UVic library to go to journals and download readings. Jacques Derrida, The Monolingualism of the Other Or the Prosthesis of the Origin (Stanford: Stanford University Press, 1998). The course description can be found at this link, including assignment: The outline is a "living" one, continuously growing and changing to meet students' and instructors' needs, though the overall framework will stay. We wrap up our story by returning to some of the fundamental themes, including heterogeneity, collectivity, culture, knowledge, identity, and language (Mar 17). Our own texts not only represent but more importantly make reality, so that we carefully need to understand how people read and peruse texts and what kind of texts we ourselves produce (Mar 10). In the process of dealing with these issues, we come to realize that texts and other inscriptions play a major role in the organization of human-human interactions, so that we attend to these issues and how we understand language, text, images, graphs and the likes and the relations that exist between them. We therefore need to look at the articulation and mediation of the individual by its participation in collective processes, where there are issues of knowledge/power, organization, and collective interests to deal with (Feb 24, Mar 3). The Self is nothing without the Other, which is one of the direct consequences of the approach to language we discuss. If all culture could be reduced to the individual, we would be done. We then look at how this nature of language influences how we think about such topic as identity and the Self (Jan 27), individual beliefs and attitudes (Feb 3), and situated and abstract knowledge (Feb 10). The story begins with the undecidable, heterogeneous, non-self-identical nature of language (Jan 13, 20). Because of this, many educational efforts necessarily are in vain, because they are in contradiction to the nature of language. Language is what makes us human, but also is, as recent philosophical works have shown, one of the least understood phenomena. ![]() Part of such discourse may address the cognitive, cultural, social and political determinants and underpinnings of these central issues.Īs taught in the 2009-Winter session, this course has a story line that pulls together the various lessons. EDCI-600 Lesson By Lesson EDUC 600 "Contemporary Discourses in Educational Studies" Winter 2009 (January 6-March 31)įrom the UVic Calendar: The purpose of this course is for students to engage in a critical examination of contemporary literature on fundamental educational concepts, research issues, and curriculum and instruction implications.
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