Comments on: Monday Aphorism: An Attack Upon Dialectic http://harveysarles.com/2009/06/15/monday-aphorism-an-attack-upon-dialectic/ Mon, 06 Sep 2010 21:08:00 +0000 hourly 1 http://wordpress.org/?v=3.0.1 By: Harvey Sarles http://harveysarles.com/2009/06/15/monday-aphorism-an-attack-upon-dialectic/comment-page-1/#comment-22578 Harvey Sarles Tue, 30 Jun 2009 15:00:03 +0000 http://harveysarles.com/?p=361#comment-22578 April, My understandings, explorations, and practices of teaching have gotten my to wonder about the future a great deal. As their teacher, I am pretty certain that I have the possibility of staying in "my" students' heads, to touch the/their future; at best or most, to be able to inspire the future. That is, I've come to the understanding that teachers can be - possibly should be - important in the world. But that hasn't been the case in America for the past few generations: teaching has been seen as a kind of "fall-back" mode of work, a safe place with a "decent" wage. But economy has dominated in the now changing money bubble. In teaching as dialogue, the idea of being/doing/teaching has helped be to study my own doing, and my "presence" in the ongoing dialogue: I had noted that lecturing, now with Power Point, allows or encourages teachers to be in their own heads, even while teaching. The dialogue/dialectic - open in all moments - helps/allows me to study my own being, and to study the student's during the "development" of the course I am teaching in any moment. It is a continuous "practice," if not always "clear" in any moment of the dialogue - but to inspire the future is to help the students to "retake" their own sense of ownership of ideas, and a developing notion of the freedoms of their own thought...growing. My idea is that the actual or real course can occur or begin for my students on the day after the course is over. Then they can attempt to "own" their own thoughts - using me their teacher, and the experiencing of the dialogue - to become who they...would be...in their terms. Harvey April,
My understandings, explorations, and practices of teaching have gotten my to wonder about the future a great deal. As their teacher, I am pretty certain that I have the possibility of staying in “my” students’ heads, to touch the/their future; at best or most, to be able to inspire the future. That is, I’ve come to the understanding that teachers can be – possibly should be – important in the world.
But that hasn’t been the case in America for the past few generations: teaching has been seen as a kind of “fall-back” mode of work, a safe place with a “decent” wage. But economy has dominated in the now changing money bubble.
In teaching as dialogue, the idea of being/doing/teaching has helped be to study my own doing, and my “presence” in the ongoing dialogue: I had noted that lecturing, now with Power Point, allows or encourages teachers to be in their own heads, even while teaching.
The dialogue/dialectic – open in all moments – helps/allows me to study my own being, and to study the student’s during the “development” of the course I am teaching in any moment.
It is a continuous “practice,” if not always “clear” in any moment of the dialogue – but to inspire the future is to help the students to “retake” their own sense of ownership of ideas, and a developing notion of the freedoms of their own thought…growing.
My idea is that the actual or real course can occur or begin for my students on the day after the course is over. Then they can attempt to “own” their own thoughts – using me their teacher, and the experiencing of the dialogue – to become who they…would be…in their terms.
Harvey

]]> By: Harvey Sarles http://harveysarles.com/2009/06/15/monday-aphorism-an-attack-upon-dialectic/comment-page-1/#comment-34935 Harvey Sarles Tue, 30 Jun 2009 15:00:00 +0000 http://harveysarles.com/?p=361#comment-34935 April, My understandings, explorations, and practices of teaching have gotten my to wonder about the future a great deal. As their teacher, I am pretty certain that I have the possibility of staying in "my" students' heads, to touch the/their future; at best or most, to be able to inspire the future. That is, I've come to the understanding that teachers can be - possibly should be - important in the world. But that hasn't been the case in America for the past few generations: teaching has been seen as a kind of "fall-back" mode of work, a safe place with a "decent" wage. But economy has dominated in the now changing money bubble. In teaching as dialogue, the idea of being/doing/teaching has helped be to study my own doing, and my "presence" in the ongoing dialogue: I had noted that lecturing, now with Power Point, allows or encourages teachers to be in their own heads, even while teaching. The dialogue/dialectic - open in all moments - helps/allows me to study my own being, and to study the student's during the "development" of the course I am teaching in any moment. It is a continuous "practice," if not always "clear" in any moment of the dialogue - but to inspire the future is to help the students to "retake" their own sense of ownership of ideas, and a developing notion of the freedoms of their own thought...growing. My idea is that the actual or real course can occur or begin for my students on the day after the course is over. Then they can attempt to "own" their own thoughts - using me their teacher, and the experiencing of the dialogue - to become who they...would be...in their terms. Harvey April,
My understandings, explorations, and practices of teaching have gotten my to wonder about the future a great deal. As their teacher, I am pretty certain that I have the possibility of staying in “my” students’ heads, to touch the/their future; at best or most, to be able to inspire the future. That is, I’ve come to the understanding that teachers can be – possibly should be – important in the world.
But that hasn’t been the case in America for the past few generations: teaching has been seen as a kind of “fall-back” mode of work, a safe place with a “decent” wage. But economy has dominated in the now changing money bubble.
In teaching as dialogue, the idea of being/doing/teaching has helped be to study my own doing, and my “presence” in the ongoing dialogue: I had noted that lecturing, now with Power Point, allows or encourages teachers to be in their own heads, even while teaching.
The dialogue/dialectic – open in all moments – helps/allows me to study my own being, and to study the student’s during the “development” of the course I am teaching in any moment.
It is a continuous “practice,” if not always “clear” in any moment of the dialogue – but to inspire the future is to help the students to “retake” their own sense of ownership of ideas, and a developing notion of the freedoms of their own thought…growing.
My idea is that the actual or real course can occur or begin for my students on the day after the course is over. Then they can attempt to “own” their own thoughts – using me their teacher, and the experiencing of the dialogue – to become who they…would be…in their terms.
Harvey

