tag:blogger.com,1999:blog-75010125548242133652024-02-20T15:36:12.491-08:00Reinventing KnowledgeGideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.comBlogger25125tag:blogger.com,1999:blog-7501012554824213365.post-60782543823703969642011-12-07T14:19:00.001-08:002011-12-08T08:02:38.627-08:00Final ExamAs a concluding evaluative activity for this course, the final exam will combine several kinds of knowledge media (oral, handwritten, and typed). These are the required steps:<br />
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<ol>
<li>A preliminary blog post (less formal, a review and prep for the exam)</li>
<li>An in-class "salon" (an oral-written activity held Tues. 12/13/2011 from 8-10am)</li>
<li>A final blog post (more formal, based on steps 1 and 2, due by Wednesday, 12/14/2011 at noon)</li>
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<b><u>Step 1: Preliminary Blog Post</u></b></div>
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In this step you will be posting your notes for the in-class salon. Essentially, you will be reviewing the various units, focusing mostly on various types of blog posts, so that you can speak intelligently about topics related to each unit when we meet for the in-class oral/written activity. We'd like you to study according to a review matrix:</div>
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<table border="1" bordercolor="#888888" cellspacing="0" style="border-collapse: collapse; border-color: rgb(136, 136, 136); border-width: 1px;"><tbody>
<tr><td style="width: 100px;"> </td>
<td style="width: 100px;">Unit 1: Folk Knowledge</td>
<td style="width: 100px;"> Unit 2: Oral Knowledge</td>
<td style="width: 100px;"> Unit 3:<br />
Written Knowledge</td>
<td style="width: 100px;"> Unit 4:<br />
Print Knowledge</td>
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<td style="width: 100px;"> Self-directed learning</td>
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<td style="width: 100px;"> Others' blogging</td>
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<td style="width: 100px;"> Collaborative learning</td>
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<td style="width: 100px;">Projects / Activities</td>
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We expect this blog post to be more in a notes format than something like a finished essay. Complete this prior to the scheduled final exam.<br />
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<u>Step 2: Salon</u><br />
During the scheduled final exam (8-10am Tues., 12/13/2011), we will conduct a "salon" that builds upon the preliminary blog post (which you should either print out or have access to via a laptop). You will be put into groups of three people four different times (once for each unit) and provided a sheet that will help structure your conversation and give you a place to take notes for step 3. The prompts on the sheet will allow you to draw from the preliminary blog post.<br />
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<u>Step 3: Final Blog Post</u><br />
Following the final exam period, and prior to Wednesday 12/14/2011 at noon, you are to post a more formal blog post that is derived from the salon activity on Tuesday. This must refer to all four units (or types of knowledge) studied, must be driven by a thesis, relate to the course learning outcomes, and must refer both to conversations had during the salon and to the others' blog posts from the class. The expected length is about 500-700 words. Pictures are optional. This is not a personal learning narrative or general reflection, but a more formal academic "paper" that makes a clear claim and supports it, while synthesizing these various elements from the semester.</div>Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com3tag:blogger.com,1999:blog-7501012554824213365.post-27859544802144156852011-11-30T07:57:00.001-08:002011-12-01T07:25:54.910-08:00Unit Four Project: Academic Paper<br />
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<span id="internal-source-marker_0.6326167075894773" style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For this end of unit evaluation students will be writing a traditional academic paper. </span><br />
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We have grouped students according to topic into teams of two or three people. Members of your team will help you to brainstorm your specific topic, find sources, and review your draft. </span><span style="background-color: transparent; font-family: Arial; font-size: 15px; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Option: You may create a collaborative paper together, provided that it is three pages and two sources per person.</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Length</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: 3-4 pages (750-1000 words). For collaborative papers, 3-4 pages per person.</span></div>
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<span class="Apple-style-span" style="font-family: Arial;"><span class="Apple-style-span" style="font-size: 15px; white-space: pre-wrap;"><br /></span></span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Sources</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: At least two sources (per person in a collaborative paper), properly documented in MLA format, including a Works Cited page. You are not restricted to sources from your bibliography assignment, and you are encouraged to consult the bibliographies of your peers that touch on your topic. Online sources will also be permitted, properly documented.</span></div>
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<span class="Apple-style-span" style="font-family: Arial;"><span class="Apple-style-span" style="font-size: 15px; white-space: pre-wrap;"><br /></span></span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Due Dates</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">:</span><br />
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<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">First draft, Tuesday, Dec 6th in class. Bring a printed copy for review by your peers.</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Final draft, Thursday, Dec 8th (by end of the day). Submit 1) The final paper; 2) peer critique form from Tuesday; 3) First draft from Tuesday.</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Criteria</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">:</span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">At least one of the first three </span><a href="http://reinventingknowledge.blogspot.com/p/learning-outcomes.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">learning outcomes</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> must be explicitly addressed</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The paper must include a thesis statement and be persuasive. Please consult this site on <a href="http://burton.byu.edu/Composition/BetterThesisStatements.htm" target="_blank">Better Thesis Statements</a>.</span></li>
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<span class="Apple-style-span" style="font-family: Arial;"><span class="Apple-style-span" style="font-size: 15px; white-space: pre-wrap;"><u>Blogging</u></span></span></div>
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<span class="Apple-style-span" style="font-family: Arial;"><span class="Apple-style-span" style="font-size: 15px; white-space: pre-wrap;">During this last week of class (Dec 1-8), your blogging should focus on this final paper. Create one or more "in-process" posts in which you talk through your writing development process. Ideas:</span></span></div>
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<ul>
<li><span class="Apple-style-span" style="font-family: Arial; font-size: 15px; white-space: pre-wrap;">Brainstorm about how to connect your topic to the learning outcomes</span></li>
<li><span class="Apple-style-span" style="font-family: Arial; font-size: 15px; white-space: pre-wrap;">Respond to sources from others' bibliographies that relate to your topic</span></li>
<li><span class="Apple-style-span" style="font-family: Arial; font-size: 15px; white-space: pre-wrap;">Post a proposed thesis statement and request input</span></li>
<li><span class="Apple-style-span" style="font-family: Arial; font-size: 15px; white-space: pre-wrap;">Post a draft of your paper. </span></li>
</ul>
<span class="Apple-style-span" style="font-family: Arial; font-size: 15px; white-space: pre-wrap;"><i>Be sure that you do not simply post, but that you interact online with your topic team members or those from your home group.</i></span></div>
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See below for topic teams.<br />
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><br />
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>TOPIC TEAMS</b></span><br />
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Printing and Religion</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge3.blogspot.com/2011/11/reform-movements-brought-about-by-print.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Kimberly Gidney</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Reform Movements and Print)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge3.blogspot.com/2011/11/print-and-religion.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Emily Fullwood</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Print and Religion)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge4.blogspot.com/2011/11/bibliographry.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Samuel Hord</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Print and the Reformation)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Reference Works</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span class="Apple-style-span" style="color: #000099;"><span class="Apple-style-span" style="white-space: pre-wrap;"><a href="http://reinventingknowledge8.blogspot.com/2011/11/history-of-bibliographies.html" style="white-space: normal;"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Montana Thompson</span></a><span style="background-color: transparent; color: black; text-decoration: none; vertical-align: baseline;"> (History of Bibliographies)</span></span></span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge6.blogspot.com/2011/11/story-of-dictionary-and-my-discovery-of.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Morgan Mix</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (History of the Dictionary)</span></li>
</ul>
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<span class="Apple-style-span" style="font-family: Arial;"><span class="Apple-style-span" style="font-size: 15px; white-space: pre-wrap;"><u>Dictionaries</u></span></span></div>
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://reinventingknowledge5.blogspot.com/2011/11/unit-four-printed-knowledge-and-history.html" target="_blank">Crista Little</a> (History of the Dictionary)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://reinventingknowledge1.blogspot.com/2011/11/annotated-bibliography-on-history-of.html" style="white-space: normal;"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">James Williams</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline;"> (History of the Dictionary)</span></span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Typography 1</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge2.blogspot.com/2011/11/typography-according-to-university-of.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Kody Wood</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge7.blogspot.com/2011/11/annotated-bibliography-history-of.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Summer Perez</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;"><a href="http://reinventingknowledge4.blogspot.com/2011/11/typography-annotated-bibliography.html">Holland Hettinger</a></span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Typography 2</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge6.blogspot.com/2011/11/typography.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Will Myers</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;"><a href="http://reinventingknowledge2.blogspot.com/2011/11/typography-bibliography.html">Murphy Campbell</a></span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Typography 3</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge2.blogspot.com/2011/11/printing-press-and-reading_28.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Alyssa Cardon</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge9.blogspot.com/2011/11/bibliography-typography.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Sam Watson</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://reinventingknowledge1.blogspot.com/2011/11/bibliography-typography.html" target="_blank">Brenda Barrow</a></span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Publishing History</span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge4.blogspot.com/2011/11/of-printing-presses-and-publishers-who.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Blaine Harker</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Printing Presses and Publishers)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge8.blogspot.com/2011/11/publishers-annotated-bibliography.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Brett Riley</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Publishers)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Printing History</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge8.blogspot.com/2011/11/miles-of-aisles.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Jake Terry</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (History of Printed Books - Incunables)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge7.blogspot.com/2011/11/delving-into-depths-of-library-fort.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Dane Olsen</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (History of the Printed Book)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge7.blogspot.com/2011/11/annotated-bibliography-history-of-print.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Morgan Reber</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (History of Print to 1700s)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">The Book Trade</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge4.blogspot.com/2011/11/bookselling-and-publishing.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Catherine Hawkely</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Bookselling and Publishing)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge6.blogspot.com/2011/11/printing-and-renaissance.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Misa Morreall</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Print Distribution and Dissemination)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge1.blogspot.com/2011/11/early-british-book-trade-bibliography.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Alex Burton</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Early British Book Trade)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">The Material Book</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge2.blogspot.com/2011/11/acid-paper-and-preservation.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Diane Cardon</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Acid Paper and Preservation)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge3.blogspot.com/2011/11/when-i-did-simple-search-on-bookbinding.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Madison Grant</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Bookbinding)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Children’s Reading</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge5.blogspot.com/2011/11/biblio-mania.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Jared Jones</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (History of Literacy)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge9.blogspot.com/2011/11/annotated-bibliography-printed-book-and.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Alicia Brighton</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Printed Book and its Effects)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge4.blogspot.com/2011/11/childrens-literature-annotated.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Kacee Hill</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Children’s Literature)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Authorship / Ownership</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge9.blogspot.com/2011/11/bibliography-scavenger-hunt.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Jenna Whitworth</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Plagiarism)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge7.blogspot.com/2011/11/delving-into-depths-of-library.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Rachel Olson</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Rise of the Author before 1700)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Censorship - General</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge9.blogspot.com/2011/11/my-annotated-bibliography-on-censorship.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Andrew Whittle</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Censorship)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge5.blogspot.com/2011/11/annotated-bibliography-on-censorship.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Ted Jackson</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Censorship)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Censorship in Britain</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge3.blogspot.com/2011/11/english-censorship-before-1700.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Erin Hamson</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (English Censorship before 1700)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge6.blogspot.com/2011/11/annotated-bibliography-censorship-in.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Lauren Noorda</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Censorship in Elizabethan England)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Print and Medicine</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge6.blogspot.com/2011/11/remember-that-dewey-decimal-system-is.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Mike Miles</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Print and Medical Knowledge)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge9.blogspot.com/2011/11/anotated-bibliography-effects-of-print.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Scott Welling</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Print and Medicine)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Spelling</span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge6.blogspot.com/2011/11/ah-my-old-nemesisspelling.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Alicia Cutler </span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Spelling)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge8.blogspot.com/"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Shuan Pai</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Spelling)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Non-English or Non-European Printing</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge1.blogspot.com/2011/11/limprimerie-en-le-monde-francophone.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Jared Willden</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (French Printing)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge5.blogspot.com/2011/11/non-european-printing-enigma.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Jon Kunkee</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Non-European Printing)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge2.blogspot.com/2011/11/print-in-16th-to-17th-century-asia.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Ryan Chandler</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (16th and 17th C Asian Printing)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Law</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge8.blogspot.com/2011/11/printing-word-of-law.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Tanner Sullivan</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Law)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge9.blogspot.com/2011/11/annotated-bibliography-of-justice-and.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Marc Wein</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Justice and the Press)</span></li>
