80 Matching Annotations
  1. Nov 2015
    1. But instead of prompting a productive conversation, addic-tion rhetoric positions new technologies as devilish and teenagers as constitutionally incapable of having agency in response to the temp-tations that surround them.

      I really like this framing in thinking about teens; they are not inssatiable monsters who cannot control themselves.

    1. Vignette 6—How Young People Customize the Same Game Differently Dependingon What They Bring to Playing It From the Rest of Their Lives

      There are only two situations in the whole paper describing in-world-without-game moments, this and the next one, and the outcomes are almost opposite. Don't see any argument here for in-world-without-game, taking out a lot of the meaning of the paper for me

    1. A typical day in Why-ville.net sees about 14,000 players log in

      I think this answers my question on active players and takes a lot of credibility out for the numbers presented in the paper. If there are 14,000-ish players daily and 4.2 million registered, you need 300 days for all of them to log in, not taking into account that regulars are going to log in a lot more than once over a 300-day period

    1. Only then will we be able to understand how conditions associated with educational privilege and inequality are produced within the contextual pragmatics of everyday life

      Nothing else to say other than the hashtag

    2. It is important to realize that persons can, and often have to, exercise agency in these settings as they construct, leverage, repurpose, and transform social and mate-rial arrangements in order to provide meaningful, cross-setting connections related to their goals and concerns.

      Apologizing for my rant I think this is what is missing from schools, the ability to take the knowledge they are learning in the classroom and apply it across settings. Which would make someone support LPP, but really learning in the classroom is just as useful as learning outside the classroom. I just think the connection needs to be made between the two. Which also references Vossoughi & Gutiérrez ideas about multisited learning.

    3. Life-long learning is a fa mi l ia r not ion t hat refers to t he acqu isit ion of f u nda men-tal cultural, social, and cognitive abilities developed over the life course from infan-cy to old age

      I like the inclusion of old age. I feel western society sometimes feel that the older a person gets, the less you learn.

    4. An interdisciplin-ary group of scholars following a similar line of thinking distilled academic litera-tures related to learning in and out of school environments within diverse commu-nities, and they advanced 3 central concepts and associated learning principles [Banks et al., 2007]. The 3 conceptual ideas – life-long, life-wide, and life-deep learn-ing – highlight the foundational inf luence of temporal, spatial, and value-driven di-mensions of learning and development, respectively.

      I like this because it is highlight all the learning that exists across an individual's life. Similar to Vossoughi & Gutiérrez idea of multisited.

    5. ace, class, disability designation, etc. – as learners circulate across places and associated operating value systems over multiple timescales.

      Makes me so happy to see readings like this that are taking into account the larger society we live in.

    1. This mobile ethnography takes unexpected trajectories in tracing a cultural formation across and within multiple sites of activity that destabi-lize the distinction

      I really like this statement because it is taking into account the larger cultural society in which we all live in and become influenced from.

    2. our work is organized around the prin-ciples that people are part of multiple activity systems, and that learning should be studied accordingly.

      This has me thinking about activity systems in a new way - as related to CoP (chosen over FW because of the agency factor in both). They are not the same cause an activity system produces some kind of object, but they do hint at a connection in that overlapping CoP and overlapping activity systems both produce new versions of each respectively.

    3. As Hull and Shultz (2001) cau-tion, problematizing the view of out-of-school learning as “frivolous” or “incidental” does not mean that we should swing to the other extreme, “relegating all good things to out-of-school, with school only seen as a repressive space” (p. 83).

      I was beginning to feel this way...nothing good happens in school. I'm glad it's being addressed.

    4. If we understand the researcher as a learner, there is a similar privileging of vertical forms of learning and expertise at play. Treating the work of the ethnography as akin to the linear movement from novice to expert—gaining “mastery” of a single setting—appears to reflect both the assumptions of the traditional ethnographic template and more reductive definitions of learning.

      I love this idea of the researcher as student moving from novice to mastery. I would apply it in the classroom, I am a novice to our classroom culture, learning and being transformed along the way.

