I have been following the #stopcommoncore hashtag on Twitter to keep abreast of the debate that is growing across the country about whether states should continue to implement the Common Core State Standards (CCSS). One argument against the implementation of the CCSS that has been advanced on a number of occasions is the idea that a particular lesson aligned to the CCSS is evidence that the CCSS are bad. This argument is an example “affirming the consequent”, which is a logical fallacy. (more…)
Neil deGrasse Tyson recently gave a lecture at my university, and my girlfriend and I, being fans of his and of astronomy, decided to attend. Tyson’s lecture, which was livetweeted at #NDTPurdue, was focused on recent discoveries and events in astrophysics. It was informative and entertaining, as you might imagine if you have ever heard Tyson speak.
In my most recent reading, writing, and listening, I have become interested in philosophy of science. With apologies to my philosophy friends for any inaccuracies I may make in representing various philosophical viewpoints, I would like to try to determine exactly where Tyson is on the spectrum of the philosophy of science. There were a few clues from the lecture that I have been analyzing to try to narrow down Tyson’s view of science. Here they are, relatively verbatim, and in no particular order. (more…)
I have been following Computers & Writing Conference this week on Twitter at the #cwcon hashtag. Among the most livetweeted talks was James Paul Gee’s keynote, “Writing in the Age of the Maker Movement.” Gee, famous for research on gaming and literacy, spoke broadly about teaching writing from a situated learning perspective. In his talk, he emphasized the need for “goal-based action” in learning to write, where students see writing as a way of “doing” something. He advocated learning situated in “affinity spaces,” where a group coalesces over a “common endeavor” (Gee, 2003, p. 192). I have Storified the livetweeting of the talk here.
Before I respond to the talk, I want state a caveat: I wasn’t there. I am relying on livetweeting, and therefore my comprehension and interpretation of Gee’s talk is limited by the points that were livetweeted. I could have missed points in his argument, which would then skew my interpretation in an erroneous direction. I apologize in advance if I misinterpreted Gee.
I want to respond to a few key claims livetweeted, so I’ve selected the first tweets I could find in the #cwcon stream that documented each of these claims. I have embedded them below. (more…)
In the new Star Trek film, Star Trek Into Darkness, *SPOILER ALERT* Kirk and Spock debate the Prime Directive, which is the principle of non-interference with people who have not become interstellar space-faring civilizations. In the process of saving a non-Industrialized culture from a volcano, Kirk reveals the Starship Enterprise to the people he is trying to save. As a result, they draw an icon in the dirt that represents the ship, implying that the Enterprise will now become a symbol in their culture–either for good or for ill. The point is: Kirk violated the Prime Directive. Because of this, he is stripped of his command and demoted by Starfleet brass. *END SPOILERS*
I see a principle like the Prime Directive operating in descriptive linguistics. (more…)
This post is a consolidated form of the 8-part series I posted from April 16-May 30, 2013 as part of a class seminar on literacy. I have done a rough edit to attempt to make the posts more cohesive; if some issues are unclear, please refer to the original posts. Thanks again to all who commented and encouraged me during this endeavor. A special thanks to Dr. Carol Hopkins, who supported me in this project.
The Reading Wars of the 1990s were documented by the exchanges between Edelsky and McKenna, Robinson, & Miller in Educational Researcher. This theoretical conflict between Whole Language and Traditional Literacy represents what I call a “traditional academic feud.” A traditional academic feud is a social phenomenon in an academic field of study where two or more groups theorize about or describe a single phenomenon in categorically different ways. That a traditional academic feud eventually achieved “war” status is a curious phenomenon–but perhaps no more curious than the fact that academic feuds occur in the first place. In this series, I plan to explain 1) why the academic feud of the Reading Wars occurred, 2) why the feud escalated to a war, and 3) why a similar feud developed recently in the reading comprehension field (this element of the thesis was abandoned due to time/space constraints), and (if I am brave enough) 4) how we might avoid wars and have more productive feuds in Literacy Studies. (more…)
Note: This is the eighth and final part of an eight-part series which satisfies a term paper requirement for a class seminar on literacy. Note that all citations in quotations can be found in the bibliographies of the linked items.
In this last post, I will demonstrate how Literacy Studies satisfies the final feature of horizontal knowledge structures–that of having a “knower code.” I will also show how this feature contributed to the Reading Wars. In a revision of my thesis, which originally contained a second analysis of the debate I highlighted in post six, I will conclude by reviewing the main features of horizontal knowledge structures and argue that they are the primary mechanisms that facilitated the Reading Wars. I will then offer suggestions based on this analysis on how we might avoid wars and have more productive feuds in Literacy Studies. For the sake of clarity, I refer to McKenna’s first article as “McKenna et al., 1990a” and their rejoinder “McKenna et al., 1990b.” Citations from quotes in the M-E discourse are not linked. They can be found at McKenna et al., 1990a; Edelsky, and McKenna et al, 1990b.
9. “Choices between competing claims to insight are based more on a ‘knower code’, that is to say, on who is making knowledge claims rather than on what is being claimed and how.”
Note: This is the seventh and part of a multi-part series which (eventually) will become a term paper for a class seminar on literacy. Note that all citations in quotations can be found in the bibliographies of the linked items.
Previously on My Neverending Blog…
In my last post, I suggested that Whole Language and Skills-Based Literacy–the two opposing viewpoints in the Reading Wars–were languages constructed with weak conceptual grammar, where the fundamental phenomenon–that is, reading–was defined differently by each language. Whole Language, represented by Edelsky (1990) , defined reading as a “sociopsycholinguistic process” (p. 8), whereas Skills-Based Literacy, represented by McKenna et al., 1990a and McKenna et al, 1990b , defined it as constellation of skills working in concert (p. 3). These differing definitions, symptomatic of weak grammar, and the feuding relationship between the theories, also a feature of weak grammar, account for the next two features of horizontal knowledge structures, which deal with empirical research within disciplines.
Aside: In retrospect, I should have collapsed these features into a single feature, making the final total of horizontal knowledge features eight. Maton & Muller (2007) seem to suggest two main features for knowledge structures: grammaticality and verticality. It may be that the features I have abstracted here are corollaries of these two larger features, which are represented as features six and five respectively in my list.