating to put one's ideas, thoughts, etc. out there without a review, peer edit, revision, etc.. It is my own discomfort with the permanency of one's written words...
That said,
I was able to post some thoughts on others' sites, but was unable to post a comment to Doug's blog site without a Google password. Here are the observations I would like to make about the conversation between Dr. Paulus and Doug.
(I don't seem to possess the ability to paste comments from Word here, either...)
Dr. Paulus:
"This is particularly important when doing analysis from a DASP perspective - you want to identify all the possible angles, assumptions, beliefs going on in a particular conversation segment, and working with people you don't share a lot in common with can help with this."
I understand and deeply value the benefit of trying to uncover/discover the multiple meanings of language, the background possibilities, the intentionality, etc. Jessica Lester and I are working on a project to speak directly into and at our own assumptions and the origins of those thoughts on a topic in which we disagree. It is quite informative and I am anxious to experience it with others. The key for me is mutual regard and respect and a willingness to expose your own hidden meanings....
Doug:
"You espouse a centralized view of instruction and pedagogy that is not only diametrically opposed to my point of view, but to the overwhelming view of higher education."
What, specifically, are you talking about here? This "centralized view of instruction" is what, specifically? How does the "overwhelming view" of others work to bolster your point?
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Karen,
ReplyDeleteWhat you have there is my reaction to what the NMAP had to say about disciplinarity (see the full post at http://tinyurl.com/nchmmr):
"As far as I'm concerned, everyone in the class IS from the same discipline - education. Everyone is concerned with teaching and learning. Counter to how colleges of education tend to be organized, I believe that a lot of teaching and learning is teaching and learning, regardless of the discipline."
I think that, regardless of the merits or "validity" of the NMAP's argument, it runs so far counter the dominant discourse in education as to possibly brush what Judith Butler calls "the limits of acceptable speech". And since you've opened a door for me to explain myself, I'll take it...I'm not sure whether I'm using the dominant discourse to bolster my view or whether (being the arriviste that I am) my view is nuanced by the dominant discourse, as I'm no Don Quixote. I will say that the NMAP's stance on education in general resonates with me...I found an old video with Chomsky and Foucault discussing this that I'll put up on RTBS in a while. I just think change is better affected from the center than from the margins...
Thanks, Doug, for caring enough to extend the discussion from your site into my blog. I wish I could have participated more fully in the discussion, but really appreciated the openness and candor of the expressions on your site. Perhaps I will learn how to post to your site soon.... I'm working on it!
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