</ul>
<span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Visual Arts</span><span style="background-color: transparent; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<ul>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge7.blogspot.com/2011/11/annotated-bibliography-visual-arts-and.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Andrew Powley</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Visual Arts and Print)</span></li>
<li style="background-color: transparent; font-family: Arial; font-size: 15px; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><a href="http://reinventingknowledge1.blogspot.com/2011/11/history-of-printed-illustration-and.html"><span style="background-color: transparent; color: #000099; vertical-align: baseline; white-space: pre-wrap;">Brianne Burraston</span></a><span style="background-color: transparent; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Printed Illustrations and Woodcuts)</span></li>
</ul>
</div>Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-85620421521993169772011-11-09T10:51:00.000-08:002011-11-09T11:07:57.266-08:00Unit Four: Print Knowledge<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxjGXhj5TopdyFadckP6WlWTkuMNrXdgVOqacgDXUQ5pP3EdElpti89W4vsLR0FkvPJFJYvthXyKCf5kzjfhD3kTH3sKGd-_5kh4tSjyfSrZErYQCQXZlhkg4BOD_LViUKZVx_ay8UnfnX/s1600/Eisenstein.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxjGXhj5TopdyFadckP6WlWTkuMNrXdgVOqacgDXUQ5pP3EdElpti89W4vsLR0FkvPJFJYvthXyKCf5kzjfhD3kTH3sKGd-_5kh4tSjyfSrZErYQCQXZlhkg4BOD_LViUKZVx_ay8UnfnX/s200/Eisenstein.jpg" width="130" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Eisenstein's famous study of<br />
the effects of printing</td></tr>
</tbody></table>
The final unit for our course on Reinventing Knowledge pertains to print. What are the institutions, the cultural patterns, the conventions of communication and of thought that emerge when a society adopts printing as its primary intellectual medium? These are the larger questions we mean to explore.<br />
<br />
Our calendar is as follows:<br />
<br />
<ul>
<li>Intro to Print (Tues, Nov 8)</li>
<li>Intellectual Property, Copyright, Censorship (Thurs., Nov 10)<br />Read: Walter Ong, "<a href="http://www.box.net/shared/ghhllcolyv34bbtihe22">Print, Space, and Closure</a>" (13 page PDF)</li>
<li>The Protestant Reformation (Tues., Nov 15)<br />Read: Martin Luther, "<a href="http://history.hanover.edu/texts/luthad.html">Address to the Christian Nobility of the German Nation</a>"</li>
<li>Learned Communication / Scholarship (Thurs. Nov 17)<br />Read: <i>Reinventing Knowledge</i>, Chapt. 4: The Republic of Letters</li>
<li>Guest Lecturer: Royal Skousen (Tues., Nov 29)</li>
<li>Print and Science (Thurs. Dec 1)</li>
</ul>
<div>
What follows is a required field trip and a bibliography assignment, both of which we expect students to work into their blogging during this unit:<br />
<a name='more'></a></div>
<div>
<br /></div>
<div>
<u>Field Trip</u></div>
<div>
Each student will be required to do one of the following during our print knowledge unit, and to document this experience through a blog post:</div>
<div>
<ul>
<li>Visit the <a href="http://crandallmuseum.org/">Crandall Historical Printing Museum</a></li>
<li>Visit the <a href="http://lib.byu.edu/exhibits/kingjamesbible/">Life and Legacy of the King James Bible Exhibit</a> at the Harold B. Lee Library</li>
</ul>
<div>
<u>Bibliography Assignment</u></div>
</div>
<div>
One of the blog posts should be an annotated bibliography. This is required to be a book-based bibliography. No websites or purely digital sources are allowed (unless your digital source is a digital copy of a physical, printed book. Even so, note how you must find at least four sources by way of print sources).</div>
<div>
<ul>
<li><b>Make a topic-based bibliography.</b> Explore one of the ideas or issues surrounding print-based knowledge (see below for a list of ideas).</li>
<li><b>Include 5-10 books</b>. Please note that how you find these works is just as important as what you find, see "Finding books through print sources," below</li>
<li><b>Follow this format</b>:</li>
<ul>
<li>Book info (Author, Title, Publisher, Year)</li>
<li>Annotation (which should include a summary of the source and some comment as to its relevance or importance for the topic being explored).</li>
<li>Links (to where these books can be found online either through Google Books, through Amazon, through Goodreads, or even through a library catalog search).<br /><br />For an example of such a bibliography, look at the bottom of this post, or at the bottom of this <a href="http://reinventingknowledge.blogspot.com/2011/09/language-seed-post.html">seed post about language</a>.</li>
</ul>
<li><b>Document your process</b>. The blog post should include a narrative about your research process, especially about your finding process</li>
<li><b>Find books through print sources</b>. To encourage you to explore print-based research processes, four of your five-to-ten sources must be:</li>
<ol>
<li>from footnotes, endnotes, or a bibliography within a printed book (you can refer to digitally scanned print books for this).</li>
<li>from a general, printed reference work (you may find the source online; you must consult it in print). </li>
<li>from a printed periodical or journal (you can locate this online; you must browse it in paper form, physically)</li>
<li>from physically browsing library shelves (REQUIRES LIBRARY PHYSICAL VISIT)<br /><br />Indicate the print source for items in your bibliography by adding a bracketed note at the end of the notation (see my example within the second book listed in my bibliography below)</li>
</ol>
</ul>
</div>
<div>
<b>Topics</b>:</div>
<div>
As you explore these topics, they will naturally extend forward in time toward the present. That is fine, but please base some of your research and discussion in the Renaissance or in general before 1700. You do not need to research the same civilization or culture you have reported on previously.</div>
<div>
<ul>
<li>Non-European printing</li>
<li>The rise of publishing as a practice, then as an industry (before 1700)</li>
<li>History of the printed book (before 1700)</li>
<li>Materials and methods for printing (1450-1700)</li>
<li>Printing presses and publishers in the Renaissance</li>
<li>Standardization and uniformity and how print affected these trends</li>
<li>Fonts and typefaces (as developed between 1450-1700)</li>
<li>The economics of the book trade before 1700</li>
<li>History of publishing, editing (between 1450-1700)</li>
<li>The rise of the author (before 1700, and perhaps between manuscript and print culture)</li>
<li>The effects of printing on the Protestant Reformation, or the Catholic Counter-Reformation</li>
<li>Distribution and dissemination of printed books before 1700</li>
<li>Reading practices and how these developed or transformed with the coming of print.</li>
<li>Persistence of oral practices or scribal practices into the print period</li>
<li>Literary representations of printing, publishing</li>
<li>The visual arts and how these were present in or affected by printing</li>
<li>The roles of compositors, type founders, printers, binders, translators, illustrators, engravers, indexers, etc. </li>
<li>Censorship (before 1700)</li>
<li>The use of print in education (before 1700)</li>
<li>New reading practices with the coming of print (such as silent reading)</li>
<li>Dictionaries and lexicons (before 1700)</li>
<li>Spelling, and how print affected orthography</li>
<li>Print and privacy </li>
<li>Plagiarism (before 1700) or the issue of originality</li>
<li>Print knowledge and law</li>
<li>Print knowledge and medicine</li>
<li>Conventions of print-based knowledge: tables of contents, indexes, pagination, footnotes and endnotes, critical apparatus, etc.</li>
<li>The history of bibliography (before 1700)</li>
<li>The development of the anthology as a literary genre</li>
</ul>
</div>
<div>
<u>Bibliography: Print Knowledge</u></div>
<div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<ul>
<li>Eisenstein, Elizabeth L. <i><a href="http://books.google.com/books?id=5xIP4UVqHZ8C&printsec=frontcover&dq=eisenstein+printing&hl=en&ei=S8G6TvDSIYOIiAKa9PjKCA&sa=X&oi=book_result&ct=result&resnum=2&ved=0CEgQ6AEwAQ#v=onepage&q&f=false" target="_blank">The Printing Revolution in Early Modern Europe</a></i>. Cambridge University Press, 1993. Eisenstein is the major person to have assessed the influence of printing upon Western culture. This is a redaction of her earlier, ground-breaking work, <i><a href="http://books.google.com/books?id=0-FThHK2DNMC&printsec=frontcover&dq=elizabeth+eisenstein+printing&hl=en&ei=Ksa6ToaHGcmviQKo6KWpDA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDkQ6AEwAA#v=onepage&q&f=false" target="_blank">The Printing Press as an Agent of Change</a></i> (Cambridge University Press, 1980).</li>
<li>Febvre, Lucien and Henri-Jean Martin. <i><a href="http://search.lib.byu.edu/byu/id:byu_unicorn104089" target="_blank">The Coming of the Book: The Impact of Printing, 1450-1800</a></i>. London, 1976. Covers key issues such as the format of books, paper, and the nature of books as commodities during the early growth of the publishing industry in Renaissance Europe. [I found this work was frequently cited in the footnotes of Eisenstein's <i>The Printing Revolution</i>, and so I found a paper copy of it]</li>
<li>Goody, Jack. <i><a href="http://books.google.com/books?id=baQtOyscXUwC&printsec=frontcover&dq=jack+goody&hl=en&ei=G8S6Ts-lLpPViAKWr7jXBA&sa=X&oi=book_result&ct=result&resnum=7&ved=0CEwQ6AEwBg#v=onepage&q=print&f=false" target="_blank">The Domestication of the Savage Mind</a></i>. Cambridge, England: Cambridge University, 1977. Goody looks at the effects of typography and the cultural consequences of organizing knowledge through lists, etc. Goody's others works are also important.</li>
<li>McLuhan, Marshall. <i><a href="http://books.google.com/books?id=zFc5n4CbsbwC&printsec=frontcover&dq=mcluhan+gutenberg&hl=en&ei=h8O6TtvfHoTQiALDrqHUBA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDsQ6AEwAA#v=onepage&q&f=false" target="_blank">The Gutenberg Galaxy</a></i>, 1962.<br />On the revolution of print technology. McLuhan is interested in discerning the changes to culture due to electronic media, but he goes back to oral and to print modes of knowledge very effectively. His sources are also very important. A good introductory source for McLuhan is Eric McLuhan and Frank Zingrone, eds. <i>Essential McLuhan</i>. HarperCollins, 1995.</li>
<li>Mumford, Lewis. <i><a href="http://books.google.com/books?id=PU7PktesGUoC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false" target="_blank">Technics and Civilization</a></i>, 1934.<br />Another seminal book that looks at the history of civilization from the point of view of developing technologies. The printing press is discussed as second in importance to the clock as a transformative technology.</li>
<li>Ong, Walter J. <a href="http://books.google.com/books?id=K5eDQkGWkTcC&printsec=frontcover&dq=orality+and+literacy&hl=en&src=bmrr&ei=_sC6TquPKcqQiAK209WBBQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDQQ6AEwAA#v=onepage&q&f=false" target="_blank"><i>Orality and Literacy</i></a>. New York: Routledge, 1982<br />Ong's seminal work looks at cultural transitions between oral, written, and print-based societies and practices. It's hard to overstate the importance of Ong in this field.</li>
<li>Postman, Neil. <i><a href="http://books.google.com/books?id=oup6iagfox8C&printsec=frontcover&dq=amusing+ourselves+to+death&hl=en&ei=VMe6Tp6CE-3SiAL2z4SyDA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CC4Q6AEwAA#v=onepage&q&f=false" target="_blank">Amusing Ourselves to Death: Public Discourse in the Age of Show Business</a></i>. New York: Penguin, 1986. Relevant to the development of print culture is Postman's chapter 4, "The Typographic Mind." While he is focusing on 18th- and 19th-century literacy in America, his generalizations about the psychological and social effects of print literacy are more generally applicable.</li>
</ul>
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<div>
[This is not a complete example of the bibliography assignment, since it does not include a narrative of how these books were found, nor how use was made of print sources in finding them.]</div>
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<br />Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com3tag:blogger.com,1999:blog-7501012554824213365.post-34703733798782138392011-11-04T14:41:00.000-07:002011-11-04T14:51:50.896-07:00The Rosetta Project<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3srgh0AWhlH7xmje4zFDJcgmOy6jozBsdT-uVmWdSi_OcrsgtiER4CojahNp8q0saoxzPmL1gzH4UjM1oAU-YV87a9w1PH3PgQEh85K-ddgoE5DJSobyNsFdbV-stJmfA0e1qS-6c6ObL/s1600/rosetta_stone.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3srgh0AWhlH7xmje4zFDJcgmOy6jozBsdT-uVmWdSi_OcrsgtiER4CojahNp8q0saoxzPmL1gzH4UjM1oAU-YV87a9w1PH3PgQEh85K-ddgoE5DJSobyNsFdbV-stJmfA0e1qS-6c6ObL/s320/rosetta_stone.jpg" width="254" /></a></div>
To conclude our <a href="http://reinventingknowledge.blogspot.com/2011/10/unit-three-written-knowledge.html">unit on written knowledge</a>, we will be doing a two-part project, working within the <a href="https://docs.google.com/document/d/10jA6XPN5Z4x5w072ZqwLsqVnAwG6jypNuC4jNXxwy-I/edit">civilization-based groups</a> in which we met recently. (We will not be changing the blogging groups; this is just for this assignment.)<br />
<div>
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<div>
Our purpose is to help reach the learning outcomes of understanding communications media and sharing knowledge by doing two activities that require you to deal with the material nature of written communication, languages and scripts, and the kinds of content typical of specific civilizations.</div>
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<div>
<b>Part One: Create an Artefact</b><br />
Due: Thursday, Nov 10</div>
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<div>
Working within your new <a href="https://docs.google.com/document/d/10jA6XPN5Z4x5w072ZqwLsqVnAwG6jypNuC4jNXxwy-I/edit">civilization-based groups</a></div>
<div>
<ol>
<li>Decide upon a brief message that you will write, appropriate to a chosen culture within your civilization group (no longer than 10-12 words)</li>
<li>Select the appropriate language and script from that civilization.</li>
<li>Select an appropriate medium for that message, again, based on the chosen culture or civilization.</li>
<li>Create your artefact</li>
<li>Bring this artefact to class on Thurs., Nov 10</li>
<li>Prepare some blank media that will be three times the length of your first artefact (this is for part two).</li>
</ol>
<div>
As decided within the group, take responsibility for each of these components and blog about your choices and the process of creating your written message. </div>
</div>
<div>
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<div>
Example: Let's say we are in the Americas group and we choose the Maya language. We might consider a message related to astrology since the Maya were calendar keepers. Of course, we would choose the Maya ideographic language and script, and would choose either stone or another appropriate medium that is authentic to that civilization (We are willing to accept reasonable approximations of original media, such as material you might get at a craft store, though you may wish to check with us). After making our message on a piece of stone that's 3x3 inches, we would prepare another stone that's about 3x9 inches that's blank.</div>
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<div>
<b>Part Two: Create a Rosetta Thing!</b></div>
<div>
Due: Tuesday, Nov 15</div>
<div>
<br /></div>
<div>
Each group will be receiving one of the artefacts from another group, along with the blank medium they've prepared. </div>
<div>
<br /></div>
<div>
Help! This makes no sense! </div>
<div>
<br /></div>
<div>
That's right; you are going to translate this artefact as follows, approximating what occurred with the actual Rosetta Stone. Again, working in your civilization-based groups:</div>
<div>
<ol>
<li>Translate the foreign artefact into English (use whatever resources are at your disposal, except make any translation resource reliable; Google Translate is not on that list.)</li>
<li>Translate this into the language and script which you used in part one.</li>
<li>Use the blank media that you prepared, and create a Rosetta Thing that includes</li>
<ol>
<li>A re-creation of the same language from the original artefact you received</li>
<li>An English translation</li>
<li>The translation into your chosen language and script</li>
</ol>
</ol>
<div>
Example (continued):</div>
<div>
Let's say that we in the Americas group receive a strange object from the Greek group. So, we have to figure out how to translate Greek into English. Maybe we find a professor of Greek and bribe him with chocolate to help us. Then, because we have this extra bit of stone from Part One, we copy the Greek from the Greek's object onto our stone, then add to this our English translation and our translation into the Maya language and script. Along the way, we blog about the obstacles and insights, and the actual process of creating the physical written object.</div>
<div>
<br /></div>
<div>
<u>Evaluation Criteria</u></div>
<div>
<br />
