And here I was looking at that, thinking, geez, this is going back to that ill-fated conversation about service learning, which I suddenly had an epiphany about, and that epiphany just keeps on rolling. My understanding of service learning up until now had been about sending students off to various places to do good works outside of the classroom proper (and outside of curriculum proper), but now I see that the same concept applies to simply giving learning a purpose within the formal curriculum itself, since not everyone is motivated to learn things for the sake of learning them, and a little purpose never hurt anyone.

And I think this is something we should seriously consider before we sit down with the Triangle kids next year (when we will bring them into Second Life’s teen grid). Jeremy? You in? It will be fun!

People should read a little jackson and eisner at some point, and not forget that informal learning environments have been studied for decades. I left a longer comment on the original post.

I’m interested in this idea about the production of subjectivities and where you stand on that. I’m feeling a little blinkered by this dial up connection, it’s like I can’t really think properly without a broadband connection. But do you want the objectivity? I guess knowledge has that objectivity button pushing element as well, as if it’s the kind of understanding that can be just poured into you.

You said, once, obviously delete this if you don’t want it in public, but that you don’t teach your students, you think with them. I’ve been soaking in that idea for a while, I like it a lot. (And it keeps reminding me of a book on 16th century English witchcraft called Thinking with Demons, which is really not the direction you were going in that conversation, but there it is.)

In regards to the concept of literacy, i’m for trashing it along with the concept of knowledge. We have something like ‘learning’ but it is really about the production of subjectivities, however shared and entangled those become, and not really about the objectivity of the button to be pushed at all.