    5. attending to horizontal forms of learning challenges traditional notions of “transfer” by making central the hybridization and transformation of practices, rather than their mere reproduction or application. Expertise itself is thereby widened to include the negotiation of various contexts and the development of hybrid solu-tions: border and genre-crossing practices that demand their own distinct skills and strategies. Research that makes central the mutual constitution of vertical and horizontal forms of learning can contribute to developing the documentation and assessment appropriate for afterschool and out-of-school learning, and identifying points of leverage and coordination such that the interests, questions, ideas, practices, and tools sparked in

      This passage really spoke to me because it frames how learning works in a really powerful way.

      Too often, we think of learning as transmission - I need to pass on my worldview/values to the next generation, otherwise my culture may not survive - but what the authors here (and all of the readings this semester) seem to be getting at is a more complex view of how people learn through participation and experience. An educator can't tell someone what to learn, they need to learn it for themselves. It's the educator's job to guide the learning, but ultimately real learning only happens when the learner sees the relevance for him/herself and their own life.

      Showing that there are other ways that we experience learning in the world, besides the framework of vertical acquisition, is really inspiring and motivating for me.

    1. What interactions in the robotics club as a local community of practice unsettle(Kelton)the norms of schooling at Technology High school, what interactions reinforce them?

      This is a really interesting question. I like how you phrased it too. You bring in so many ideas but they align well and are clear to the reader.

  2. Oct 2015
    1. process they call desettling.

      This is super interesting. It ties into what I am interested in as well: finding ways to expand students understanding of what science is, so they can better participate in science knowledge creation. I am inspired to read this and use it for my own work!

    2. It asks,and prompts its visitors to ask,“What counts as mathematics?”

      Really appreciating that this is where the "de-settling" argument ended up. That is not just another way to teach or to learn the same old mathematics that we've been doing, but that it shakes math to its core and asks what else is math? How might we know? How might we interact with it? And these are all questions about learning that might be best answered with our bodies, our experiences, etc. Awesome

    3. a fleshier epistemology of mathematical knowledge.

      I absolutely love this description!

    4. Ms. Collins has urgedthem to forgo standard measurement toolsin favor of using their bodies alone to hunt downtheobjects.

      I really like this idea of putting aside "standard" tools and using bodies instead. Using what they have naturally supports reasoning about the space around them in a new way and it validates their embodied experiences as legitimate tools for understanding and reasoning.

    5. At both North Lake and Maple, these social-grouping rearrangements ramified all the way into the classroom spaces during the days surrounding the trip, with students temporarily re-assigned to different desks basedon their field-trip pairings

      The "typical organization" of students in the classroom was physically disrupted not only at the museum, but in the days leading up to and after the trip (based on trip pairings). Based on the descriptions of sorts of pairings from above, this seems to have worked out to the approval of some students, but maybe not all.

      Kelton hasn't made any arguments yet about learning in this chapter, but I could see one coming out of this "disruption". Supporting student interdependence by giving them a chance to have an experience together and then bring that back into the classroom.

    1. Posing with art is a largely unexplored yet significant aspect of the cultural practice of partic-ipation at museums. Around the world, we commonly see visitors and tourists posing in frontof statues, paintings, or other monuments or works of art.

      Is this something more recent, due to this increase in social media, smart phones and technology? Did this always exists? I think this is something important to look at how this "posing" evolved.

    1. arents who suppott their youngsters in the Juniors see the dance troupe as one way both to keep their kids busy with friends "of their own kind" and to ensure that their children continue to see themselves as members of their own Old European immigrant group

      Influenced by the parent to stay involved in Juniors. This sparks my interest because of the balance that i feel exists with immigrant parents in promoting acclamation to new environment but also keeping true to the native traditions. I am curious to see what role this played in helping shape their child's identity.

    2. The per­forming atts of these groups came to be central to the entertainment of the folk festivals that had begun to flourish in the early 1970s. These festivals cel­ebrated immigrant ethnic groups,

      youth are able to learn about their culture through this performance of the arts. also with these festivals they are able to learn about cultures. their relationship with their own identity (body) allows them to learn about all the different identities that exist int he world.

