Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i1JFWCI03519; Thu, 19 Feb 2004 10:32:12 -0500 (EST) Date: Thu, 19 Feb 2004 10:32:12 -0500 (EST) Message-Id: <00da01c3f6fd$6c90bed0$0b00a8c0@DDQPYT21> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "Art LaChance" <arthur@ellijay.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1091] Re: Light, not heat X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1158 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3889 Lines: 78 Well Catherine, that makes perfect sense. Thank you for putting it so succinctly. Unfortunately I think you're more right than not. The next question is where are we going with it? Is it a deliberate move to separate the upper from the lower and minimize the middle ? Which now that I think about it the middle is the keystone of democracy ? Appears that way from here. This lady's story is simply the one that was most available at the moment. Can't count the rest. I got in the habit of playing 20 questions with students when they entered the program, provides background and serves to show the student somebody is actually interested in them. The singular most common factor in those backgrounds is the emotional component. I do understand the difficulties faced by K12 and I wouldn't want to be there. It just appears to me that we could solve oh so many situations IF the people most directly involved with those younger students were able to recognize the need for the appropriate attention that would prevent the student's impending failure. Secondarily, if adult literacy providers were thoroughly trained in the appropriate psychological realm(s) that would afford them the capability for dealing directly with the deeply engrained low self-esteem and confidence issues the adult student brings with them it just makes sense to me that our effectiveness would eventually shoot off the other end of the scale. Thanks for the validation. Art ----- Original Message ----- From: "Catherine B. King" <cb.king@verizon.net> To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> Sent: Thursday, February 19, 2004 8:54 AM Subject: [NIFL-AALPD:1084] Re: Light, not heat > Hello Art: > > Inspiring stories--thank you for sharing them with us. I think we > should reprint them often, and other similar stories. George > Demetrion also has some exceptional writing on his similar > experiences. > > The point to the multiple stories for the development of the profession > of adult education is that they continue to supply evidence for the > theories that Mezirow and others are developing, as well as those > of Piaget, where, though there are many differences, his > developmental theory can be easily transposed into adult learning > in terms of concepts such as assimilation, difference and adjustment. > > I know your questions at the end of your note were rhetorical; > however, I do think the question is presently raised about what kind > of research policy-makers are considering as "authentic" or > "scientific." If it's mostly based in statistical analyses and > reporting, while theory is being ignored because it's not ordered > around natural science data, then positivism is at work. And it will > remain so as long as the "data" fits the econo-political ends of > those in power. > > And the econo-political ends of those in power are changing form > and shifting so that our assumptions about democracy, education, > social order and public good have taken second place to the > making and movement of money. > > >From the larger view, most teachers have moved from being wise and > good people grounded in an authentic democracy where we rightly > assumed there were some in power who actually believed in, supported > and acted on the same ground, to being naives in a strange and hostile > econo-political land. We just haven't seen it clearly yet, and as long as > we get piddling support, and only see such students as yours continue > to change one at a time, we won't. I guess they have to keep the myth > a little-bit alive for there not to be a revolution. Your question about > the silence and lack of response and action is important. Perhaps it's > not because they don't hear but rather because many do not share the > same ground any longer but have an interest in our not understanding > the difference. > > Catherine King >
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