<ul>
<li>Authenticity (of content / message, of appropriate language and script; of medium)</li>
<li>Collaboration (evidence of each group member contributing)</li>
<li>Aesthetics (skill of execution. Is this lame, or is this cool?)</li>
<li>Documenting of process (each individual on his or her blog)</li>
<li>Intelligent reflection on how this exercise contributes to course <a href="http://reinventingknowledge.blogspot.com/p/learning-outcomes.html">learning outcomes</a>.</li>
</ul>
<br />
<br /></div>
</div>Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-24500475791425674282011-10-18T09:53:00.000-07:002011-10-18T09:53:40.122-07:00"Jerusalem"<a href="http://www.youtube.com/watch?v=bggV_Dbj87w">Wave the St. George and weep.</a><br />
<br />
<br />
Then check out "I Vow to Thee My country," and for fun and political incorrectness, <a href="http://www.youtube.com/watch?v=1vh-wEXvdW8">this.</a>NotaWarriorPrincesshttp://www.blogger.com/profile/01754153935155853192noreply@blogger.com7tag:blogger.com,1999:blog-7501012554824213365.post-63505200836685693512011-10-13T07:40:00.000-07:002011-10-13T07:40:09.894-07:00Unit Three: Written Knowledge<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0sJvZrzzeiw7PyMzpgU0EFZaGB0mTT0we1x1jb7SY6EfCMSJ-4nMG2yoQVdz2nWErnkv67gDqWbXFstt1GEdCmiUxK0bEBWtQqDJLwtw20SvYjTkYz4787ngvsqm_z6p2Zeguo-9Zraqn/s1600/1392744673_e13c31c588_z.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0sJvZrzzeiw7PyMzpgU0EFZaGB0mTT0we1x1jb7SY6EfCMSJ-4nMG2yoQVdz2nWErnkv67gDqWbXFstt1GEdCmiUxK0bEBWtQqDJLwtw20SvYjTkYz4787ngvsqm_z6p2Zeguo-9Zraqn/s320/1392744673_e13c31c588_z.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Cuneiform tablet (creative commons licensed<br />
by <a href="http://www.flickr.com/photos/nicmcphee/1392744673/sizes/z/in/photostream/">Unhindered by Talent</a>)</td></tr>
</tbody></table>
Writing was an invention that didn't just change civilization; it became one of its foundational institutions. For the next few weeks we will be focusing on the effects of writing on the history of civilization.<br />
<br />
Of course, from studying <a href="http://reinventingknowledge.blogspot.com/2011/09/unit-two-oral-knowledge.html">oral knowledge</a>, we have already seen that language and the power of speech has been central to society -- to art, religion, politics, etc. The question now is, how do societies change with the advent of writing?<br />
<br />
For one thing, new institutions emerge that depend upon the things that writing can provide that a merely oral-based society could not.<br />
<a name='more'></a><br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiI_rxz7R5n11cKEB1ppQQwx6742brpKpjE4xqpXphWyPZZg2oHV91hpaK3N7I-nCQ-5-AJJIUjTssWDdBtSHMyvtsPPz-eyQf-OQsZnWyDlshanYy-cq4HVhRJiZQye9mJ1oqJg4JQX6Z/s1600/2434734289_532c43315a.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiI_rxz7R5n11cKEB1ppQQwx6742brpKpjE4xqpXphWyPZZg2oHV91hpaK3N7I-nCQ-5-AJJIUjTssWDdBtSHMyvtsPPz-eyQf-OQsZnWyDlshanYy-cq4HVhRJiZQye9mJ1oqJg4JQX6Z/s320/2434734289_532c43315a.jpg" width="213" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Amenhotep as Scribe<br />
(creative commons licensed by <a href="http://www.flickriver.com/photos/tags/amenhotep/interesting/">wallyg</a>)</td></tr>
</tbody></table>
We intend to explore these writing-dependent institutions, starting first with the origins of writing systems throughout world history. This will include looking at the physical materials, formats, and processes of creating and preserving writing: the clay tablet, papyrus, the codex, inscriptions, paper, manuscripts (illuminated and otherwise) made of vellum or paper, and finally books (though we will hold off on studying printed books until our next unit).<br />
<br />
Our time periods will span earliest written records (as far back as 3500 BCE), but we will also try to focus in on specific civilizations at moments of transition into the written medium -- especially ancient Greece, upon whose alphabet and writing systems Western culture is built. But we will also look at three general periods of literacy: late antiquity (from about 100 CE to 700 CE); the early middle ages (700 - 1100 CE); and the late middle ages to early Renaissance (1100 - 1500 CE). We will see that distinct kinds of literary practices corresponded to those periods.<br />
<br />
These are the writing-based institutions of knowledge that we will focus on in our coming class periods:<br />
<br />
<ul>
<li>Writing and Schooling in Antiquity (Thurs., Oct 13)</li>
<li>The Library (Tues., Oct 18)</li>
<li>The Monastery (Thurs., Oct 20)</li>
<li>The University (Tues., Oct 25)</li>
<li>The Occult (Thurs., Oct 27)</li>
<li>The Mystical Tradition (Tues., Nov 1)</li>
<li>Scholarship (Thurs., Nov 3)</li>
</ul>
<div>
A number of associated concepts complement this direction of study, and we list them here as starting points for individual research and blogging:</div>
<div>
<ul>
<li>Writing systems (physical format; linguistic and symbolic aspects)</li>
<li>Graphical symbol systems</li>
<li>The lecture</li>
<li>The written curriculum</li>
<li>Letters, missives, and the notarial arts</li>
<li>The scroll</li>
<li>The codex</li>
<li>The manuscript book</li>
<li>Paper-making; papyrus preparation; vellum</li>
<li>Patronage</li>
<li>Apprenticeship</li>
<li>Guilds</li>
<li>Medicine</li>
<li>Astrology</li>
<li>Architecture</li>
<li>Runes</li>
<li>Inscriptions, monuments, graves</li>
<li>Cartography</li>
<li>Clocks and Calendars</li>
<li>Measurement</li>
</ul>
<div>
<u>Blogging assignment</u></div>
</div>
<div>
We have two assigned topics for blogging:</div>
<div>
<ol>
<li><b>Writing systems or schooling within a specific civilization</b><br />During the next week, please create a blog post in which you <u>discuss the writing systems</u> of the civilization assigned to you from our prior unit (or in which you discuss the transition from an oral to a written culture within that civilization). Many of you have already hinted about writing systems or record keeping. Now is the time to explore that more explicitly. Alternatively, create a blog post in which you describe schooling or education within your assigned culture (with an emphasis on the role of writing).</li>
<li><b>Knowledge institutions analysis</b><br />Using either of the lists above, analyze the use or development of any of these within a specific culture or civilization. Stay within the time periods indicated (prior to the Renaissance), but you can go beyond your assigned civilization if you wish. What are the dominant writing-based institutions of knowledge within a given culture?</li>
</ol>
<div>
<u>Self-directed learning</u></div>
</div>
<div>
It will be interesting to see which students merely complete the blogging assignment and which show some initiative in connecting with past topics and blog posts; in connecting and collaborating with other students' subjects within or beyond their groups; in bringing forward folk knowledge and oral knowledge both as subjects or as activities to help them explore written knowledge; and in doing activities that involve others and themselves in understanding methods of writing or culturally-specific kinds of writing. I wonder if any students will request to conduct an activity inside or outside of class, or put together a field trip, or do a mini-lecture in class. I wonder what Honors students will do to be active learners, not passively awaiting micromanagement of their learning....</div>Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com5tag:blogger.com,1999:blog-7501012554824213365.post-85223989938489163152011-10-13T07:39:00.000-07:002011-10-13T07:40:52.364-07:00Class Performance: King Benjamin's SpeechStudents in Honors 201: Reinventing Knowledge at Brigham Yong University learned about oral knowledge by together memorizing and reciting the entire speech given by King Benjamin in The Book of Mormon (see Mosiah 2:9 - 5:15). They memorized this within a week's time and worked both individually and within groups to prepare the 30-minute speech:<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="349" src="http://www.youtube.com/embed/5sUA0YyCbuo?hl=en&fs=1" width="425"></iframe>Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com2tag:blogger.com,1999:blog-7501012554824213365.post-42182532347618333372011-10-10T09:41:00.000-07:002011-10-10T09:46:24.860-07:00Reinventing the Syllabus (1): Personal Learning<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0Oa_lYtu2sGkF0E8jeFGSJL91vHpz0FU07gt3Kx5077eYo3K8s4SWlK0jLexRm0pwH9s5QXALN_PMvgoSJ4Ngr2fOIxK1h6O-2YwN8v9jXbq2TJcn7b7Zjre1XCEEk2VBkWjq50VGIdIp/s1600/First-syllabus.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="259" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0Oa_lYtu2sGkF0E8jeFGSJL91vHpz0FU07gt3Kx5077eYo3K8s4SWlK0jLexRm0pwH9s5QXALN_PMvgoSJ4Ngr2fOIxK1h6O-2YwN8v9jXbq2TJcn7b7Zjre1XCEEk2VBkWjq50VGIdIp/s320/First-syllabus.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The first modern syllabus<br />
(Henry Adams, Harvard, 1876)</td></tr>
</tbody></table>
As we continue to scrutinize the various institutions and instruments of knowledge, and especially as we begin moving from our discussion of oral knowledge to written knowledge, I wish to draw attention to the vital importance of <b>personal learning</b>. I'd like to approach this important topic by first addressing the deficiencies of traditional syllabus-based learning in the college classroom.<br />
<br />
I'm writing this post in part because a number of students have approached me and Dr. Petersen because they did not know what to write about in their upcoming blog posts (since we are transitioning to a new unit and no specific blogging assignments were given).<br />
<br />
On the one hand, students who have approached us have shown an admirable sense of duty; they want to stay on top of their assignments. On the other hand, this has made me realize how much our students' learning is being driven by a syllabus-driven model of learning. I ask my students to consider the fact that such a familiar approach to learning in college may not suit them very well for very long.<br />
<br />
<a name='more'></a><u>Before the Syllabus</u><br />
Let's go back in time, well before the familiar syllabus, before print and even before written texts dominated education. In orally-based cultures, any course of study was probably not associated with a school, but with a community (as we've discussed in our folk knowledge unit) or with a mentor.<br />
<br />
I'd like to point out three important traits in how studies functioned within such oral cultures. First, such studies involved teaching and learning in an <b>interactive</b> way. Think about it: passive learning methods came with the written or printed word. In oral settings (unless one is simply talking to oneself), there is a back-and-forth between teacher and student or fellow learners. Second, such studies were <b>adaptive</b>. That is to say, what was taught would be adjusted according to the learner(s) and circumstances. Third, such studies were <b>iterative</b>; subjects would be returned to over and over.<br />
<br />
Think of how the modern syllabus separates us from orally based methods of learning. A syllabus is not interactive, nor adaptive, and is rarely iterative. There would be advantages to syllabi, to be sure. I merely wish to point out some things that are lost from constructive modes of oral learning once we begin to depend upon a syllabus.<br />
<br />
<u>History of the Syllabus</u><br />
The use of syllabi began in the late 19th century, as I learned from a fascinating article detailing the <a href="http://isites.harvard.edu/icb/icb.do?keyword=k1985&state=popup&topicid=icb.topic58495&view=view.do&viewParam_name=syllabushistory.html">history of the college syllabus</a> (by Jeffrey A. Snyder from the Derek Bok Center for Teaching and Learning at Harvard). A syllabus (from the Greek, "sittyba," meaning "parchment label") began merely as an index, a list of topics for mastering a given subject. Gradually, the syllabus evolved into a formal plan of study.<br />
<br />
Within higher education, the syllabus has become not just a plan of study, but a calendar and a contract, outlining the readings, assignments, and assessments which lead to the course grade students receive. A syllabus has also become a kind of marketing tool, advertising the content, teaching methods, and assessment instruments that a teacher will be using.<br />
<br />
More recently, and very importantly, the syllabus has begun to include explicit learning outcomes (or course objectives). Students often pass these over as a kind of formality, zeroing in on the schedule of assignments and the evaluative assessments. The syllabus has become a kind of script, organizing a student's time and studies around assigned topics in an assigned sequence.<br />
<br />
But should one's learning be following a script?<br />
By following a syllabus, are students conditioned away from other, critical kinds of learning?<br />
<br />
<u>Syllabus Pros and Cons</u><br />
<span class="Apple-style-span" style="background-color: #fff2cc;">The problem with the syllabus is that it is a better instrument for schooling than for learning</span>. Students can become so proficient at mastering the methods of schooling that they are fooled into believing that they are learning a subject just because they are fulfilling assignments or passing assessments. When it comes to a general or liberal education, dependence upon a syllabus works against the core values of independent and life-long learning.<br />
<br />
Let me quickly qualify my critique of the syllabus. I do not mean to suggest that a syllabus is not useful or even necessary. I have found that developing a syllabus is a marvelous exercise in figuring out a subject. And the very limits of a school semester provide focus and purpose to a plan of study. A syllabus is also useful for coordinated learning: if students are all on the same page or studying the same topic simultaneously, this creates opportunities for collaborative learning, whether in or out of class.<br />
<br />
But a syllabus is far more valuable as a learning tool if you are creating it, rather than following it. Most students, unfortunately, will never think in terms of planning their own courses of study; too much of that has already been done for them through the curricula and majors of higher education. A syllabus, like an undergraduate education, becomes something to "get through" in order to get credentialed. It becomes an exercise in hoop-jumping.<br />
<br />
Many students will question a syllabus in terms of grading criteria or assignment specifics; few will ever question whether the texts, assignments, activities, or assessments are truly adequate for meeting the stated learning outcomes. Fewer still will supplement assigned work with independent work to meet the learning outcomes. This is because the learning outcomes do not drive the learning; the schedule does. And that is why, if a day is left blank on the syllabus, students -- even Honors students -- come running to the ones who wrote the syllabus, asking what it is they need to do. Such students are not focused on learning; they are focused on completing requirements in order to get grades.<br />
<br />
Learners need structure, to be sure. But I suggest that students be very wary of structures that are so all-encompassing that they actually disallow or discourage personal learning. "When is the last time you read a book that was not assigned for you to read?" This is a question I love posing to my students (especially to my literature students, who become English majors often because of a prior love of independent reading). I would further add, "When have you devised your own personal course of study on a topic?"<br />
<br />
<u>Personal Learning Plans</u><br />
Are you an autodidact, someone who can teach himself or herself? Are you a self-directed learner? Set aside considerations of degree or major requirements. Now ask yourself, "What do I really need to know?"<br />
<br />
That is a hard question. It depends so much upon the situation and the person -- that is part of my larger point. Education -- if it is to be thought of as a crucial skill for life and not merely a credentialing mechanism or a transitory rite of passage -- will always be situational and personal. How good are you at devising personal learning plans, the sort that will not be graded, but which will get you the learning you require?<br />
<br />
My sense is that few of my students will actually indulge in such thinking. <i>What a luxury to fantasize books or even entire subjects that I might like to learn -- I have three midterms this week!</i> But this is why, in this course, Dr. Petersen and I have purposefully not assigned as much reading as traditional Civ courses. We have given our students a combination of limited structure and clear <a href="http://reinventingknowledge.blogspot.com/p/learning-outcomes.html">learning outcomes</a>. The students who are really interested in learning to learn will take advantage of this freedom, pursuing topics that relate to the subjects of our current unit or to class themes in general. Others, of course, will squander this opportunity to conduct self-directed learning, filling their study time for this course with other studies, or whatever else.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZ_Tp3dvYqIOm67GBlXS2m0vGFGTnIz4LBKZe7StbpqNJr2sxUDMSuemnA_MVrxAkZ8xn1QXl_07rvNSpeQX2TyVvznUpUrTPPlZ4Ka9WSf9yp-umkd8CfIlhxoQ6TVCl4l7QXmUN8s2FC/s1600/Maggie+06.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZ_Tp3dvYqIOm67GBlXS2m0vGFGTnIz4LBKZe7StbpqNJr2sxUDMSuemnA_MVrxAkZ8xn1QXl_07rvNSpeQX2TyVvznUpUrTPPlZ4Ka9WSf9yp-umkd8CfIlhxoQ6TVCl4l7QXmUN8s2FC/s200/Maggie+06.JPG" width="176" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Maggie, a self-directed learner</td></tr>
</tbody></table>
Let me tell you about a student I've really enjoyed because she has learned to be a self-directed learner. Last Fall, when Maggie Weddle looked at the syllabus for Digital Civilization on a given week, she only found one word, rather than the usual reading assignments: "capitalism." What did Maggie do? She didn't blow it off, nor did she come begging the teachers about what to read. She basically said to herself, "I guess I need to be learning about capitalism," and went about doing her own research, documenting her efforts on <a href="http://lifelonglearningandme.blogspot.com/2010/09/capitalism.html">her blog</a>. I have a lot of faith in Maggie's life-long learning. For example, in another post (one that was not required, by the way), she created<a href="http://lifelonglearningandme.blogspot.com/2010/10/books-mentioned-in-winter-10.html"> a personal reading list</a>, an annotated bibliography listing the various books that had been recommended in prior courses she'd taken. I'm sure that as she created that list it developed her thinking and focused her choosing about which books she will be reading on her own.<br />