    1. Studies of how youthperceivespace are an important part of the children’s geographyliterature. These studies have been concerned with issues of young people’s environmentalexperience and mobility, looking at how and where young people spend their time acrossthe course of a typical day and what attributes of the geography are important to youth

      Critical thinking skills. Looking at how children percieve themselves in their given environment and then having them come up with what attributed is important to them and their future. I think more of this is needed in schools

    2. Second, spatial literacy is an important component of civic engagementsince many democratic processes of urban development rely on representations of spaceand residents’ sustained reflection on experiences within lived spaces.

      Civic engagement requires spatial literacy. I'm interested in how this continues!

    1. Fieldtripsallowyoungpeopletosocializewithoneanotherinnon-schoolspaces(andonthelongbusridestoandfromsites)and,throughthe`collectionofsigns’intheformofphotographs,postcardsorsouvenirs(Urry1992),tocarryhomebitsofthevisitedspacetoshowoÄtofriendsorparentsortouseasmemorytoolsinrelivingthetrip.

      Society has created it to be a sign of status rather than what it truly is which is a learning experience. This is frustrating because it takes away from the importance of the knowledge that is gained, even if it is just social interactions which influence social development.

    2. Forchildrenwhoselifespaceswereorganizedinandaroundsuchlocales,school®eldtripswouldhavesimplybeenbriefexcursionsthroughpublicspacesdiÄerentfromthefamiliaronekidsknewintheireverydaylives

      I think this goes to show how much society has changed over the years. Taking into account the interviewee's response and comparing it to what children experience today, it shows how much we have immobilized the spaces in which we allow children to explore in.

    1. “transformative learning isnot imposed upon the participants, but built into the very operating principles and everydaysocial textures of these activities”

      I really like this quote. I think that by thinking of learning as something that is just incorporated into day to day life it takes away and intimidation learners may feel.

    2. . Several suggested that their school experiences were not positive (e.g., Karl,2ahigh school junior, reported that he was often kicked out of class), and many of the skaters spentlong hours at the skateparks or skating around town, especially during weekday afternoons andevenings.

      I think this can also be seen as a point of learning to observe because you can figure out why each of the skaters come to the skate park, i.e. what it does for them psychologically. How it helps them.

    3. Teachers and studentsare dis/placed when these official practices exclude and discount them, forcing them to existin marginal spaces, devalued and suppressed. This work illuminates how the interrogation ofsocial spaces provides insight into the boundaries drawn around material places and practiceslike schools and schooling, and what happens within these spaces and at their intersections

      This is a very important part, and is the driving "why" to study spaces like skateparks and other non-school places to better understand how learning can take place in school.

    4. opens up questions and possibilities for expansive theories of learningthat better capture social life

      Just inspiring, something good about classroom learning...

    1. Therefore the experience, shared or individual, from interacting with the sculpture is crafted differently once you pull out your smartphone

      Fascinating! This of course if not limited to smartphones, but to any piece of technology you are interacting with at the moment you are viewing the sculpture. Great point!

    1. This calls for a theoretical framework that blendsinsights from sociocultural theories of learning and interest psychology, both ofwhich we began considering earlier.

      I like this becomes it confirms that theoretical frameworks need to focus on more than one area of theories. It is not just one theory, but many combined.

    2. Specifically,when interest-based pursuits are framed in terms of the simultaneous satisfactionof a person’s various practicepreferencesacross time, then the girls’ transformingthe activity indicates that they did not have a general interest in fashion/graphicdesign. Instead, whateverpreferencesthey might have had that intersected withthe domains of fashion and design, suchpreferencesdid not find expressionin the activity proposed by the researchers.

      this is a huge point and should inform education research and practice. We need to include the student perspective in our planning, analyzing, and creating learning tasks for them.

    3. the theory suggests that one can produce anaccount of how and whatconditions of practicecontinuously enable hobbyists toengage and develop their variouspreferencesacross practice time.

      And if we can do it here, maybe we can work at doing it in the classroom, or seeing how it might apply in the student/teacher/education setting

    4. taking observational notes helps one tolearn about various celestial objects and their defining features and eventually tobetter see such objects (Levy, 1991). Note taking is also a requirement for receiv-ing certificates/awards for certain achievements.

