Revision history for MorgansCompTheoryNotes24Oct2011
Additions:
Bruffee sets the scene for this set of readings, and Trimbur critiquing and developing the ideas he introduces further. Myers is the reading for leftist crit of the practice. Trimbur the reading that places Bruffee in the larger frame of pedagogy. And in keeping with the idea of conversation, we can see the four readings as part of a larger ongoing conversation - which we should each join.
- Start the week by declaring a position on conversation / collaboration / and learning writing.
Collaboration was aways present. Its just that we started to notice it in early 1980s.
As a start, help looked like more work. Collab was offered as an alternative rather than extension of the same. Peer tutoring and critique.
Indirect teaching orchestrated by teacher.
More consideration brings up an alternative conception of what's going on. P 398. A case for deeper understanding of collaboration.
good articulation of the social-epistemic rhetorical position
- sometimes it works - sometimes it doesn't. so bruffee looks into the history of collab learning to get a sense of the ideas. that is, it's an argument for theory.
=== conversation and the nature of thought and knowledge===
the features of reflective thought is causally and functionally related to social conversation. many of the social forms of conversation - grammatical, rhetorical structures (critical thinking) and range and impetus and goals are sources and structures of thought.
Argues that normal discourse of the academy is shared by business and industry, and governmennt - that business et al are actually part of the academic DC.
for the student, it involves loosening ties to some knowledge communities and joining another.
Does it feel like these things are happening in undergrad classes? In grad classes? In offices? Bars?
Do we need to provide more spaces and opportunity for normal conversation?
How do we do this on line?
cMOOCs are good model for how this conversation proceeds.
Requires far more commitment than just Doing the Work.
Crit of consensus
- from the individualist camp: it stifles difference and promotes conformity
further, pedagogies that place individual at center construct the student as a social atom under the teacher's universal gaze. 463 - 4. this approach keeps the students from forming a powerful group, from transforming themselves, locks them into a one to one relation with the teacher.
from the left: it overlooks wider social workings such as class, power, ethnicity, gender
Trimbur's position: Consensus can be an instrument for generating and organizing differences and transform power relations. with this at root:
look at collaborative learning as a process of identifying differences and locating these differences in relation to one another.
consensus in the classroom will be collective explanations of how people (and ideas) differ, where those differences come from, and whether we can live and work together with those differences.
=== Terms ===
The major term is conversation: social constructivist code word - as understood in Bruffee's conversation of you know who. Learning cannot be understood strictly on cognitive grounds because learning means joining and acting in new communities and taking part in new conversations. Learning entails creating transitional communities.
[I would add the language that calls the mechanism of consensus to the fore - a critical language that points out, "look how you're attempting to shape the consensus to your own interests by X." That makes the language of rhetorical analysis and criticism an abnormal language.]
genuine consensus as more a wish and practice than a state of conversation at any moment. take a utopian view of consensus to make it work
====From 2011====
- Start the week by declaring a position on conversation / collaboration / and learning writing.
Collaboration was aways present. Its just that we started to notice it in early 1980s.
As a start, help looked like more work. Collab was offered as an alternative rather than extension of the same. Peer tutoring and critique.
Indirect teaching orchestrated by teacher.
More consideration brings up an alternative conception of what's going on. P 398. A case for deeper understanding of collaboration.
good articulation of the social-epistemic rhetorical position
- sometimes it works - sometimes it doesn't. so bruffee looks into the history of collab learning to get a sense of the ideas. that is, it's an argument for theory.
=== conversation and the nature of thought and knowledge===
the features of reflective thought is causally and functionally related to social conversation. many of the social forms of conversation - grammatical, rhetorical structures (critical thinking) and range and impetus and goals are sources and structures of thought.
Argues that normal discourse of the academy is shared by business and industry, and governmennt - that business et al are actually part of the academic DC.
for the student, it involves loosening ties to some knowledge communities and joining another.
Does it feel like these things are happening in undergrad classes? In grad classes? In offices? Bars?
Do we need to provide more spaces and opportunity for normal conversation?
How do we do this on line?
cMOOCs are good model for how this conversation proceeds.
Requires far more commitment than just Doing the Work.
Crit of consensus
- from the individualist camp: it stifles difference and promotes conformity
further, pedagogies that place individual at center construct the student as a social atom under the teacher's universal gaze. 463 - 4. this approach keeps the students from forming a powerful group, from transforming themselves, locks them into a one to one relation with the teacher.
from the left: it overlooks wider social workings such as class, power, ethnicity, gender
Trimbur's position: Consensus can be an instrument for generating and organizing differences and transform power relations. with this at root:
look at collaborative learning as a process of identifying differences and locating these differences in relation to one another.
consensus in the classroom will be collective explanations of how people (and ideas) differ, where those differences come from, and whether we can live and work together with those differences.
=== Terms ===
The major term is conversation: social constructivist code word - as understood in Bruffee's conversation of you know who. Learning cannot be understood strictly on cognitive grounds because learning means joining and acting in new communities and taking part in new conversations. Learning entails creating transitional communities.
[I would add the language that calls the mechanism of consensus to the fore - a critical language that points out, "look how you're attempting to shape the consensus to your own interests by X." That makes the language of rhetorical analysis and criticism an abnormal language.]
genuine consensus as more a wish and practice than a state of conversation at any moment. take a utopian view of consensus to make it work
====From 2011====
Deletions:
- Start the week by declaring a position on conversation / collaboration / and learning writing.
pretty good articulation of the social-epistemic rhetorical position
sometimes it works - sometimes it doesn't. so bruffee looks into the history of collab learning to get a sense of the ideas. that is, it's an argument for theory.
conversation and the nature of thought and knowledge
the features of reflective thought is causally ! and functionally related to social conversation. many of the social forms of conversation - grammatical, rhetorical structures (critical thinking) and range and impetus and goals are sources and structures of thought.
see argument on critical thinking of last week -
Argues 424 that normal discourse of the academy is shared by business and industry, and governmennt - that business et al are actually part of the academic DC.
for the student, it seems to involve loosening ties to some knowledge communities and joining another.
aims to crit concept of consensus
- it supresses difference and promotes conformity
- (from the left) it overlooks wider social workings such as class, power, ethnicity, gender
His: Consensus can be an instrument for generating and organizing differences and transform power relations. with this at root:
look at collaborative learning as a process of identifying differences and locating these differences in relation to one another. consensus in the classroom will be collective explanations of how people (and ideas) differ, where those differences come from, and whether we can live and work together with those differences.
- further, pedagogies that place individual at center construct the student as a social atom under the teacher's universal gaze. 463 - 4. this approach keeps the students from forming a powerful group, from transforming themselves, locks them into a one to one relation with the teacher.
One for Ivory
- Major term is conversation: social constructivist code word - as understood in Bruffee's conversation of you know who. Learning cannot be understood strictly on cognitive grounds because learning means joining and acting in new communities and taking part in new conversations. Learning entails creating transitional communities.
- [I would add the language that calls the mechanism of consensus to the fore - a critical language that points out, "look how you're attempting to shape the consensus to your own interests by X." That makes the language of rhetorical analysis and criticism an abnormal language.]
genuine consensus as more a wish and practice than a state of conversation at any moment. take a utopian view of consensus to make it work
Additions:
- which is often under threat from other communities -