<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnH7olMl1A6BRA11N0BfOwy9RltPkVCArbiIEI1v212DDCtud7jDP8i-Aseb-blKIAE93Y_xfYmtFe8XKQTn5cS9PCqBS5sf6Le1mNnNT25lE-_gfh4aerXeKmHC6D2j3NOSRmONGS61vG/s1600/Janelle_McCune.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnH7olMl1A6BRA11N0BfOwy9RltPkVCArbiIEI1v212DDCtud7jDP8i-Aseb-blKIAE93Y_xfYmtFe8XKQTn5cS9PCqBS5sf6Le1mNnNT25lE-_gfh4aerXeKmHC6D2j3NOSRmONGS61vG/s1600/Janelle_McCune.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Janelle created and adapted<br />
her own personal learning plan</td></tr>
</tbody></table>
Another sharp student I've had in a Shakespeare course, Janelle McCune, responded well to my invitation for self-directed learning. In <a href="http://shakespearemccune.blogspot.com/2011/01/self-directed-learning-plan.html">Janelle's self-directed learning plan</a>, she thought through how she could combine her learning from two different classes, and then <a href="http://shakespearemccune.blogspot.com/2011/01/reading-critiquing-schedule.html">created her own study schedule</a> for how to do so. As the semester progressed and she began to understand her subject better and develop a focus, she <a href="http://shakespearemccune.blogspot.com/2011/03/schedule-under-construction.html">revised her plan</a> accordingly.<br />
<br />
Are you smart enough to 1) find what you need to learn; 2) create a schedule and plan for learning it; and 3) adapt your plan as you move forward?<br />
<br />
This emphasis on personal learning isn't coming out of nowhere. This is the very sort of learning we most want our undergrads to achieve, as stated in the <a href="http://unicomm.byu.edu/president/aim4.aspx" style="color: #cc6611; text-decoration: none;">Aims of a BYU Education</a>:<br />
<blockquote>
<span class="Apple-style-span" style="color: blue;">BYU should inspire students to keep alive their curiosity and prepare them to continue learning throughout their lives.... Thus, a BYU diploma is a beginning, not an end, pointing the way to a habit of constant learning. In an era of rapid changes in technology and information, the knowledge and skills learned this year may require renewal the next. Therefore, a BYU degree should educate students in how to learn...</span></blockquote>
How are you doing with that? Or, are you depending entirely a syllabus or a set curriculum to dictate to you how to learn?<br />
<br />
How are you planning out your learning -- either for this unit, this course, or for your whole life? Have you outsourced that planning to the professionals or the credentialers? Most do, and what a pity. It means you never truly control your educational destiny, and you let others dictate most of your thoughts and conscious attention (at least while a student). How can it be that today, when we have instant access to endless information and more ability to find content and develop personal learning plans on our own, that we succumb to the syllabus that is handed to us?<br />
<br />
How we'd love to see the sort of independence from students that shows them taking charge of their learning and not depending on all readings, research, or activities to be prescribed to them. Within the learning outcomes and general calendar, so much can be done. What will you do?<br />
<br />
In my next post about reinventing the syllabus, I will talk about one of my favorite subjects, <b>social learning</b>.<br />
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<br />Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com3tag:blogger.com,1999:blog-7501012554824213365.post-72823651154920853062011-10-06T07:20:00.000-07:002011-10-10T15:38:09.521-07:00Oral Knowledge Student Group VideosEach of the student groups was assigned a different emphasis during our current unit on oral knowledge. These are those assignments. Click past the break to see the videos each group produced on the topic.<br />
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<br />
Group 1<span class="Apple-tab-span" style="white-space: pre;"> </span>Language<span class="Apple-tab-span" style="white-space: pre;"> </span> (preservation, acquisition)<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
Group 2<span class="Apple-tab-span" style="white-space: pre;"> </span>Language (functions and systems)<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
Group 3<span class="Apple-tab-span" style="white-space: pre;"> </span>Story & Song<span class="Apple-tab-span" style="white-space: pre;"> </span>(folklore, epic poetry)<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
Group 4<span class="Apple-tab-span" style="white-space: pre;"> </span>Story & Song<span class="Apple-tab-span" style="white-space: pre;"> </span>(drama, music)<br />
Group 5<span class="Apple-tab-span" style="white-space: pre;"> </span>Religion<span class="Apple-tab-span" style="white-space: pre;"> </span>(rituals, rites, theology)<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
Group 6<span class="Apple-tab-span" style="white-space: pre;"> </span>Education (methods and institutions)<br />
Group 7<span class="Apple-tab-span" style="white-space: pre;"> </span>Education (mnemonics)<br />
Group 8<span class="Apple-tab-span" style="white-space: pre;"> </span>Rhetoric<span class="Apple-tab-span" style="white-space: pre;"> </span>(Politics, law, civic life)<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
Group 9<span class="Apple-tab-span" style="white-space: pre;"> </span>Rhetoric<span class="Apple-tab-span" style="white-space: pre;"> </span>(Eloquence and philosophy)<br />
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Group 1<span class="Apple-tab-span" style="white-space: pre;"> </span>Language<span class="Apple-tab-span" style="white-space: pre;"> </span> (preservation, acquisition)<br />
<span class="Apple-tab-span" style="white-space: pre;"><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/MbHwOvj1ww0" width="560"></iframe></span><br />
Group 2<span class="Apple-tab-span" style="white-space: pre;"> </span>Language (functions and systems)<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
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</div>
<span class="Apple-tab-span" style="white-space: pre;"> <iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/4VJbze2TPFg" width="560"></iframe></span><br />
Group 3<span class="Apple-tab-span" style="white-space: pre;"> </span>Story & Song<span class="Apple-tab-span" style="white-space: pre;"> </span>(folklore, epic poetry)<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
<span class="Apple-tab-span" style="white-space: pre;"><br /></span><br />
<span class="Apple-tab-span" style="white-space: pre;"><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/f-5j5s59N14" width="420"></iframe></span><br />
Group 4<span class="Apple-tab-span" style="white-space: pre;"> </span>Story & Song<span class="Apple-tab-span" style="white-space: pre;"> </span>(drama, music)<br />
Group 5<span class="Apple-tab-span" style="white-space: pre;"> </span>Religion<span class="Apple-tab-span" style="white-space: pre;"> </span>(rituals, rites, theology)<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
<span class="Apple-tab-span" style="white-space: pre;"><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/oOu7nbkN-tY" width="560"></iframe> </span><br />
Group 6<span class="Apple-tab-span" style="white-space: pre;"> </span>Education (methods and institutions)<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/KaIe71QFtPc" width="560"></iframe><br />
<br />
Group 7<span class="Apple-tab-span" style="white-space: pre;"> </span>Education (mnemonics)<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/n0EUBfwm8HE" width="420"></iframe><br />
Group 8<span class="Apple-tab-span" style="white-space: pre;"> </span>Rhetoric<span class="Apple-tab-span" style="white-space: pre;"> </span>(Politics, law, civic life)<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
<span class="Apple-tab-span" style="white-space: pre;"><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/6W9TLoWtgs8" width="420"></iframe> </span><br />
Group 9<span class="Apple-tab-span" style="white-space: pre;"> </span>Rhetoric<span class="Apple-tab-span" style="white-space: pre;"> </span>(Eloquence and philosophy)<br />
<br />Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-51126632630869450172011-10-01T09:59:00.000-07:002011-10-03T11:49:42.602-07:00Give Me that Old Time ReligionI'm going to depart from your expectations like Elder Uchtdorf talking about something other than flying, by NOT beginning this post with a discussion of the Latin word "religio." I know. Try to be strong. I am going to talk about how this is one area in which we already excel so well that we need to be made aware of it from another new angle. We've done this with other "knowledges" that we all take for granted: try to get you as students to see differently the things you know, and think about how it is that you know them. Religion, though, is a special case of this same idea. It informs much more of our world view than whether or not you know how to whistle or whether you have kept a blog before. And it is largely orally taught and learned. Try to think of these questions in regards to that form of the religious knowledge you have; even if you recall scripture, do so as if it is story, told and listened to, rather than as "Holy Writ" to be silently read.<br />
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Our specific religion is probably the main reason we are all here--specifically HERE, here, at BYU. Because we <i>could </i>all be at other universities, doing similar things, but not the <i>same </i>thing, that we do here, which is to deliberately teach and deliberately learn, all from the unique perspective of the restored gospel. We know what that means. How would an outsider view it? (Many outsiders? Outsiders with differing levels of tolerance or patience with religion at all; what about a confirmed skeptic/atheist?) Why might it be valuable to try to see that question through to its multiple possible responses? ...And so on to some further questions that might go into your blog posts about Religion (with a capital R). Let's get spooky right off: Where did it come from--chickens and eggs notwithstanding, are you open to either an evolutionary or a dispensationary model in studying the origins of religious behavior? Maybe a dispensationary model for the "Us" people and an evolutionary one for the "Thems"? (If that made you nod without squirming, think harder.)<br />
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More spookiness: What makes people who are religious so dangerous (especially to outsiders)? Lest you think I exaggerate by using the word dangerous, remember that people kill and die for ideas far, far more quickly than they kill or die for facts. (Would you die for your testimony of gravity? [Hint here: Galileo almost did.] Can anyone even have a "testimony" of something for which no faith is necessary, but only observation?) So what is it about religious ideas in particular that pushes believers to this kind of devotion? Can you think of other areas of human experience that people get as passionate about? What do they kill or die for--and what do they feel OKAY about killing or dying for, or even proud to do so, that might compare with religious devotion? Love, politics, money, revenge have all driven crimes and wars, but do the instigators of those conflicts feel as justified, as blessed by God or gods for their actions as do those who call themselves (or assign others to call them) religious martyrs; why not?<br />
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What does religion do that cannot be done by anything else? (Really? If you suggest an answer to that question, push it, force it past your instinctive response: what can something-that-isn't-religion do that religion normally does? What about the reverse: is there something that is usually done without religion that religion can do better? [again: Really?])We can say that we appreciate the qualities of knowledge that come from sophic as well as mantic sources, but we absolutely must stay aware of the pitfalls of each--and there are pitfalls to each; what are the disadvantages of a religious worldview? When and why and where are those disadvantages most keenly felt? Can they be overcome? Can they be overcome within as well as without the context of religion?<br />
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What does religion do to its believers? How are you shaped by yours; how are others shaped by theirs? What does religion do to questions of proper ways of being-in-the-world? How does it shape gender expectations and behavior? How does it shape different classes or castes of people?<br />
<br />
How are oral stories and songs and teachings used in various religions? Can a religion exist without the spoken (or sung) word? What are the religious implications of language limits? How have cultures been shaped by the dominant religions of their social backgrounds (I do not say "History" because that is, as Dr. B pointed out, a far more written invention than one that can be transmitted orally)? How have religions been shaped by their contexts? If religions as well as other endeavors have both sophic and mantic elements (and they do!) who gets to determine which bits of any given religion come from an Otherworldly source and which come from common sense or somewhere else?<br />
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And finally, some closer personal reflection (don't get lazy with this! Do not give the short-hand Sunday School lesson answers; these need some thought!): How can you talk respectfully about a religion in which you do not believe? How can you talk to someone who disrespects your religion? Can bridges be built, or do we just hunker down and be "grateful that God loves us better than God loves Them"? Does theology even matter? Why?<br />
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Some people who have thought and written a lot about religion:<br />
<br />
<ul>
<li>D. G. Hart (<i>A Students' Guide to Religious Studies</i>)</li>
<li>Gary Kessler (<i>Studying Religion</i>)</li>
<li>Carl Jung (Take your pick--but it is better to read secondary sources on him, actually; he's just someone you should know about. <i>Myth </i>is a good start.)</li>
<li>Mircea Eliade (<i>The Myth of the Eternal Return</i>)</li>
<li>Joseph Campbell (<i>The Hero with a Thousand Faces</i>. Largely his own take on Jung; he popularized Jung for an entire generation)</li>
<li>Rosemary Radford Ruether (<i>Goddesses and the Divine Feminine</i>. Very good, far more responsible than popular takes on "goddess" religion like the ones Dan Brown used. [Ick.])</li>
<li>Hugh Nibley (again. <i>Temple and Cosmos</i>. Best if you've been endowed in the temple)</li>
<li>Carolyn Walker Bynum (again, a lot of stuff, but most of it Western, Christian, and medieval, because I am a medievalist, and CWB rocks my very socks. <i>Holy Feast Holy Fast</i> is really good.)</li>
<li>Ronald Grimes (<i>Ritual Criticism</i>)</li>
<li>Jacob Neusner (Tons of material; he's very good with Jewish studies, obviously, but also check out <i>Religion, Science, and Magic</i> which he helped edit)</li>
</ul>
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<br />
...and by the way, it means "to tie back, or tie again." To be bound to something you know to be bigger, and more important, than yourself. (One reason the "spiritual, but not religious" claim lacks power--it ties you only to <a href="http://centralchurch.tumblr.com/post/9620847571/august-31-spiritual-but-not-religious-please-stop">yourself</a>.)NotaWarriorPrincesshttp://www.blogger.com/profile/01754153935155853192noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-86479083951082657952011-09-24T12:47:00.000-07:002011-09-26T13:22:03.493-07:00Language seed post<div class="separator" style="clear: both; text-align: center;">
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Language is such an enormous topic (as are all the things we touch on in this class), that just about anything you can think about can be examined through its lense, or vice-versa. One of the qualities that makes us human is our ability to use language to reflect ON language, to be "meta-" about our tools as well as the things we make with those tools, even as we go merrily about making even more. (Some scholars, such as Mark Turner, have even suggested that this meta-examination concludes with a "backwards" conclusion: that language came about through story, rather than story coming about through language. Check out his book, <a href="http://www.amazon.com/Literary-Mind-Origins-Thought-Language/dp/019512667X/ref=sr_1_1?s=books&ie=UTF8&qid=1316890998&sr=1-1">The Literary Mind</a> .) Many kinds of knowledge almost can't be brought into consciousness without language, even though, as we learned in the last unit, "knowledge" and "language" are scarcely interchangeable words. This unit is where we become more focused on the ways language, and especially spoken language, shapes, stores, transmits, and creates knowledge of various types.<br />
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Below, I have given you some questions to begin asking, and then a list of some major secondary, scholarly sources to look into in thinking about language. Most of these will be merely, or barely, touched on in internet places like Wikis, but we want you to go farther. So for the sources themselves, you may have to use books (flat, rectangular, dusty, papery things; no passwords necessary). We have already given some direction by dividing the "language" group assignments up into four very broad approaches: preservation, acquisition, functions, and systems. Some additional directions within those could include (but are by no means limited to) the following:<br />
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<b>Preservation</b> questioning can start with questions like<br />
(How) CAN oral language be preserved? Are there mnemonic strategies specific to cultures? In the absence of sound-coded (phonetic) writing systems, can things like pictographs capture the nuances of an oral performance? Especially thinking prior to audio recording technologies, can there be such a thing as a "primary source" for an oral performance; is the record of an oral event already "secondary" to the immediate experience?<br />
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<b>Acquisition</b> questions (remembering that this course is about history and culture, rather than individual psychological development) can include<br />
From whence DO we "acquire" what we know through oral sources of knowledge? Where does a given oral traditional "text" (e.g. <i>The Illiad</i>) come from, and HOW does it come to us--before we have it in written form? Who is source of the verbal knowledge, and what difference does it make whether we (or any audience) hear an utterance, song, story, etc. from one person rather than another person? (If it does matter, then) Where does the difference come from? Does the speaker's social position give the utterance Authority, or does the utterance's Authority give the speaker (a certain) social position? Etc.<br />