      This is interesting to me because note taking works to do two distinct things. First, it is a resource for the person to go back to and learn more about astronomy as a practice after the night of star gazing. But more interestingly, it is "a requirement for receiving awards." Thus, the participate has to do a particular activity to be recognized as a participant and move towards becoming a fuller participant in the CoP. In that way, having a "sense of a future" is crucial - otherwise, why take the notes?

    5. individual inter-ests are seen as a relationship between the person and the environmen

      Interesting way to frame it, an interest as a relationship - even if the interest is an activity or an inanimate object. Makes sense then that interests are dynamic and subject to change just like any relationship.

    6. Pragmatically speaking, Iseek to contribute to the design ofinterest-basedinstruction, with an empha-sis on science learning in and out of schools

      Interesting term.

    1. wealth of informal knowledge

      This is probably just my remedial-level English, but "wealth of informal knowledge" sounds a lot like "Funds of Knowledge", like the children were withdrawing somehow from the Funds account to amass the wealth of knowledge.

    1. area immediately surrounding the elevators

      This is a great idea. I know I went right past this area and into the larger space, trying to gain an awareness of what was there and what people were doing and missed this section until much later on when I was headed out. This speaks to immediate apprehendability (IA in the rest of my comments) of spaces versus things or resources and also hints that maybe part of IA is what the visitor expects/is focused on.

    1. Monique’s comments reflect a strong sense of identification with the work

      The move from student who organizes to organizer, as I spoke of in a comment above

    2. Although some adult sup-port may be necessary for youth to achieve political goals, too much involvementmight undermine their initiative or lead to a slippery slope where adults end upco-opting youths’ roles

      Hence, not allowing youth to be fully engage in the type of identity construction they need in order to take leadership of the organization. Reading this through Nasir, et al.: too many ideational resources can lead to less impact in cases like this.

    1. Inmiddle-class European-American families—the primary participants in researchon child development

      This is refreshing - to remind us that most research on development has been done on White middle-class people (this case in the United States). Euro-centric understandings are not comprehensive and absolute!

    2. [However, U.S. children whoseparents work at home are often involved in their parents’ work, in a progressionfrom watching, to carrying out simple tasks, to giving regular assistance, to regularwork

      I was wondering if this would come up - it's definitely true in my own experiences. Both of my parents were self employed and worked from home, I grew up working for them without question. I now nanny my cousin's children, she's self-employed and works from home and I'm seeing the same patterns in her children (ages 2 and 3) where they are already participating in her work life.

    3. In the colonial periodthe workplace and the home were typically not separated, and young childrenparticipated skillfully in family work as well as community social events

      This in contrast to the contemporary norm of having work and home life totally separated. This is something we attempt to resist in certain social justice ciricles - that what is important and salient in your home life and personal life will definitely show up in your work (positively or negatively), but that we should not to fight it because that's where we as a society start to loose empathy, compassion, and what makes us actually real and human.

    4. Efforts to transform the structure of formal schooling have encountered chal-lenges related to adults’ difficulties in learning to engage in radically different par-ticipation structures.

      I think this is exactly why young people (or whoever the learners are) need to participate and be given a platform in thinking about crafting and organizing education, learning, and curricula.... What might it look like for adults (or "the teachers") to practice intent participation?

    5. with keen observation and listening. Learners observe to figure outprocesses they expect to engage in. They seek understanding far beyond that neededfor simple mimicry; their roles in shared endeavors often involve coordinating withothers, not simple imitation

      Which i think is what the problem is with learning in school, mimicry. Learning that goes beyond this turns into useful knowledge for the students

    1. . There are relatively few studies of theways in which people both alone and with others respond to exhibits (such aspictures and sculptures)

      It's interesting that they are focussing on the process of being an active participant both alone and with others.

    1. Although Oppenheimer’s educational model was complex andnonprescriptive, the basis of his approach to exhibits was compatible with that of Dewey,giving central importance to the role of direct experience of phenomena, and trying to presentthe learner with a problematic experience from which he/she could conduct genuine inquiry.It is also compatible with the Piagetian notion of disequilibration as a driver for learningthrough change of existing knowledge schemas

      I wonder was this a consequence of his design or did these learning theories underpin what he put together?

