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California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: September 12, 2003
Latest Update: September 12, 2003

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Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, September 2003.
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On Thursday, September 11, 2003, Nancy Lopez, CSUDH, wrote:

1. What exactly do I think Jeanine was trying to describe with the crazy mixture of black and red ink on the painting...well I can be completely wrong and out there, but here its goes: I think she tried to show us the interpersonal relationships among the person and other which then adds up to form the community. A community that's not perfect and that can be topsy-turvy. Begining with the issues and "stuff" that can occur either in front of us or "behind the scenes" among our traditional hierarchical organizations. The twisting and color changing lines depict the unstableness of our society; good bad; warm cold; pretty ugly; exciting boring ect.

OK, Nancy, this is a perfectly acceptable explanation of my drawing. But a couple of things are bothering me. Where did the ideas of a community being "perfect" and "topsy turvy" come from? I don't recognize them from either lectures or discussion. The best way to handle that would be to give me a detail of something I said or someone else said during the discussion to lead you to a consideration of perfect and topsy-turvy. My sense of organizational patterns goes much more to hierarchical patterns or to individual empowerment. For an A for the submission, I suggest that you would need to bring this discussion up in class, and then make sure that I record that you have clarified this dialog.

2. The type of organizational pattern that I see prevails at our school is dialogic answerability.

That's a conclusionary statement. By that I mean that I know only that you say the pattern is one of dialogic answerability, but I can't tell how you're defining the term or what evidence or social facts led you to that conclusion. That means I have to just take your word for it, a result I'm trying to teach you not to engage in.

Now whether it's on the surface among the people of this campus, I don't exactly think so.

What does that mean, "on the surface?"

Simply because I think that the atmosphere is filled with more people (the students) trying to get answers and knowledge.

Again, I'm not sure what this tells me. Any school should be full of students trying to get knowledge. So how does that affect the organizational pattern?

We have only so much power on this campus/agency.And sometimes if we reach out to speak our minds or inquire about something we will sometimes find ourselves in a pool of monologic non-answerability. Maybe that person(s) What person? honestly did not understand what structures? that were encountering one another, or maybe they chose to not understand it for the sake of argument or interaction. But for whatever reason that non- existing- understanding definitely affected his/her response to my reaction.

I shall e-mail u once again with my response to discussion ?'s 3&4 for I have to go munch on something b4 I collapse or go class starts in 20 minutes. Hopefully I made some sense and you'll hear again from me shortly.

Please don't. This is a wonderful example of why I ask you not to answer my questions. Once you start t o answer my questions you track into what you think I've said and want you to say, and you stop telling me about you and your learning. If you're interested in the organizational pattern at school then you have to be sure that you can answer some of the questions I was asking you in the end. What structures are you thinking about? What's clashing? Who's searching for what, in your experience? Give me details. Give me those details about something you are really interested in.

Do bring this up in class, because there are lots of students who need to address this issue. You're not alone at thinking that I want you to answer the questions.

Good try. jeanne