You may also consider briefly the questions of childhood first language acquisition, but please do so with an eye toward the broader World Civilizations awareness of the course.<br />
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Questions to start your thinking on language <b>functions</b> might include<br />
How many ways does orally-transmitted language do its work? What is that work? What are the differences in the ways those functions "mean" (again, consider speaker/audience implications here)? Some functions to consider: announcing, declaring, performing, threatening, praising, warning, etc. What role do these functions serve in different situations; are they substantially different when performed in private than in public? What kind of "private" or "public" situations would/could change the force or function of the same utterance?<br />
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And for <b>systems</b>:<br />
What is an oral language system? In what ways does it differ from a writing system, and (why) does it matter? What systems of distinction within a language make the performance of orally-transmitted knowledge unique? What about systems of humor within an oral language (i.e. does "witty" humor use or constitute a "system" distinct from "sarcastic" humor? Why/How)? What about coded systems-within-systems: spies with an agreed-upon cipher seeming to talk about the weather, actually communicating about troop movements and state secrets--?<br />
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Dr. B's post from earlier has some very good suggestions for how to use sources as jumping off points. The following titles and authors are just a beginning; each of them stands at the mouth of a mine filled with incredibly rich veins of thought, information, and KNOWLEDGE for you to go exploring. Don't stop on the outside of the mine; jam a hardhat on your head, grab a pickaxe and a bag, and go exploring deep!<br />
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Some scholarly sources/names to get you started:<br />
<br />
<ul>
<li>Steven Pinker (<i><a href="http://www.amazon.com/Language-Instinct-Mind-Creates-P-S/dp/0061336467/ref=sr_1_1">The Language Instinct</a></i>, and others. Author of a lot of books on language and linguistics for a general reader. Because he is trying to be engaging, sometimes he's a little polemical, but very fun to read)</li>
<li>John Searle (<i><a href="http://books.google.com/books?id=t3_WhfknvF0C&lpg=PP1&dq=Speech%20acts%3A%20an%20essay%20in%20the%20philosophy%20of%20language&pg=PP1#v=onepage&q&f=false">Speech Acts: An Essay in the Philosophy of Language</a>. </i>The philosopher of language who developed Speech-act theory; slower going because he is usually writing for other philosophers and scholars, but very rich and rewarding stuff. A related title by John L. Austin, <i><a href="http://books.google.com/books?id=V43VS07TGEMC&lpg=PP1&dq=austin%20How%20to%20Do%20Things%20with%20Words&pg=PP1#v=onepage&q&f=false">How to Do Things with Words</a>).</i> </li>
<li>Alfred Lord (<i><a href="http://www.goodreads.com/book/show/582209.The_Singer_of_Tales">Singer of Tales</a></i>, about the Balkan bards of the last century and how people who compose orally do it. Scholarly, but fascinating)</li>
<li>Elizabeth Loftus (<i>Memory</i>. Loftus is the world's foremost expert on memory. She was very active in the legal battles of the 1990s involving "repressed memory" accusations of sex and ritual abuse.</li>
<li>Frances A. Yates (<i><a href="http://search.lib.byu.edu/byu/id:byu_unicorn1627564">Memory</a></i>, 1966. Classic study of the faculty of memory from ancient Greek orators up through the 17th century.)</li>
<li>Paul Grice (<i><a href="http://books.google.com/books?id=QqtAbk-bs34C&lpg=PP1&dq=Paul%20Grice%20Studies%20in%20the%20Way%20of%20Words&pg=PP1#v=onepage&q&f=false">Studies in the Way of Words</a></i>. An oldie but a goodie. Grice is the source of the "Gricean Maxims," a set of rules observed and derived from social interactions involving language [how is one "polite" or "rude" with words, for instance?]. This book was originally a set of lectures given way back in the 1960s, but to show how good Grice was, most subsequent scholarship on his work has resulted in data that support his ideas.)</li>
<li>George Steiner (<i><a href="http://www.amazon.com/After-Babel-Aspects-Language-Translation/dp/0192880934">After Babel</a></i>. A really interesting study of translation theory and the divergence of language over time. Really great for looking at cross-cultural understanding and language commensurability)</li>
<li>Umberto Eco (Ohhhh, so much! Eco is a semioticist and novelist and overall obscenely intelligent human. He writes in Italian [but even Italian people, apparently, read him in English because he's so erudite in Italian no one can understand him]; he wrote the novel that <i>The Da Vinci Code</i> wanted to be if it ever grew up [<i><a href="http://www.goodreads.com/book/show/17841.Foucault_s_Pendulum">Foucault's Pendulum</a>;</i> don't read it unless you want to be deeply disturbed]. He has several books of really fine essays about language, including my favorite, <i><a href="http://books.google.com/books?id=WPyz8ikWrsEC&lpg=PP1&dq=Kant%20and%20the%20Platypus&pg=PP1#v=onepage&q&f=false">Kant and the Platypus</a></i>. I know! Just the title--! Dr. B's favorite Eco title: <i><a href="http://books.google.com/books?id=2sDMxqbibS0C&lpg=PP1&dq=eco%20search%20perfect%20language&pg=PP1#v=onepage&q&f=false">The Search for the Perfect Language</a></i>)</li>
<li>Deborah Tannen (<i><a href="http://www.amazon.com/You-Just-Dont-Understand-Conversation/dp/0060959622">You Just Don't Understand</a></i>, etc. From the heavy to the lighter, Tannen is the Georgetown pragmatics linguist who became famous--well, as famous as a linguist can hope to get--for popularizing the gendered-language observations of the 1990s. She is a lot of fun to read, and you find yourself nodding and smacking your forehead as you do, but be warned that a lot of her stuff is overly simplified, since she gives some relatively heavy-handed interpretations of her data, instead of giving the data for us to conclude.)</li>
</ul>
NotaWarriorPrincesshttp://www.blogger.com/profile/01754153935155853192noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-89832203399996501092011-09-23T16:07:00.000-07:002011-09-26T13:22:32.500-07:00Story and Song<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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Story and song have been the vehicles of knowledge and culture long before writing systems, and they have continued to be a main method of continuity with the past, even when writing and printing displaced their preeminence.<br />
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"History" is something that came along with writing; it refers to how we understand the past through written language systems. But "story" doesn't require writing -- just spoken language. Stories that have been spoken and sung have been the foundation of most world civilizations long before "history" (stories preserved in writing) began.</div>
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Oral culture differs a lot from cultures that depend on writing or print. Walter Ong, the most famous scholar on this topic, contrasts fundamental differences between orality and literacy. That's a good starting point for research (Walter J. Ong. <i>Orality and Literacy: The Technologizing of the Word</i> [second edition; orig. 1982]. Routledge, London and New York, 2002. See also this convenient table <a href="http://oralityandliteracy.wordpress.com/additional-readings-notes/">summarizing those contrasts</a>).<br />
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What follows are five categories that can be used as starting places for considering story and song within our study of oral knowledge. Along the way, I make a few suggestions for how to find some of these topics outside of using Google or Wikipedia.<br />
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<b><u>Folklore</u></b></div>
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In our folk knowledge unit we emphasized the practical and material knowledge that is passed on even without language, but these typically go together, and that's where we get folklore. "Lore" is a body of knowledge passed on by word of mouth by the people, the "folk," and folks tend to embed such knowledge in narratives. Learning how to fish? Well, you are as likely to hear your father tell you about the big one that got away as you are to hear tips about baiting your hook; they go together.</div>
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<ul>
<li>What is the role of storytelling within cultures from antiquity?</li>
<li>What kinds of information are preserved and passed on through stories and song?</li>
<li>What do stories and songs do? What are their effects?</li>
</ul>
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The sorts of things addressed by folklore study can be found in this <a href="http://hercules.gcsu.edu/~mmagouli/folkloresyllabus.htm">Introduction to Folklore syllabus</a> from Mary Magoulick of Georgia College.<br />
<blockquote>
<i>Have you tried looking up course syllabi when researching a subject? It can be so much more informative than a Wikipedia search, since instructors typically include subjects and resources that are most fundamental and most current in a given topic. I just Googled "folklore introduction syllabus" and got many great sources.</i></blockquote>
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<b><u>Myth and Legend</u></b></div>
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Stories have been a major way people make sense of the world. They are used to explain natural phenomena, or to make claims about the origins of life or of a people. Myths and legends are at once a universal phenomena, and also particular to a given place or people. They are tied to art, religion, and politics. They are central to oral knowledge and culture.<br />
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In fact, myths and legends tend to fall into some common categories: creation, culture heroes and fertility gods, mortality and death, parents and children, animal helpers, rebellion and conformity, heroes and heroines, and clever beings. That's a thematic list that I got from <i><a href="http://books.google.com/books?id=-TdKE_Qgl28C&lpg=PR34&dq=myth%20legend&pg=PP1#v=onepage&q=myth%20legend&f=false">Folklore, Myths, and Legends: A World Perspective</a></i> by Donna Rosenberg (1997).<br />
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<i>I found that book not by searching Google but by searching Google Books. Have you tried that as a starting point for academic subjects? When I went to <a href="http://books.google.com/">http://books.google.com</a> and entered the search terms "myth legend" it pulled up a great list of books focused on the myths of specific cultures (Celtic, Chinese, Norse, etc.). And if you are signed into your Google account, you can add any books you search this way to a virtual bookshelf to consult later.</i></blockquote>
The most famous book about mythology (for Greek, Roman, and Norse myths) is Edith Hamilton's <i>Mythology</i> (1940). Another oft-cited book about myths in history is Joseph Campbell's <i>The Power of Myth</i> (1988).<br />
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<i>You should try searching topics and books through a social book site like </i><a href="http://www.goodreads.com/" style="font-style: italic;">Goodreads</a><i>. I knew about Hamilton's book and looked it up there. This provided me a summary, reviews, etc. It also showed this book as part of <a href="http://www.goodreads.com/list/show/432.Best_Books_About_Mythology">a list of books about mythology</a> that people have voted as being the most important in that subject. The list reminded of Campbell's book, as well as the classic Bullfinch's </i>Mythology<i>. </i></blockquote>
<b><u>Epic Poetry</u></b><br />
Often stories and myths were sung or chanted in long narrative poems known as epics. The most famous of these are the <i>Iliad</i> and <i>Odyssey</i> by Homer (Greek, around 800 B.C.); the <i>Aeneid</i> by Vergil (Roman, first century) and <i>Beowulf</i> (Anglo-Saxon, around 700 A.D.). But these are not the only ones. The Epic of Gilgamesh is far older (Sumerian, around 3000 B.C.), and from India arose the Mahabharata (around 300 A.D.). In general, most pre-literate societies have had some kind of oral-formulaic or bardic tradition in which stories important to the culture have been preserved and added onto over the years until they become long, complex stories.<br />
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Poetry fits more naturally with oral knowledge. The patterns, rhythms, rhymes, imagery -- and the story elements for narrative poetry -- are mnemonic in nature. They help people to remember (and to enjoy) their content.<br />
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What kinds of poetry are evident in the culture you are studying? Are there poems that tell stories (narrative and epic poetry)? What do those stories say about the values and lifestyles of their culture?<br />
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<i>Reference databases can be so much more reliable than websites. BYU's <a href="http://hbll.byu.edu/">library</a> subscribes to Chadwyck's Literature Online (or LION), which combines many reference and criticism sources on a wide variety of literary topics. I searched the reference portion of LION for "epic poetry" and was soon reading about "üliger's," which are orally transmitted verse epics from Mongolia that reached 20,000 verses and were recited from memory by bards. They have stories about heroes like Genghis Khan fighting monsters like the many-headed "manggus."</i></blockquote>
Poetry was not read silently and privately from something written -- not for centuries. No, in antiquity poetry was spoken and shared with others. It has been a form of both private and public entertainment, as well as being a carrier of culture. In that respect, it compares to another important manifestation of oral knowledge: drama.<br />
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<b><u>Drama</u></b><br />
Another way that stories have been formalized and preserved has been through plays and theater. It takes it up a level when stories are not just told but acted out. Drama and theater have always been communal, often associated with religious rites and sometimes with politics and statecraft. What kinds of dramatic presentations have there been in the culture that you are studying?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiruS40Km_v0VN0BobA76FiKOzvhd9XDTYj5d-xtzful4PBtV4K7TT__8vjtiGLj4hzd7a_IHdB-jAUDmLq9GqsBny_WWIIuCyP41E8EXrGwPX9ksrcnuVJJWA0t4d11pO47wbjWJ-mE2Id/s1600/Amazon-example.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiruS40Km_v0VN0BobA76FiKOzvhd9XDTYj5d-xtzful4PBtV4K7TT__8vjtiGLj4hzd7a_IHdB-jAUDmLq9GqsBny_WWIIuCyP41E8EXrGwPX9ksrcnuVJJWA0t4d11pO47wbjWJ-mE2Id/s320/Amazon-example.png" width="254" /></a></div>
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<i><a href="http://amazon.com/">Amazon.com</a> may be a commercial site, but it has great tools for finding academic resources. I searched for theater history and found <a href="http://www.amazon.com/Oxford-Illustrated-History-Theatre-Histories/dp/0192854429/ref=sr_1_18">The Oxford Illustrated History of Theatre</a> (1995). Without even reading or buying the book, I can use the "Look Inside" feature to browse the table of contents. The book covers not only ancient Greece and Rome, but earliest African and American drama, several chapters on Asian theater. I searched inside the book and found a chronology that really placed drama into the history of civilization for me. Thanks, Amazon!</i></blockquote>
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<b><u>Song</u></b><br />
Like drama and poetry (both of which sometimes coincided with music), song has been a dominant mode of oral knowledge. The bards and scops of ancient cultures would strum a lyre or harp as they chanted or sang epic poems. And of course, there have been many other types of singing that have also preserved and passed on a culture and its stories. What are the types of music in the culture you are studying? Were these tied to poetry and storytelling?<br />
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Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com2tag:blogger.com,1999:blog-7501012554824213365.post-53702009167204784392011-09-21T20:52:00.000-07:002011-09-22T21:41:23.194-07:00Unit Two: Oral Knowledge<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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It's time to look closely at how speaking and listening have been central to civilization. It's time to study oral knowledge.<br />
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Obviously much of the folk knowledge that was the focus of our first unit combines with speaking and listening. We will find that the various knowledge media and institutions we are studying this semester overlap extensively, even if they sometimes end up competing with or excluding each other. I'm glad we focused on the kinds of learning that take place in person, through observation, and through interaction with the physical and material world.<br />
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We now move out one layer of abstraction into the world of speaking and listening. During the next five class periods (through October 6, 2011) we will study oral knowledge according to the following broad categories:<br />
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<ol>
<li>Language (Sept 22)</li>
<li>Story & Song (Sept 27)</li>
<li>Religion (Sept 29)</li>
<li>Education (Oct 4)</li>
<li>Rhetoric (Oct 6)</li>
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Each of these broad areas provides us an opportunity to revisit history (learning outcome #1); see the development of knowledge institutions based around oral tradition (learning outcome #2); and recognize how oral knowledge has qualities that set it apart from folk knowledge, written, or printed knowledge (learning outcome #3). </div>
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Along the way, we are going to be giving you fresh opportunities to sharpen your own knowledge skills (learning outcome #4) -- in part by continuing to use blogging for group learning, by bringing in an orally-oriented communications medium from the digital age (Skype), and also by developing social learning skills that depend upon oral interaction, not just writing (learning outcome #5).</div>
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What follows is a brief orientation to the topic of oral knowledge, with details about how we are going to structure our learning for this unit.</div>