    2. the prevalence of cognitive overload points to the central importanceof something I call“immediate apprehendability.”By this, I mean the quality of a stimulusor larger environment such that people introduced to it for thefirst time will understand itspurpose, scope, and properties almost immediately and without conscious effort

      I love this idea! On the one hand it makes me think of all of the pieces of daily life that aren't immediately apprehendabile - but it also makes me appreciate all of the things that are.

      It also makes me wonder what can be done to make learning processes more immediately apprehendable. Imagine the possibilities if we were able to spend less time learning how to learn (or learning how to use the tools that help us to learn).

  3. Sep 2015
    1. The very appearance of another within the installation therefore canprovide the resources with which to engender talk and interaction betweenpeople who just happen to be in the same spac

      I think this was a really great point. Through the careful crafting of the exhibit, is clear that interactions took place that otherwise would not. And I'm sure the interactions also were substantially different in nature where the participants somehow "were told to" or "forced" to interact in someway. There are definitely lessons to be learned here with respect to how teachers in more traditional environments can craft their lessons and classroom settings to foster collaboration.

    2. Their bodily comportment, their orientation, exploration,investigation, manipulation and the like become sensible, by virtue of their‘connection’ to the installation.

      I think my comment a bit tangental, but it reminds me of a principle social justice education - just reading about injustices is not sufficient. People are more effectively engaged with social justice issues if they have encountered injustices themselves or can connect to those who have. Learning to read, comprehend, and understand experiences and your own and other people's actions

    3. the article isconcerned with the ways in which people, in interaction with each other, boththose they are with and others who happen to be in the same space, reflexivelyconstitute the sense and significance of objects and artefacts, how theengagement with the artefact emerges in different ways for differentparticipants, and the ways in which those material features, and the ecologyin which they lie, reflexively inform the production and intelligibility ofconduct and interaction

      The complexity of this, and what they are concerned with fascinates me. I think it is so interesting to explore this type of interaction. The interaction with an object and the viewer, and the subconscious participation of the viewer in the context that the object is being displayed in.

    4. Shearman powerfully demonstrates how the painters andsculptors of the High Renaissance were not only sensitive to the locationwhere the painting was sited, the placement of other artefacts in the localsetting and the likely positioning of the spectator, but also to the experience ofdifferent kinds of spectators as they approach the image and how throughengagement with the painting, familiarity and expectation, the spectator canunderstandthe ‘genealogy of the moment’.

      I think this is interesting because it highlights each individuals perspective on the artwork, not just the message the artist wanted the artwork to give off.

    5. In a way, we are concerned with the ways in which visitors and viewersare, and can be seen to be, active and engaged spectators.

      Looking to both study and define what being an "active and engaged spectator." The participation across time of the artist/curator and spectators in interesting. It is a different way of seeing learning from an LPP perspective; the community of practice is shaped by the creator and the spectators across different times.

    6. research has increasingly focused on cognition and on theways in which particular forms of exhibit, exhibition, and displays ofaccompanying information may enhance educational opportunities

      Again, addressing a lack of research in museums that emphasize materiality and interaction with physical objects in analyzing. Seems interesting and needed.

    7. The maker of a picture or other historical artefact is a man addressinga problem of which his product is a finished and concrete solution. Tounderstand it we try to reconstruct both the specific problem it wasdesigned to solve and the specific circumstances out of which he wasaddressing it

      Then as viewers of the art, aren't we engaging in a conversation with the artist? And even though he/she isn't there, they have already left their answer to us in the form of art work.

    8. important issues for ourunderstanding of visual communication. It directs our attention towards theidea of an ‘active spectator’ who constitutes the sense and significance ofobjects and artefacts

      This reminds me of something someone (I'm sorry I couldn't find the post) highlighted in the AA chapters. This idea that there are people outside the immediate Figured world (Last week it as AA and those who are family members/friend, here it is the art makers and those who look at/experience the art) that play a role in what goes on in the FW. So cool.