]]> By: April http://harveysarles.com/2009/06/15/monday-aphorism-an-attack-upon-dialectic/comment-page-1/#comment-22540 April Mon, 29 Jun 2009 21:43:08 +0000 http://harveysarles.com/?p=361#comment-22540 Something's happening here. What it is ain't exactly clear.... I haven't read your "Teaching as Dialogue," but as I read more about the different pedagogies of the dialectic and Marxist materialism, I am beginning to feel that we all (teachers, students, parents, children) need to stop and look upon the phenomena and begin to talk about what we sense might be going down. Because there is some very very very fascinating stuff going on with the genealogy of ideas. To see that we no longer study the classics, but submit to previous studies.... is startling to say the least. And to know that the genealogy of these pedagogies is hidden among the many artifacts and documents.... is exciting, mysterious. What could be uncovered as we delve into the institutions and individuals that, though long departed, continue to fashion our understanding of those precious few fragments left to us by our elders? Will we find they tried their best? Or were they, like ourselves, prone to youthful arrogance, error, corruption? The wisdom of the past has transcended space and time to meet us in the present, and instead of taking it for the miracle that it is and directing it towards the future, we look to the bureaucrats of yesterday for direction? I'm suspicious of such an approach. I really liked your vision for the University. Thank you for sharing that! Something’s happening here. What it is ain’t exactly clear….

I haven’t read your “Teaching as Dialogue,” but as I read more about the different pedagogies of the dialectic and Marxist materialism, I am beginning to feel that we all (teachers, students, parents, children) need to stop and look upon the phenomena and begin to talk about what we sense might be going down. Because there is some very very very fascinating stuff going on with the genealogy of ideas. To see that we no longer study the classics, but submit to previous studies…. is startling to say the least. And to know that the genealogy of these pedagogies is hidden among the many artifacts and documents…. is exciting, mysterious. What could be uncovered as we delve into the institutions and individuals that, though long departed, continue to fashion our understanding of those precious few fragments left to us by our elders? Will we find they tried their best? Or were they, like ourselves, prone to youthful arrogance, error, corruption?

The wisdom of the past has transcended space and time to meet us in the present, and instead of taking it for the miracle that it is and directing it towards the future, we look to the bureaucrats of yesterday for direction? I’m suspicious of such an approach.

I really liked your vision for the University. Thank you for sharing that!

]]> By: April http://harveysarles.com/2009/06/15/monday-aphorism-an-attack-upon-dialectic/comment-page-1/#comment-34934 April Mon, 29 Jun 2009 21:43:00 +0000 http://harveysarles.com/?p=361#comment-34934 Something's happening here. What it is ain't exactly clear.... I haven't read your "Teaching as Dialogue," but as I read more about the different pedagogies of the dialectic and Marxist materialism, I am beginning to feel that we all (teachers, students, parents, children) need to stop and look upon the phenomena and begin to talk about what we sense might be going down. Because there is some very very very fascinating stuff going on with the genealogy of ideas. To see that we no longer study the classics, but submit to previous studies.... is startling to say the least. And to know that the genealogy of these pedagogies is hidden among the many artifacts and documents.... is exciting, mysterious. What could be uncovered as we delve into the institutions and individuals that, though long departed, continue to fashion our understanding of those precious few fragments left to us by our elders? Will we find they tried their best? Or were they, like ourselves, prone to youthful arrogance, error, corruption? The wisdom of the past has transcended space and time to meet us in the present, and instead of taking it for the miracle that it is and directing it towards the future, we look to the bureaucrats of yesterday for direction? I'm suspicious of such an approach. I really liked your vision for the University. Thank you for sharing that! Something’s happening here. What it is ain’t exactly clear….

I haven’t read your “Teaching as Dialogue,” but as I read more about the different pedagogies of the dialectic and Marxist materialism, I am beginning to feel that we all (teachers, students, parents, children) need to stop and look upon the phenomena and begin to talk about what we sense might be going down. Because there is some very very very fascinating stuff going on with the genealogy of ideas. To see that we no longer study the classics, but submit to previous studies…. is startling to say the least. And to know that the genealogy of these pedagogies is hidden among the many artifacts and documents…. is exciting, mysterious. What could be uncovered as we delve into the institutions and individuals that, though long departed, continue to fashion our understanding of those precious few fragments left to us by our elders? Will we find they tried their best? Or were they, like ourselves, prone to youthful arrogance, error, corruption?

The wisdom of the past has transcended space and time to meet us in the present, and instead of taking it for the miracle that it is and directing it towards the future, we look to the bureaucrats of yesterday for direction? I’m suspicious of such an approach.

I really liked your vision for the University. Thank you for sharing that!

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