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<a name='more'></a><u>Oral Knowledge: Communal Communication</u></div>
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One of the main things to learn about oral knowledge is that it emphasizes the communal part of communication. In contrast to written or printed knowledge, oral knowledge (until telephones) had to be in person, and tended to be associated with groups. So, we are going to emphasize group work and oral interaction, even though we will continue writing up blog posts.</div>
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<u>Blogging for Unit Two</u></div>
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<li><b>Assigned Focus (group)</b><br />You will continue your blogging schedule, posting once weekly and commenting five times per week. However, in this unit your group is going to be <a href="https://docs.google.com/spreadsheet/ccc?key=0AsO9Wxk4ogHfdGt3SDgzM2Jkc0pnVG9wRC1YX1ZHTWc&hl=en_US">assigned </a>one of the five general topics for the unit. This is to be the main focus of your research, blogging, and oral discussion.</li>
<li><b>Assigned Historical Culture (individual)</b><br />In order to diversify learning across the major civilizations of the past, each student will be <a href="https://docs.google.com/spreadsheet/ccc?key=0AsO9Wxk4ogHfdGt3SDgzM2Jkc0pnVG9wRC1YX1ZHTWc&hl=en_US">assigned </a>a specific historical culture to investigate. These are individual, not group assignments. Within a given group, each student will represent a different civilization as they together address the group's assigned common focus.</li>
<li><b>Required Post Formats</b><br />During this unit, we are going to require two types of post format. More info on these to come:<br />1) <u>a book-based post</u><br />THIS DOES NOT MEAN A "BOOK REPORT." We want you to continue to address the main issues of our course, and specifically the issue of oral knowledge within the culture you've been assigned. However, your ideas need to be informed by the primary texts (if they exist) that show evidence of oral culture. You're not reporting on a book; you are using some text that comes from your individually assigned civilization to address issues our course focuses on. If you wish to consult secondary texts (criticism, history, analysis, or introductions) you should feel free to do so, but those should be secondary to the use of primary texts. Please quote directly from your primary text to illustrate points you are making about oral culture. For example, if I were assigned Greece, I could quote sections of the <i>Iliad</i> in which the warriors were having speaking contests. If I were assigned the Germanic civilization of the Anglo-Saxons, I could quote from <i>Beowulf</i> where bards are depicted composing and passing on epic stories of battles.<br />2) <u>an oral interview-based post</u><br />We want you to use the oral medium for knowledge as you continue to explore either your individually assigned civilization or the thematic focus assigned to your group (or both). This means finding and speaking with an expert or someone who can inform or illustrate the culture or the theme you wish to explore. For example, you could interview an author or professor in Native American studies if you were assigned the Hopi civilization. Or, if you were exploring the theme of song and story, you could interview an actor or a singer (provided you tied this in with history somehow and did not merely do a feature interview about that person). We want you to move beyond interviewing fellow students, family members, or friends. Consider professors, specialists, professionals, and other experts in either your assigned civilization or group focus.</li>
<li><b>Group Post</b><br />Each group is going to be responsible for creating and providing a post to the instructors' blog based on their assigned focus. Ideally, this will be an amalgam of the independent research done by individuals. This must take the format of a group video which you record and post to YouTube, providing the instructors with the embed code for your group's video. Length should be about 5 minutes, and by no means reaching 10 minutes.</li>
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Group and individual <a href="https://docs.google.com/spreadsheet/ccc?key=0AsO9Wxk4ogHfdGt3SDgzM2Jkc0pnVG9wRC1YX1ZHTWc&hl=en_US">assignments are listed here</a>.<br />
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We instructors will be making "seed posts" devoted to each of the five main topics. Hopefully this will provide you starting points for sub-topics and resources to help you in your group and individual reading and research. However, you need not wait for, or even follow, our leads on these topics. But this will give a place where the class in general can ask questions about the general topics.<br />
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(Updated 9/22 to include details about the required post formats)</div>
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Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-91048675476870286182011-09-21T10:52:00.000-07:002011-09-21T10:52:03.414-07:00Response to Unit 1 MidtermDr. Petersen and I enjoyed meeting with each of the learning groups and hearing about how you have collectively and individually worked toward meeting the <a href="http://reinventingknowledge.blogspot.com/p/learning-outcomes.html">learning outcomes</a>. It was very satisfying for us to hear things like the following:<br />
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<li>"We are our own institutions of knowledge, our own vessels of learning" (from Group 4)</li>
<li>"Wow, bikes have a history!" (from Group 1, commenting on how they have become sensitive to everyday things having their own folk knowledge and histories)</li>
<li>"Folk knowledge is a gift one generation gives to another"</li>
<li>"We are learning how to learn in this course; it's a very liberal arts course" (from Group 6)</li>
<li>"Folk knowledge is independent from knowledge institutions"</li>
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These types of remarks show that you are really thinking about the core concepts and learning goals for this course. </div>
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What else are we happy about?</div>
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<a name='more'></a><u>Group Learning</u><br />Everyone has seemed to appreciate learning in groups and coming to interact and depend upon one another. You will see that we will make group learning even more critical in the units to come. We are happy to see you getting to know one another and to appreciate your differences, including your age differences. It was a pleasant surprise to hear several comment on enjoying being in a mixed group.</div>
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<u>Commenting</u></div>
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Certain groups are doing better with their commenting -- really turning this into engaging discussion. Take a look at how <a href="http://reinventingknowledge9.blogspot.com/2011/09/wheres-concrete.html">Group 9 discussed concrete</a>, or look how well informed the comments are from <a href="http://reinventingknowledge5.blogspot.com/2011/09/as-long-as-man-has-had-money-man-has.html">Group 5's response to Jon Kunkee's post on learning instruments, ("Slipsticks").</a> Or take a look at how members of The Hive (Group 8) responded to Montana Thompson's interesting <a href="http://reinventingknowledge8.blogspot.com/2011/09/blog-post.html">post on the Giant's Causeway</a>. One class member calls into question how Montana used the terms mantic and sophic (friendly, constructive criticism); another made a link to learning from her geology class; another did a kind of summary of points covered.</div>
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We are especially glad when we see students following our instruction to use the commenting as a way of fleshing out the original post, or constructively challenging it. For example, when Amanda Chase blogged about <a href="http://reinventingknowledge2.blogspot.com/2011/09/let-them-eat-cake.html">the universality of bread</a> in Group 2, Alyssa Cardon jumped in with the Christian connection ("bread of life"), and Diane Cardon challenged the universality of bread by pointing out the lack of such traditions in Asia.</div>
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When students pick up a topic from someone else and make this the topic of their own post, it becomes especially interesting. Brenda Barrow from Group 1 did this in response to James Williams's <a href="http://reinventingknowledge1.blogspot.com/2011/09/trumpet-shall-sound.html">post about trumpets</a>, adding <a href="http://reinventingknowledge1.blogspot.com/2011/09/my-response-to-trumpets-call.html">her own, scripturally-informed analysis</a> of the role of trumpets. Or, when Andrew Whittle (Group 9) posted about the Japanese practice of "<a href="http://reinventingknowledge9.blogspot.com/2011/09/departures-japanese-art-of-encoffinment_08.html">encoffinment</a>," Marc Wein researched alternative burial traditions which he reported in his comment.</div>
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<u>Rich Posts</u></div>
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This <a href="http://reinventingknowledge5.blogspot.com/2011/09/as-long-as-man-has-had-money-man-has.html">post by Jon Kunkee</a> (Group 5) is a great example of a post that has a strong historical component, a strong personal component, informative and relevant media, and appropriate links both to outside sources and to other posts by group members. Good job! </div>
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Michael Miles' post from Group 6 about <a href="http://reinventingknowledge6.blogspot.com/2011/09/whistle-to-carry-you-home_14.html">Aztec beliefs regarding death</a> was interesting not only because of the media he used and the good discussion this post provoked, but because he linked back to a prior post that he did on <a href="http://reinventingknowledge6.blogspot.com/2011/09/which-doctor.html">Aztec medicine</a>, thus deepening his understanding of that single culture and giving continuity to his group's blog. (He also is using labels, which is a blogging best practice!)</div>
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Others of you have also been demonstrating that you can ground your observations in historical research and make it interesting through media, links, and relevant links and sources.</div>
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In general, we urge you to think about creating not just great posts, but great discussions. Please consider deepening someone else's post by adding your own research and links, or pushing into historical periods or cultures unknown to you. Avoid merely congratulatory commenting, and use this opportunity to follow up on class discussion, to make links to other learning, and to tie in personal or group reading.</div>
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Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-25767095454435550422011-09-15T09:51:00.003-07:002011-09-15T09:51:07.696-07:00Schedule for Midterm InterviewsOn Monday, September 19, please meet us in room 4101, JFSB at the following times:<br />
Group 3--2:15<br />
Group 7--4:15<br />
Group 2--4:30<br />
Group 4--4:45<br />
(Talking like a Pirate is optional)<br />
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On Tuesday, September 20, please meet with us in the regular classroom, at the following times:<br />
Group 1--9:00<br />
Group 5--9:15<br />
Group 6--9:30<br />
Group 8--9:45<br />
Group 9--10:00NotaWarriorPrincesshttp://www.blogger.com/profile/01754153935155853192noreply@blogger.com4tag:blogger.com,1999:blog-7501012554824213365.post-63036904364216955282011-09-09T10:13:00.000-07:002011-09-09T10:15:28.767-07:00Assignment: Learn and Teach Folk Knowledge<i>Click "read more" below if you want to skip the story and go straight to the assignment!</i><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga6LNOGsx_Fe4QggODvb_GSjsYeqtRlQIm7EGykBB4aVcua-kAf6TMLt7kH5k0UKXEFUWblJbUmDhxmzIPEyqUSKFMHVn6z5mr-qarC6nT3zD_4lAuq5_rEopfyREJs178TqVJ_pDlOVNr/s1600/Crochet-1.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga6LNOGsx_Fe4QggODvb_GSjsYeqtRlQIm7EGykBB4aVcua-kAf6TMLt7kH5k0UKXEFUWblJbUmDhxmzIPEyqUSKFMHVn6z5mr-qarC6nT3zD_4lAuq5_rEopfyREJs178TqVJ_pDlOVNr/s320/Crochet-1.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">First, learning to crochet was nerve wracking</td></tr>
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Last year I found myself in the odd position of being a chaperone at girls' camp up in Heber valley. I think there was one man up there for every forty girls, and the first thing I realized was that all of these girls and women certainly knew how to camp and had little to do but offer to carry heavy things. So I soon learned I just needed to chill out and enjoy the woods.<br />
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That's when Monica gave me the yarn. Maybe she was just feeling sorry for me, but before I knew it I had a crochet needle in hand and was told that those orphans in Haiti were going to get a hat that I had personally created. Teenage girls and their leaders would check in on me, gently showing me how to hold the yarn, how to count, and how to pull the thing out and start all over. I felt a bit intimidated, and I felt pressure from all these females who seemed to know instinctively how to do this kind of handiwork. But I started to get the hang of it, and when suddenly a camp event left me isolated at the picnic table with half of a Haitian knit cap, I was delighted that I could keep crocheting and terrified that I wouldn't know how to move to the next step. </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvAtqFYr3ykMPe95TFNepn-p1GztLLaz8fNjL0GBW8zslgUMHqaJ01S2V4IuKELgLw5TlrDzEPz1CO7XK056HB4kMDe3cnpJtlg7eaQyjxblHhj493dt8AQ_doaFObB5E8EngRSpz4gxec/s1600/crochet+2.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvAtqFYr3ykMPe95TFNepn-p1GztLLaz8fNjL0GBW8zslgUMHqaJ01S2V4IuKELgLw5TlrDzEPz1CO7XK056HB4kMDe3cnpJtlg7eaQyjxblHhj493dt8AQ_doaFObB5E8EngRSpz4gxec/s320/crochet+2.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">..and then it was fun</td></tr>
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I learned some respect for that craft, and also for the way that these girls and women taught me. I didn't get an instruction manual or a training video. I got a crochet hook and a command to start. And I got a lot of intermittent advice from the girls who had done their caps the day before. I ended up feeling like this whole crochet thing was something fun, creative, and interesting -- in part because of how learning this skill created opportunities for interacting with interesting people.</div>
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This encounter made me realize that folk knowledge is often something that is transmitted piecemeal and casually while people are busy doing other things. I also realized that "experts" can simply be people who have learned to do something just hours before they then teach it to you. School formalizes things and raises expectations about credentials and expertise. You wouldn't sign up for a class in how to crochet if you found out the teacher only learned how to crochet the day before you showed up for class. And yet that's how I learned, and it was enough -- at least for the Haitian that got my cute little knit cap.</div>
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This is my example of learning folk knowledge. As we spend one more week in our unit on folk knowledge, we want all of our students to do two activities that involve learning and teaching in that manner.</div>
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<a name='more'></a><b>Assignment: Learn and Teach Folk Knowledge</b></div>
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<u>Part One: Learn from an expert </u></div>
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The purpose of this part of the assignment is not simply to learn a new skill, but to do so outside of traditional schooling, book-learning, or internet research and then to reflect on and document that process.</div>
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<li><b>Find an expert to teach you a skill.</b><br />Consulting the various types of folk knowledge listed elsewhere ("<a href="http://reinventingknowledge.blogspot.com/2011/08/unit-one-folk-knowledge.html">Unit One: Folk Knowledge</a>"; "<a href="http://reinventingknowledge.blogspot.com/2011/09/post-assignment-for-week-2-domestic.html">Domestic Folk Knowledge</a>"), find someone who would be willing to demonstrate their knowledge to you in one of these areas.<br /><i>--Do not choose a skill that could simply be communicated through language alone; this needs to be something that requires personal demonstration and interacting with the physical and material world. <br />--Choose a skill that is truly outside of your own expertise and comfort zone. If you are great at sewing, don't find a seamstress to teach you a new pattern. If you are already an athlete, don't ask someone to help you perfect an existing ability.</i></li>
<li><b>Watch and learn.</b><br />Make an appointment with your chosen expert for an on site, in person meeting where they will teach you. </li>
<li><b>Document your learning experience</b><br />Write up your experience on your blog (use a photo, too, if possible). Use the experience narrated above as a model in your approach.</li>
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<u>Part Two: Teach others</u></div>
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The purpose of this part of the assignment is for you to understand the transmission of folk knowledge from the point of view of someone who is teaching -- and to reflect on on that process.</div>
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<li><b>Inventory your skills</b><br />Make a list of types of knowledge that you could coach others about (Once again, please exclude anything you could teach merely through language. Select skills that require personal, material, and physical components). This list should appear as part of your blog post writing up this experience.</li>
<li><b>Offer your skills</b><br />Find someone interested in getting a brief, personal tutorial from you in one of your skills. While we do not object to you imposing upon roommates or fellow class members, we would be very interested to see some students reaching beyond to people outside of those familiar circles. Can you teach your skill to a child, an elderly person, a non-college student, or even a stranger?</li>
<li><b>Document your teaching experience.</b><br />Write up your experience on your blog (use a photo, too, if possible).</li>
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The two blog posts required for this assignment are in addition to your regular, once-weekly post (which, of course, will also have a historical component not required for these). Post about the first part by the end of Wednesday (9/14) and about the second by the end of Friday (9/16). </div>