    1. e it put the visitor in a very active role as learner:experimenting, hypothesizing, interpreting, and drawing conclusions

      Something they get very little of in the in-school context. The only time I can think of people participating in this type of exploration is during science lab experiments. Even though this knowledge at the museum is not specific to something it still encourages critical thinking.

    2. It emphasized the aspects of science most easily and pleasurably learned in a physi-cally complex and chaotic environment, namely those involving exploration, physicalmanipulation, and experimentation

      I like how they included the pleasurable factor. This makes it appealing to others and makes the visitors WANT to learn and play with object.

    3. he questions“what’s going on?”and“so what?”were usedas label headings to help raise visitors’curiosity at these intermediate steps, as wellas to scaffold them through the cycle.

      Reminds me of the "Project Approach" curriculum method

    1. Classroom rules, agreed upon andsigned dramatically by the children and teachers, are posted nearthe door.

      Classroom rules or Community agreements - this is used in social justice movements. Typically are agreed upon together, provides a space of respect and a plan of action if something uncomfortable or sticky arises. I see this as an example of building relationships with intentionality, treating all participants as active and important to the classroom.

    2. The books not only provide information in English and Span-ish for the students' thematic research, but are frequently chosen bythe children for "free" reading

      This is so important - books in multiple languages that are equally accessible. Resists the too common deficit thinking of students who speak a language other than English - many different knowledges

    3. teacher in these classrooms is that of a mediator, in the Vy-gotskian sense: to provide guidance, strategic support, and assistanceto help the children assume control of their own learning

      I really like this conception of Teacher as Mediator, reminds me of the discussions of oldtimer mentorship in AA in Lave and Wenger and Holland et al.

    4. . These funds of knowledge are sociallyinherited and culturally reproduced and developed (or discarded),and their distribution is a constant and dynamic characteristic ofhousehold life

      This whole section on relationships and networks to build funds of knowledge, especially those that are intergenerational, is directly related to work in social justice efforts (especially in learning ally practices for people from privileged groups)

    5. The example alsoillustrates what La Fontaine (1986) has called the "fluid reality" ofthe households, the changes in household composition, residence,jobs, and social relations; it is within this fluidity that the experiencesof families must be understoo

      I think this term is genius, "Fluid Reality". I feel it encompasses the idea of the ever-changing household which is important for someone to consider. Because the world around us changes so much, it is important for us to understdood that the household changes as well.

    6. Aaron has several areas of expertise to sharewith his classmates and teachers on a regular basis: He is a talentedartist, he knows a great deal about his favorite animal and pet, thegecko, and he is aware and articulate about his Jewish cultural back-ground.

      I love that from this perspective, the children themselves have much to offer. It's great to look at children as contributors to funds of knowledge.

    7. "funds of knowledge"

      I love this term as it makes me think of shared knowledged as an investment that one can add to or pull from.

    8. Our analysis reveals both the collective nature of theiractivities and the diversity of these human knowledge systems, in-cluding its various constraints (Glick, 1985).

      As the school year begins, this article highlights the importance of icebreakers and building a classroom community where FOK become as fluid as those shared in students' respective communities.

    1. happenings of a figured world

      (Highlight should continue to the end of the paragraph)

      Happenings, for Holland, are ways the figured world is reproduced, through the participants actions (such as learning to tell their story). In this too is LW idea that the same process of learning to tell your story is part of LPP and becoming a member in a CoP. These two uses of story telling highlight the interactive nature of the formation of both the CoP/Figured world and the participant's place in it as a member.

    2. By "figured world," then, we mean a socially and culturally con-structed realm of interpretation in which particular characters and actors are recognized, significance is assigned to certain acts, and particular outcomes are valued over others. Each is a simplified world populated by a set of agents (in the world of romance: attractive women, boyfriends, lovers, fiances) who engage in a limited range of meaningful acts or changes of state (flirting with, falling in love with, dumping, having sex with) as moved by a specific set of forces (attractiveness, love, lust). 3

      So then, what are the characteristics of the "figured world" of school? Particular characters/agents: students/teachers/administration broadly, and certain types of each of these (bad/good/smart/mean/strict/etc). Valued outcomes: achievement, good grades, attendance, etc. And forces: smartness, behavior, etc.

