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California State University, Dominguez Hills
University of Wisconsin, Parkside
Created: December 10, 2001
Latest Update: June 28, 2004

E-Mail Icon jeannecurran@habermas.org
takata@uwp.edu

Index of Topics on Site Sharing with Peers and Instructors
On Monday, Decemer 10, 2001, Ruth Woods wrote:
Hi Jeanne:

I must say that I am impressed with comments from my peers, and your responses as they write what they feel. Most of all expressing their feelings and linking it with what was learned for the semester in class. I don't really feel that I have done that, or I don't feel confident as other students.

Although, I am not a sociology major and the concepts are new to me, I feel I should have grasped more. The concept for student learning that you have set in place is more effective. I normally just sit back in class and take notes. When I first entered your class I was intimidated, because I don't share, and most instructors do not encourage class participation as you do. So, I guess what I am trying to say is thank you. I will not give up until I feel more confident with speaking and sharing with peers and instructors.

Thanks
Ruth

On June 28, 2004, jeanne was restructuring site, and had a "Gee, I wish I'd asked" response:

Discussion Questions I wish I'd Asked:

  1. Ruth, do you think it would have helped if I had explained that "interpassivity" is just as reasonable at "interactivity? And maybe suggested that you try making some of those notes to yourself about what you might think about our discussions?

    I need to consider that I hadn't yet learned about "interpassivity" in 2001. That makes me glad that Ruth's response is still here, so now we can cross a temporal barrier and go back to consider it? Just think, we're time travelling.

  2. Are others of you intimidated at first with answerability, and our insistence upon freeing the Other to answer?

    Consider it intimidation if you are concerned that you might say something "stupid," if you keep waiting for the "other shoe to fall, and reality to set in," if "it seems too good to be true, and you don't trust it." I think it might help when explanations of answerability and interpassivity are up in threaded discussions on the site, but no one can possibly read them all at once. Maybe there just needs to be a period of interpassivity when you can get comfortable in the "new skin" of answerability. What do you think?

  3. If you linked to "new skin" in No. 2, did you consider it odd that thinking about intimidation as it seems to go with answerability brought to mind a criminal justice example?

    Consider that "new skin" refers to rehabilitation, which is also about learning and a system that neglects that learning.

  4. Do any other analogies to criminal justice come into mind as you ponder the student/academy interrelationship?

    Consider "cheating" and "plagiarism," and their prominence in today's academy. Then consider how the use of language that relates to crime labels a student in ways that are incongruent with teaching and learning, where trust is a major factor.

  5. How could transparency ease the intimidation for those who feel it?

    Consider defining transparency first. Then look at one tentative explanation in the Art Index

  6. What kinds of trust are involved in the teacher/student interrelationship?

    I was thinking of the trust that I will not foist my opinions upon you, and will honor your answerability, and help you to express any validity claims you want to explore. And my trust that you will consider all validity claims in good faith and make up your mind in good faith without hurling epithets of dualities like "good" and "bad," which are too extreme for complex and earnest reasoning.