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Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-78198997189458797552011-09-08T07:51:00.000-07:002011-09-09T07:03:11.255-07:00Blogging Best Practices (1): Opening and Post BodyPeriodically I will lay out some important principles for academic blogging as we all learn to use this medium better. Not all practices in more general blogs apply to academic blogging, by the way.<br />
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The Post Opening<br />
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<li><b>Make it engaging</b><br />Use a teaser of sorts -- a question, a quotation, an image, a video, a brief sentence that cuts to the heart of your point. People click away quickly online. Give them a reason to read on.</li>
<li><b>Front load and page break</b><br />Write like a journalist by front loading all the key information of your post, putting this "above the fold" (to use the newspaper metaphor) or before the jump break (which inserts the "read more" link). Not sure how to insert this? Check out Erin Hamson's instructions for <a href="http://reinventingknowledge3.blogspot.com/2011/09/breaking-page.html">breaking the page</a>). <a name='more'></a></li>
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The Post Body</div>
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<li><b>Break up text</b><br />Visual appeal is very important, and nothing can discourage readers faster than just seeing a column of words. Break up the body of your blog by inserting media (but don't go crazy there; it can become distracting); by using subheadings; by using bulleted lists; and by inserting links.</li>
<li><b>Link and reference</b><br />Be certain to link to any sources that you use in preparing your post. This is very important. And while conventions have not settled regarding how to include references (such as in-text citations), it is a good idea generally to name sources that you use, since links can be broken. It's up to you whether to refer to sources by name within the text or at the end of your post. </li>
<li><b>Following good linking practices.</b><br />Read my "<a href="http://shakespeareunbound.blogspot.com/2011/01/linking-well.html">Linking Well</a>" post and my "<a href="http://digitalcivilization.blogspot.com/2010/11/sharing-links-intelligently.html">Sharing Links Intelligently</a>" post for best practices in making links.</li>
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Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-31514747051521275272011-09-07T22:09:00.000-07:002011-09-07T22:09:44.502-07:00A key bit form Ch.11(...but if this is ALL you read of the assignment, you are cheating yourself). In the chapter preceding the reading for today, Nibley says this as partial introduction to the series of talks on mantic and sophic:<br />
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<span class="Apple-style-span" style="background-color: #fbfbfb; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px;"></span><br />
<div style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 1.1em; margin-bottom: 1em; margin-left: 0em; margin-right: 0em; margin-top: 1em;">The theme of these talks is that the Greeks (like the Christian church that later followed in their footsteps), passed from a primoridal "Mantic" order of things to the "Sophic," and lost their original mood of expectation, putting something else in its place. It passed from the Mantic to the Sophic, and thence in its attempts to combine the two, arrived at the Sophistic. The Greeks passed through the same three stages before the Christians did, and it was their particular brand of Sophic and Sophistic that the Church accepted. It is time to define these terms, Sophic and Mantic.</div><div style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 1.1em; margin-bottom: 1em; margin-left: 0em; margin-right: 0em; margin-top: 1em;">Josephus, citing Manetho, describes an Egyptian king who was obsessed with a yearning to possess the prophetic gifts and enjoy the heavenly visions of his ancestors as a <i style="font-family: Verdana, Arial, Helvetica, sans-serif;">sophos kai mantikos aner</i>—" a Sophic and a Mantic man";<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn12" name="_ednref12" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">12</sup></a> and Theophrastus observes this significant dualism when he points out that the Egyptians are the most rational people alive (<i style="font-family: Verdana, Arial, Helvetica, sans-serif;">logiotaton genos</i>), inheriting and inhabiting the most religious of environments (<i style="font-family: Verdana, Arial, Helvetica, sans-serif;">hierotaten . . . choran</i>).<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn13" name="_ednref13" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">13</sup></a> These are the two basic human attitudes, the rational and the religious. It was the age-old struggle between hardheaded realism and holy tradition that produced the bedizzening subtleties and endless elaborations of Egyptian theology from Heliopolis and Thebes to Alexandria. And it was at that last and latest center of holy thought—a city built, literally, with funds contributed in hot competition by rival priestly schools and factions<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn14" name="_ednref14" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">14</sup></a>—that the basic theological concepts of the Jewish, Christian, and Moslem doctors with all their sublime, incomprehensible, and insoluble contradictions took their life.</div><div style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 1.1em; margin-bottom: 1em; margin-left: 0em; margin-right: 0em; margin-top: 1em;">Dio Chrysostom, in his <i style="font-family: Verdana, Arial, Helvetica, sans-serif;">Discourse on the Knowledge of God</i>, describes his own skill and training—the degenerate education of his own day—as being "neither mantic, nor sophistic, nor even rhetorical"<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn15" name="_ednref15" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">15</sup></a>—(those being the three natural levels of education). The Greek word <i style="font-family: Verdana, Arial, Helvetica, sans-serif;">Mantic</i> simply means prophetic or inspired, oracular, coming from the other world and <i style="font-family: Verdana, Arial, Helvetica, sans-serif;">not</i> from the resources of the human mind. Instead of Dio's <i style="font-family: Verdana, Arial, Helvetica, sans-serif;">Sophistic</i> to describe the operations of the unaided human mind, we use the much rarer <i style="font-family: Verdana, Arial, Helvetica, sans-serif;">Sophic</i> here, because, as is well known, in time Sophistic came to be identical with Rhetorical, that is, a pseudothought form which merely imitated the other two in an attempt to impress the public. The Mantic is the equivalent of what Professor Goodenough designates as "vertical" Judaism, i.e., the belief in the real and present operation of divine gifts by which one receives constant guidance from the other world, a faith expressed in varying degrees among such ancient sectaries as the Hasidim, Karaites, Kabbalists, and the people of Qumran.<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn16" name="_ednref16" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">16</sup></a> The Mantic accepts the other world, or better, other worlds, as part of our whole experience without which any true understanding of this life is out of the question. "It is the Mantic," says Synesius, "which supplies the element of <i style="font-family: Verdana, Arial, Helvetica, sans-serif;">hope</i> in our lives by assuring us of the reality of things beyond."<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn17" name="_ednref17" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">17</sup></a> Mantic, hope, and reality are the key words. What is expected is not as important as the act of expectation, and so those who share the Mantic conviction are a community of believers, regardless of what it is they expect.</div><div style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 1.1em; margin-bottom: 1em; margin-left: 0em; margin-right: 0em; margin-top: 1em;">The Sophic, on the other hand, is the tradition which boasted its cool, critical, objective, naturalistic, and scientific attitude; its Jewish equivalent is what Goodenough calls the "horizontal" Judaism—scholarly, bookish, halachic, intellectual, rabbinical. All religions, as Goodenough observes, seem to make some such distinction.<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn18" name="_ednref18" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">18</sup></a>It is when one seeks to combine or reconcile the Sophic and the Mantic that trouble begins.</div><div style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 1.1em; margin-bottom: 1em; margin-left: 0em; margin-right: 0em; margin-top: 1em;">"True reason," according to Empedocles, "is either divine or human; the former is not for discussion, the latter<i style="font-family: Verdana, Arial, Helvetica, sans-serif;">is</i> discussion";<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn19" name="_ednref19" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">19</sup></a> and recently Charles Kahn has argued that Empedocles himself is two distinct thinkers, a Sophic and a Mantic, "a split personality whose two sections are not united by any essential link."<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn20" name="_ednref20" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">20</sup></a> Since Empedocles' career is a unique and impressive attempt to combine Sophic and Mantic, his case illustrates the important fact that the two are totally incompatible. Whoever accepts the Sophic attitude must abandon the Mantic, and vice versa. It is the famous doctrine of Two Ways found among the Orientals, Greeks, and early Christians—if you try to compromise between them you get nowhere, because as one of the Apostolic Fathers points out, they lead in opposite directions. Those who share the Mantic hope of things beyond, whatever those things may be, are in a very real sense a community of believers, just as Christians, Jews, and Moslems form a fellowship of "the People of the Book," because of their belief in inspired books—even though they may not agree as to which books are the inspired ones.<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn21" name="_ednref21" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">21</sup></a> On the other hand, the Sophic society unitedly rejects the Mantic proposition, and it too forms a single community, as is strikingly and amusingly demonstrated in a 1954 study of Professor Enslin, who, while branding the teachings of Clement of Alexandria as "rubbish, . . . pathetic nonsense, . . . triple-A nonsense,"<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn22" name="_ednref22" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">22</sup></a> at the same time hails Clement as a true gentlemen and a scholar after his own heart, because, even though his method produces nothing but balderdash, it is at least not contaminated by any supernaturalism—here was "a man who prized brain and insight, who preferred the voice of reasoned conviction to the braying of Balaam's ass."<a href="http://maxwellinstitute.byu.edu/publications/books/?bookid=76&chapid=955#_edn23" name="_ednref23" style="color: #33496d; font-family: Verdana, Arial, Helvetica, sans-serif; text-decoration: none;" title=""><sup style="font-family: Verdana, Arial, Helvetica, sans-serif;">23</sup></a> Better false teaching from a true intellectual than the truth from a prophet. So fiercely loyal and uncompromising are the Sophic and Mantic to their own.</div>NotaWarriorPrincesshttp://www.blogger.com/profile/01754153935155853192noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-12459941737752196322011-09-03T17:35:00.000-07:002011-09-03T17:46:18.781-07:00The Bunny WhispererI've really been noticing how much folk knowledge is an everyday part of living in a family. For example, just this morning I noticed my wife showing my son how to make a meal he'd never made before. And in the afternoon, I took my 15 year-old son out for his first driving lesson from his dad (he did well). But lately, our home has been filled with lots of lore about rabbits. You see, my wife decided it would be fun to breed rabbits, and this week our Nabooru had her first litter of baby bunnies. Here's a video showing the little critters squirming around in their nesting box:<br />
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We have not been figuring out how to breed bunnies by looking online. No, we are lucky enough to have a woman in our neighborhood who knows everything about bunnies and breeds them herself. My wife is constantly on the phone to our "bunny whisperer" getting coached on cages, nesting boxes, gestation cycles, diet, and generally what to expect from the bucks and does. <br />
<a name='more'></a>I have to say it was pretty cool to see the rabbit follow all of the patterns that our neighbor predicted: the number of days she would be pregnant (after the stud service, another fascinating episode that I shall pass over...); the way our mommy bunny would start pulling out her own hair to fill up the nesting box, and how she's caring for the four newborns.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjst03Dp6Qun1pnTCWwNWdwm-YdiRWoOjnOdgLqtMTr97y8b9vgMKKBTa-X5y2NP7sZF5PJ4PuTPktKjt_lC8N9z3rCOI9AwKfjEvL7rR2_-JicW3xBIZLEA1EC_YwM_iYgzistCCJgEpQq/s1600/Bunny-Vase.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjst03Dp6Qun1pnTCWwNWdwm-YdiRWoOjnOdgLqtMTr97y8b9vgMKKBTa-X5y2NP7sZF5PJ4PuTPktKjt_lC8N9z3rCOI9AwKfjEvL7rR2_-JicW3xBIZLEA1EC_YwM_iYgzistCCJgEpQq/s320/Bunny-Vase.jpg" width="213" /></a></div>
I started looking into ancient pets, and bunnies in particular, and it turns out that they have been pretty popular (see Francis Lazenby, "<a href="http://penelope.uchicago.edu/Thayer/E/Roman/Texts/secondary/journals/CJ/44/4/Household_Pets*.html">Greek and Roman Household Pets</a>"). This is a picture of an ancient Greek vase showing a boy playing with his pet bunny. The description of another vase had a boy holding the uncomfortable creature by the ears. Some things never change. I don't know how that Athenian kid was taught to care for his pet. Maybe he had a bunny whisperer down the street like we do, coaching him (or his parents). But I do find it interesting that there were so many scenes of humans with pets preserved from antiquity (and not just among the Greeks). People used one kind of folk knowledge (making pottery) to pass along another -- information about their life with pets.<br />
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This has made me realize that our animals are very much tied to our family folklore. You just can't have animals without telling stories about their antics. Stories about experiences with pets have come to be important parts of our family history. We had that cruel spawn-of-Satan pug, Crenshaw. The purebread Maltese dog that I left behind when I went to Canada on a mission, Reginald Little King (yes, he had AKC papers) -- how he got sold by my parents at a garage sale for $5 when they moved. Or there is the story of Encore, our Jack Russell terrier that bit my hand so bad it tore tendons. And don't even get me started on the fish, hamsters, and our brand new choodle (chihuahua-poodle), "Chachi."<br />
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Maybe we have pets not because kids need to learn how to take care of living things. Maybe we have pets so we can have stories to tell, and reasons to laugh, cry, and occasionally scream together as a family.Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com2tag:blogger.com,1999:blog-7501012554824213365.post-5458572463176372442011-09-03T13:10:00.000-07:002011-09-03T17:36:53.393-07:00Post Assignment for Week #2: Domestic Folk Knowledge<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNd12bD7bpNp1XZH79lDlqlF8zCZyrWAQgJAcVuNcJQpl5ql83fglgv4Si9vhuTroniptegBLPGpDU0WX9oMo09lMRvVmzBTm6eE8LfatYQpFnaDgD4tNOuwlIYnxuuQ8KvV-1i9-KMDat/s1600/Bhaktapur-Demographics_of_Nepal-Dhaka_topi-Newa_people-image.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNd12bD7bpNp1XZH79lDlqlF8zCZyrWAQgJAcVuNcJQpl5ql83fglgv4Si9vhuTroniptegBLPGpDU0WX9oMo09lMRvVmzBTm6eE8LfatYQpFnaDgD4tNOuwlIYnxuuQ8KvV-1i9-KMDat/s320/Bhaktapur-Demographics_of_Nepal-Dhaka_topi-Newa_people-image.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Playing and learning a stone game in Nepal</td></tr>
</tbody></table>
This coming week in Reinventing Knowledge, we plan to explore our unit on Folk Knowledge by focusing on the domestic sphere. In short, we want our students to think through the types of things one acquires know-how about informally in families, and how such knowledge is transmitted, taught, and learned.<br />
<br />
We do hope students refer to their own homes and experience, but we are urging them to begin right away pursuing our first <a href="http://reinventingknowledge.blogspot.com/p/learning-outcomes.html">learning outcome</a> about <b>history</b>.<br />
<br />
<u>Assignment</u>:<br />
<a name='more'></a><br />
<i>If students have not done so already, they should review the general <a href="http://reinventingknowledge.blogspot.com/2011/09/blogging-instructions-for-fall-2011.html">instructions for blogging</a> post.</i><br />
<ul>
<li><b>Research and write about domestic folk knowledge from history </b>for your main post. Choose a period of time, a culture or place, and a specific kind of folk knowledge to discuss and comment upon (see list below for ideas). If possible, account for how that knowledge is acquired, preserved, or passed on.</li>
<li><b>Connect this research to your own life and experience</b> and, where possible, to class discussion, common readings, or posts from other members of class. </li>
<li><b>Respond to others' posts and to general discussion on this topic in your group's blog</b> as part of your daily blogging requirement. Consider adding media or providing additional links to resources that build on other students' posts.</li>
</ul>
<i>An example for this assignment has been posted by Dr. Burton, <a href="http://reinventingknowledge.blogspot.com/2011/09/bunny-whisperer.html">here</a>.</i><br />
<br />
<u>Types of Domestic Knowledge</u><br />
<ul>
<li>Food (finding, hunting, gathering, preparing, cooking, preserving; food customs and rituals)</li>
<li>Homemaking (creating shelter, dealing with weather, living arrangements, cleaning, etc.)</li>
<li>Clothing (making, dressing, obtaining, religious or community customs regarding)</li>
<li>Handicrafts (knitting, sewing, crocheting, needlework, weaving)</li>
<li>Health and Medicine (first aid, hygiene, remedies, folk medicine)</li>
