A Justice Site
Volume 17, No. 6, Week of July 21, 2003
jeanne's schedule - Susan's schedule NEW
Pat's schedule - About Us - Academic Resources
Previous Issue: Volume 17, No, 5, Week of July 14, 2003
Mirror Sites: CSUDH - Habermas - UWP
TOPICS INDEX - SITE MAP - SITE INDEX
KIDS, Etc. - ARCHIVES - Daily Site Additions
Yahoo Search - Google Search - Amazon.com Search
Class Preparations - What Is Dear Habermas?
California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan, Transcend Art and Peace
Latest Update: July 23, 2003
"No, No, Kids, put the shapes that are alike together."
Topic of the Week:
Measuring Learning without the Learner
Friday, July 17, 2003: Are they learning? Can I be sure what they're doing unless I listen to them? Suppose the young lady on the left is just confused. She's having trouble telling the difference in shape between squares and circles. Or maybe she thinks the green circle looks neat with the blue square? I might agree with her. So I'd better find out what's on her mind, hadn't I? What about the young man in the middle? He may very well know that the light green circle should go with the dark green circle, but the young lady already has the light green circle, and, hey, that red square doesn't look so bad here. And, my goodness, the young man on the right. It looks like there's a blue female shape into which he is cramming an orange male shape. Never seen those shapes in this kind of puzzle game before. But what an interesting approach to cram one shape inside the other, instead of just laying it over the other. We may have just discovered some creativity in this group.
What I estimate they are learning is going to depend on what I learn from them through their actions or verbally about whether they were working together, so that one having the light green circle means the other can't have it? Or were they to negotiate which piece or pieces they would have? And were there strict rules of how to do whatever they are trying to do? or can I recognize and encourage their creativity? For the sake of our future together I hope the answer is that yes, we can encourage creativity and grade, not on tests and rules, but on the interdependence of our interactions and learning together.
By encouraging children to follow the traditonal rules we provide privilege and support to the dominant discourse, teaching them not to trust their creativity, but to conform. Conformity and normativity and discipline are important skills, but so are critical thinking and creativity.
More up soon . . . jeanne
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A Range of Sources on Global Events
Left/Right Perspectives - Cursor - New York Times
Arts and Letters Daily - The Economist - The Guardian
Wall Street Journal -The Weekly Standard - The Nation
Los Angeles Times - Chicago Tribune - The Washington Post
Cursor's Al Jazeera Archive - Ha'aretz - Palestine Monitor
Indymedia - BBC News - New Profile - Progressive Sociologists Network
- Friday, July 18, 2003: This week we are trying to set up the main page and the weekly issue page as a reliable means to find those things we seek most often on the site. Feedback greatly appreciated. jeanne
- Saturday, July 19, 2003: About Us Describing the project of Dear Habermas at CSUDH and UWP. Feedback welcome. jeanne
Using Academic Language Effectively:
Merriam-Webster Dictionary Search:
Social Theory across Disciplines:
Peace and Social Justice
Essays, Comments, and Discussion Questions
- Wednesday, July 23, 2003. Visual Sociology:Visualization as an Aid to Learning and Understanding Kearling uses Bruner's teaching children concretely about prime numbers to illustrate how visualization helps.
- Wednesday, July 23, 2003. Kant's Categorical Imperative:Kant's Categorical Imperative Started a file on this concept, since we need to refer to it for most of our discussions.
- Monday, July 21, 2003. Kant:Kant's Critique of Pure Reason This work is at the foundation of much of the present discussion of ways in which to merge micro and macro approaches to social theory. The micro/macro dilemma occupies much of current theoretical discussion and plays an important role in understanding Bakhtin and Habermas. (Greg Nielsen.) Essay and Discussion Questions included.
- Tuesday, July 22, 2003. Changing Views of the Universe:Theoretical results about black holes suggest that the universe could be like a gigantic hologram Scientific American Online. Information in the Holographic Universe."By studying the mysterious properties of black holes, physicists have deduced absolute limits on how much information a region of space or a quantity of matter and energy can hold. Related results suggest that our universe, which we perceive to have three spatial dimensions, might instead be "written" on a two-dimensional surface, like a hologram. Our everyday perceptions of the world as three-dimensional would then be either a profound illusion or merely one of two alternative ways of viewing reality. A grain of sand may not encompass our world, but a flat screen might."
By Jacob D. Bekenstein
- Monday, July 21, 2003. Phenomenology:Index on Phenomenology Putting up definitions and material that you can access easily for study for departmental comprehensives. Phenomenology is one of the branches of social theory that considers the importance of consciousness and mind - how we know some things we do not experience.
- Monday, July 21, 2003. Ethnomethodology:Index on EthnomethodologyEthnomethodology, along with phenomenology, hermeneutics, and aesthetics are alternate approaches to understanding our social world.
- Monday, July 21, 2003. Fun with Social Theory:The Phenomenology of Harry, or the Critique of Pure Potter By Patricia Cohen, New York Times, July 19, 2003. Backup. Discussion questions included.
- Monday, July 21, 2003. Fun with Social Theory:Playing with Social Theory and Harry Potter Essay and discussion questions included.
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Lance Armstrong, yellow jersey, and Iban Mayo crash after fanís souvenir bag catches on Armstrongís handlebars. Jan Ullrich, far right, swerving to avoid accident, waited with the pack until riders rose. (Agence France-Presse)"When Lance Armstrong was dropped to the pavement by the wayward handle of a fan's yellow bag, his closest pursuers, even Germany's Jan Ullrich, who had trailed Armstrong by only 15 seconds at the day's start, slowed to wait for Armstrong to pick himself up, dust himself off and get back in the race.Four-time Tour de France champion Lance Armstrong of the United States pats Frenchman Sylvain Chavanel on the back as he passes him during the Tour's 15th stage. (Agence France-Presse)
"To many U.S. sports fans, casual watchers of this extraordinary bike race, what happened in Monday's Stage 15 of the Tour de France caused a collective "huh?" "But to Ullrich, who is now 1 minute 7 seconds behind Armstrong as the three-week race heads into its final five days, speeding off while Armstrong was on the ground would have been wrong.""On Monday, after Armstrong had restarted the attack after his fall, he caught the Frenchman Sylvain Chavanel. Chavanel had led the stage through most of the first five, hard climbs. On his way past Chavanel, Armstrong reached out and patted Chavanel on the back.
It was a gesture of congratulations and apology by Armstrong.
"If Lance hadn't needed the 20-seconds bonus for winning the stage," Andreu said, "absolutely Lance would have let Chavanel win the stage. That's what you do. You help people. Because someday you'll want someone to help you."
Kids, Etc.: Topics to Share with Others
Cover of Brave and Bold
Link on Image to Stanford for large version.
While you're there, erase the file link on the URL, and explore the site.
- Sunday, July 20, 2003. Dime Novels of the 19th Century:Dime Novels and Penny Dreadfuls On the Stanford Server. Cover Image from Brave and Bold. Stanford University Libraries/Academic Text Service. Discover that such treasures are out there, preserved, and slowly being made available to all of us for our learning pleasure.
- Sunday, July 20, 2003. Preserving old photographs. The Civil War:Abraham Lincoln Civil War Cartes de Visites. Albumen photograph from the Stanford Collection. Civil War photograph album from the James Wadsworth Family Papers, Library of Congress. Turn such a photograph album into a topic to share by including brief descriptions of the subjects of the photos and linking them conceptually to our lived experiences today. I don't have time with Fall classes coming, but some of you might like to take that project on. What a great measure of learning for both history and culture and visual sociology!