      With this perspective we can see what probably gets left out if we say this particular world is the only place students can/do learn. What about other figured worlds they are probably a part of? (The playground - or play more generally; their family setting; their religion/church; etc.)

  4. newclasses.nyu.edu newclasses.nyu.edu
    1. When AA members talk to outsiders who may be alcoholics in a one-to-one interaction, they are following the last of the Twelve Steps, "carrying the message to alcoholics who still suffer."

      This is inspiring because the AA members work together

    2. AA mem­bers knew that I was attending meetings as part of my research, what was said at those meetings was intended for other members, not for the anthropologist, and much was sensitive in nature and private.

      Element of safety and security that can be found in developing identities and entering certain figured worlds

    3. He becomes emotionally attached to the identity of AA alcoholic as he begins to care how others in the group perceive him

      Sounds like a crucial step. The person identity has changed, so therefore he/she will do what it takes to stay in the in-group of this figured world

    4. so that other drinkers may find so much of themselves in the lives of professed alcoholics that they cannot help asking whether they, too, are alcoholics

      I find this really interesting. How much of our identity is formed in this way? I think this would pertain to more than just AA. I think self-reflection is a way to evaluate our behavior and then use the knowledge gained from that to improve ourselves, thus modifying our identities

    1. They argue that the ability todo the math alone is not enough to support strong mathematical identities for stu-dents; rather, mathematical identities are tied to understanding and eng

      Agreed! I see this way too often in my classes.

  5. newclasses.nyu.edu newclasses.nyu.edu
    1. The neophyte learned from others not only how to use the drug but also how to attend to and value the experience.

      Culture has created a necessity for us to think about how things "should be" in a relationship and people use those as indications for evaluating their relationships.

    1. In contrast, to insist on starting with social practice, on taking participation to be the crucial process, and on including the social world at the core of the analysis only seems to eclipse the person. In reality, however, participation in social practice -subjective as well as objective -suggests a very explicit focus on the person, but as person-in-the-world, as member of a sociocultural community.

      I like this consideration of individuals situated within the social world - it relates to Resnick's consideration of "individual cognition in schools versus shared cognition outside" (pg. 13) and and my own issues with individualism in the context of social justice.

    2. Or to put it the other way around, in a thoroughly historical theory of social practice, the historiciz-ing of the production of persons should lead to a focus on processes of learning.

      I thought this was interesting, the connection between learning and identity formation.

    3. As an aspect of social practice, learning involves the whole person; it implies not only a relation to specific activities, but a relation to social communities -it implies becoming a full participant, a member, a kind of person. In this view, learning only partly-and often incidentally-implies becoming able to be involved in new activities, to perform new tasks and functions, to master new understandings. Activities, tasks, functions, and understandings do not exist in isolation; they are part of broader systems of relations in which they have meaning. These systems of relations arise out of and are repro-duced and developed within social communities, which are in part systems of relations among persons. The person is defined by as well as defines these relations. Learning thus implies becoming a different person with respect to the possibilities enabled by these systems of relations.

      This quotation really gets at the core of what I am interested in, how do learning experiences call upon - and cause people to evaluate - who they are in the world (and, to take it one step further, their values)?

      Lave and Wenger are arguing that an LPP frame enables us to see the relationships between learners, and that it is precisely these relationships, and how learners view themselves in relationship to others. By understanding one's relationship with another, the learner is re-imagining their own identity, and that transformation is incredibly powerful and has incredible potential.

    1. Stories do not just describe a life in a learned genre, but are tools for reinterpreting the past, and understanding the self in terms of the A. A. iden-tity.

      Thinking of stories like this made me think back to Becker's provocative use of the word "myth." By using the word he located schools within the long tradition of mythology and storytelling. Essentially, mythology can be understood as just a tool to interpret the past and make sense of the present. Mythology isn't dead or static but is still a really radical tool if used to reinterpret and reconceptualize learning and schools and their relationships - which is what Lave and Wenger are attempting to do with LPP.