<li>Water (obtaining, dowsing, wells, purifying, bathing, culinary use)</li>
<li>Agriculture (crops, orchards, tools, farming methods)</li>
<li>Birth and Death (midwifing, preparing bodies for burial, customs for celebrating and grieving)</li>
<li>Marriage and Weddings (customs, courting, community practices)</li>
<li>Sexuality (how knowledge of reproduction is passed on, mores for learning about, taboos, gender-specific information)</li>
<li>Initiation Rituals (coming of age, entrance into community, etc.)</li>
<li>Games and Leisure (children, sports, toys)</li>
<li>Education (not formal education, but in the home)</li>
<li>Money and Finances (focus on domestic, not business or trade)</li>
<li>Time (calendars, clocks, planning)</li>
<li>Measurement (construction, cooking, time, etc.)</li>
<li>Animals (pets, livestock, breeding, protecting, selling, training, caring for, killing and dressing)</li>
<li>Hobbies</li>
</ul>
<div>
Do your best to tell how these kinds of knowledge have been preserved and passed on.</div>
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<br />Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com1tag:blogger.com,1999:blog-7501012554824213365.post-73477314937062251522011-09-02T09:42:00.000-07:002011-09-02T10:12:32.167-07:00Blogging Instructions for Fall 2011Students will be blogging during this semester's history of civilization course, "Reinventing Knowledge." Here are our expectations:<br />
<u><br /></u><br />
<u>Blogging in Groups</u><br />
Nine blogging <a href="http://reinventingknowledge.blogspot.com/p/blogs-groups.html">groups</a> have been set up that include 4-6 students each. The idea here is for students to regularly share and respond, teaching and learning, among a small group of peers.<br />
<br />
<u>Scheduled Weekly Posting</u><br />
Group leaders will set up a publication schedule so that each student is responsible for a specific day of the week on which he or she will take the lead of conversation by publishing a "substantial post" (see below). This should be posted <u>by 9:00am</u> so that others will have the chance to respond to it during the day. Consider getting your post written the night before it is due and then use the scheduling feature to have it appear at 9:00am on your day (see "Post Options" next to "Publish Post" within Blogger to do this).<br />
<br />
<u>Daily Expectation</u><br />
Each student is expected to interact on their group's blog <u>daily</u> (i.e., Monday-Friday) in two ways:<br />
<ol>
<li>Producing content<br />If it is not your day to be making a substantial post, you should be commenting on others' posts, advancing conversations, or otherwise supplying relevant content.</li>
<li>Reading and responding to content<br />Bookmark your group's blog so that you can get to this readily, or use a feed reader (like Google Reader) to have posts and comments delivered to you. </li>
</ol>
<u>What's a "Substantial Post"?</u><br />
<br />
<a name='more'></a>A substantial post:<br />
<ul>
<li>is <u>on point</u> (it relates to the course <a href="http://reinventingknowledge.blogspot.com/p/learning-outcomes.html">learning outcomes</a> and shows awareness of ongoing conversations within the group, the class, or related discussions elsewhere); </li>
<li>moves beyond merely expressing opinion or making an observation to <u>analysis</u> of content, <u>synthesis</u> of ideas, referring to and <u>building on others' ideas</u>; and <u>making reasoned claims</u>; </li>
<li>brings in new and related ideas or media that <u>demonstrate the student's independent reading and research</u>;</li>
<li>promotes <u>constructive conversation</u></li>
<li>is <u>concise</u>. A rule of thumb is not to require readers to scroll down much.</li>
<li>uses media, white space, bulleted lists, or other ways to break up text and provide points of entry into the post.</li>
<li>uses <u>labels</u> or tags. This informal metadata is helpful for organizing and finding posts related to a specific topic later on.</li>
</ul>
<div>
<u>Suggestions for Substantial Posts</u></div>
<div>
<ul>
<li>Illustrating an idea with a historical example</li>
<li>Introducing an author, thought leader, or other person and relating his or her work to the current topics of study</li>
<li>Analysis of a current event in terms of class learning outcomes or topics</li>
<li>Longer response to another's post</li>
<li>Introduction and analysis of a language, culture, period, event, invention, etc.</li>
<li>Accounts of teaching or sharing course content with others</li>
</ul>
<div>
<u>Suggestions for Commenting</u></div>
</div>
<div>
<ul>
<li>Be brief</li>
<li>Be personal</li>
<li>Be positive</li>
<li>Suggest relevant sources or links</li>
<li>Take issue, constructively, with some of the ideas or claims in the post</li>
</ul>
</div>
Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-63800078165528176582011-08-31T17:00:00.000-07:002011-08-31T17:00:46.253-07:00Research Opportunities!Most of you know that the other part of what professors do is to present their personal research in venues of either publication for distribution or the genre of publication-by-performance that is the conference paper. BYU is having a GREAT conference this November, and they have just extended the deadline to the 5 September! "Women and Creativity" is going to discuss just exactly some of the things we are intending to wrestle with in this first "folk knowledge" unit. What is women's creativity? Is that even a legitimate question? Is it an insulting question; assuming, as some might read (into) it, a difference in qualitative or quantitative production from women than from men? Why would it be insulting (or not) to have a conference on "Men and Creativity"?<br />
<br />
I all in, folks (FOLKS! Ha! Get it?)! And you should be too! (if you want--just because I'm one of the teachers does not make every imperative sentence I utter or write into an assignment.) I am going to submit a proposal to this conference. I have a friend who does bread-giving as performance art. It is every BIT as weird as, even more lovely than, it sounds; as I develop and rewrite my proposal I'll post it here; as I write the paper and do the steps necessary for the sort of research it requires, I'll keep you up to date through this blog.<br />
<br />
Cheers!! <br />
<br />
This semester is going to rock my socks right OFF.NotaWarriorPrincesshttp://www.blogger.com/profile/01754153935155853192noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-72602467051397892972011-08-31T14:57:00.000-07:002011-08-31T15:36:50.713-07:00Unit One: Folk Knowledge<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf-K4mVXi0_kzoN6_OEYlKjIVDMiBJVcGfSnCtnfTfnwPpRU1EUXQOTwzzqeyMNnF_PWYzFcDCdEwWP_7RpqbBEvz47x0BvnhDYXGPKx-a8m8WXp30cTfaUbdelApsc-UQsR-NMMsKbbk8/s1600/Charles+Collier-flickr.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf-K4mVXi0_kzoN6_OEYlKjIVDMiBJVcGfSnCtnfTfnwPpRU1EUXQOTwzzqeyMNnF_PWYzFcDCdEwWP_7RpqbBEvz47x0BvnhDYXGPKx-a8m8WXp30cTfaUbdelApsc-UQsR-NMMsKbbk8/s1600/Charles+Collier-flickr.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">image: <a href="http://www.flickr.com/photos/eyespix/421580827/sizes/s/in/photostream/">Charles Collier</a></td></tr>
</tbody></table>
If my friend Gary hadn't stuck his arm out and stopped me from walking into the street that afternoon, I would have been a smudge mark on the Edinburgh pavement. Coming from the states and less traveled than my friend, I wasn't used to traffic flow in the UK and was looking left, instead of right, when beginning to cross the street.<br />
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People who have had a lot of traditional education need reminders like that once in awhile: some of the most prized kinds of knowledge may be less essential than more "pedestrian" types. Knowing how to walk about without dying is a kind of folk knowledge. You don't learn it in schools; you learn it in the streets.<br />
<a name='more'></a><br />
<br />
As Dr. Petersen and I explained to our class, we have structured our course according to four broad kinds of knowledge media: folk knowledge, oral knowledge, written knowledge, and print knowledge. These are roughly chronological, though clearly overlapping, as we move forward from antiquity to the Renaissance. Let me introduce "folk knowledge."<br />
<br />
Folk knowledge is practical knowledge for living that gets passed on from one generation to another within families and groups, independent of formal schooling. Such knowledge is especially related to physical well-being and material existence, but also includes cultural knowledge required for survival within a given society. Folk knowledge includes the critical "ways of the world" within a given time and place. These may be passed on orally or even through written means, but this knowledge depends more upon contextual understanding than textual information; more upon doing than learning; and more upon imitation and demonstration than upon skills of speaking or thinking.<br />
<br />
Rather than viewing folk knowledge as primitive, it should be thought of as primary, or primal. People learn how to function, how to cope with their bodies, how to manage their close interpersonal relationships, and how to survive in their societies even if never formally instructed to do so. That's folk knowledge.<br />
<br />
Obviously folk knowledge gets transmitted at least in part through oral communication, and folkways do get written down and even printed. But they do not depend upon the institutions of knowledge associated with these other knowledge media; they do not require schools, but simply living among the "folk" and adopting the ways of a group of people. As close as folk knowledge gets to schooling would be systems of master/apprentice relationships.<br />
<br />
Here are some types of folk knowledge:<br />
<ul>
<li>domestic arts (cooking, sewing, midwifery)</li>
<li>healing, hygiene, homeopathy</li>
<li>athletics, sports, and hunting (as practiced outside of school systems)</li>
<li>religious practices and rituals (obviously overlapping with other knowledge systems)</li>
<li>civic and community practices and ceremonies</li>
<li>spiritual-physical practices (like yoga, meditation)</li>
<li>arts (dancing, music, or art not taught in schools)</li>
<li>building</li>
<li>shopping</li>
<li>trade and commerce</li>
<li>travel and transportation</li>
<li>logistics (ordering and arranging objects in space and across distances)</li>
<li>playing games</li>
<li>entertaining</li>
</ul>
<div>
Students often do not realize how much folk knowledge they possess or how skilled they are at functioning in their material and social contexts. What kind of knowledge inventory do you have, if you set aside the subjects you've learned about formally in school? What kinds of skills at functioning in physical or social environments have you felt comfortable enough with that you can teach these to others?</div>
<div>
<div>
<br /></div>
</div>
Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com2tag:blogger.com,1999:blog-7501012554824213365.post-79219347617740957342011-08-31T08:49:00.000-07:002011-08-31T08:49:35.722-07:00Course Overview<span class="Apple-style-span" style="background-color: white;"></span><br />
<h4 class="heading" name="courseDescription" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-family: helvetica, arial, sans-serif; font-size: 1.125em; font-style: normal; font-weight: bold; line-height: 19px; margin-bottom: 0.75em; margin-left: 0px; margin-right: 0px; margin-top: 1.75em; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
Description</h4>
<div style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 19px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
From the origins of civilization, the way information has been controlled has shaped what knowledge is and does. In this course we will examine how various institutions of knowledge and communications media have defined culture and controlled how knowledge is preserved, transmitted, and sometimes censored. We will look at various world cultures and the ways they employed language, symbol systems, libraries, academic institutions, religious authority, and social privilege to maintain order and to develop and define their own identities. This course, while independent, is a companion course to Honors 202 “<a href="http://digitalcivilization.blogspot.com/">Digital Civilization</a>,” (taught with Dr. Daniel Zappala Fall 2011; Winter 2012), and will therefore anticipate the development and significance of modern-day information systems and digital culture.</div>
<div style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 19px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
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<span class="Apple-style-span" style="font-family: helvetica, arial, sans-serif; font-size: 18px; font-weight: bold; line-height: 19px;">Learning Outcomes</span><span class="Apple-style-span" style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 19px;"><ul class="outcomeContainer" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; list-style: initial; margin-bottom: 1.5em; margin-left: 2em; margin-right: 0px; margin-top: 1em; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
<li style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; list-style-image: initial; list-style-position: initial; list-style-type: none; margin-bottom: 1em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;"><span class="outcomesTitle" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">History</span><div style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
Students can characterize historical periods from antiquity through the Renaissance and identify and discuss representative texts, cultures, events, and figures.</div>
</li>
<li style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; list-style-image: initial; list-style-position: initial; list-style-type: none; margin-bottom: 1em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;"><span class="outcomesTitle" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">Knowledge Institutions</span><div style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
Students can describe and analyze the characteristics and differences among knowledge institutions and media</div>
</li>
<li style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; list-style-image: initial; list-style-position: initial; list-style-type: none; margin-bottom: 1em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;"><span class="outcomesTitle" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">Communicating Knowledge</span><div class="p1" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
Students recognize differences in the forms through which knowledge is preserved, communicated, and experienced and can interpret the consequences of these differences historically and personally.</div>
</li>
<li style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; list-style-image: initial; list-style-position: initial; list-style-type: none; margin-bottom: 1em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;"><span class="outcomesTitle" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">Knowledge Skills</span><div style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
Students become aware of and take responsibility for their knowledge skills and develop new learning strategies, including collaboration.</div>
</li>
<li style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; list-style-image: initial; list-style-position: initial; list-style-type: none; margin-bottom: 1em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;"><span class="outcomesTitle" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">Sharing Knowledge</span><div style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
Students can represent and share their knowledge of the history of civilization through formal and informal writing, oral communication, and teaching others.</div>
</li>
</ul>
</span><span class="Apple-style-span" style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 18px; line-height: 19px;"><b>General Calendar</b></span><span class="Apple-style-span" style="background-color: white;"></span><span class="Apple-style-span" style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 19px;">The course will be divided into four different units that correspond with different knowledge media:</span><span class="Apple-style-span" style="background-color: white;"><div style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
</div>
<ol>
<li><span class="Apple-style-span" style="font-family: helvetica, arial, sans-serif;"><span class="Apple-style-span" style="font-size: 14px; line-height: 19px;">Folk Knowledge</span></span></li>
<li><span class="Apple-style-span" style="font-family: helvetica, arial, sans-serif;"><span class="Apple-style-span" style="font-size: 14px; line-height: 19px;">Oral Knowledge</span></span></li>
<li><span class="Apple-style-span" style="font-family: helvetica, arial, sans-serif;"><span class="Apple-style-span" style="font-size: 14px; line-height: 19px;">Written Knowledge</span></span></li>
<li><span class="Apple-style-span" style="font-family: helvetica, arial, sans-serif;"><span class="Apple-style-span" style="font-size: 14px; line-height: 19px;">Print Knowledge</span></span></li>
</ol>
</span><span class="Apple-style-span" style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 19px;"><h4 class="heading" name="learningOutcomes" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 1.125em; font-style: normal; font-weight: bold; margin-bottom: 0.75em; margin-left: 0px; margin-right: 0px; margin-top: 1.75em; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
<br /></h4>
<ul class="outcomeContainer" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; list-style-image: initial; list-style-position: initial; list-style-type: none; list-style: initial; margin-bottom: 1.5em; margin-left: 2em; margin-right: 0px; margin-top: 1em; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
<li style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; list-style-image: initial; list-style-position: initial; list-style-type: none; margin-bottom: 1em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;"><div style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
<br /></div>
<div style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 14px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">
<br /></div>
</li>
</ul>
</span>Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com0tag:blogger.com,1999:blog-7501012554824213365.post-67648186587276769672011-08-30T06:50:00.000-07:002011-08-30T06:50:30.801-07:00Welcome to Reinventing KnowledgeThis blog accompanies a course in the first half of the history of civilization, "Reinventing Knowledge," taught at Brigham Young University during Fall, 2011 by Dr. Gideon Burton and Dr. Zina Petersen. We will be posting readings and media, previewing class discussion, and highlighting student blogging here.Gideon Burtonhttp://www.blogger.com/profile/08282494104976426309noreply@blogger.com0