representation – the self and belief
how did we come to have a self? how was it constructed? what is its construction? see foucault for above 3 questions. schuberts idea of backwards (deconstructive) curriculum – trace it back (as foucault did). what are the limits of the self? what is it constructed of? must it be binary? what is the economy of this binary? can we escape the self? how? do we want to?
what are we to do with ourselves? how are we to avoid the binary (self/other) and its implicit economies? how can we construct a self not based on binaries, not based on static or consummable images? is the self a force connected? a vector? can math exist without implicit equivalence? can disciplines, such as art, exist without the division between art and life? how do we reconceptualize identity/representation (or do we)? how do we avoid objectivity? how does belief affect us? how can we reconceptualize desire to not be based on lack? (binary=lack=economy=power_over_another)
see gnostic christian texts, zen buddhism.
creation and faith
what is faith? can we inhabit faith? what is creation? or (re)creation? how do we create? what casts us into creation as a process of re-forming, re-creating self/other? change involves change of the self and the environment – both and always. it is the manipulation of the manifold between them.
is curriculum the process of selection? how can we avoid essentializing the process of selection? (i.e. giving an answer that is meant to serve all)
space is a concept. death itself is a concept.
a living past (not the past as static self/representation/limit)
how can we see the present as sacred/mystic? how can we look at the past as fluid/mythic/oral_tradition living in the present? (without becoming subject to a meta-power mass media style historical narrative)
how do we begin/overcome the power problems inherent in writing? how can we reconceptualize language and its power structure?
how can we reconfigure desire to not be based on lack?
action research questions
relevance how can we rework the math curriculum to begin with real life concerns and interests and applications? math is a language/discipline which is usually only part of the answer. how can we learn the appropriate contexts for mathematics usage when math is portioned off as its own discipline? how can we emphasize math’s reliance on equivalence and the subsequent political problems which can arise from this? how is identity conceived in math? what is the history of identity in math?
how can students base their writing and research in language arts on their concerns and interests? how can we take time to really study something in depth? how can we come to understand it in a personal sense?
power how can we involve students who are shy, without forcing them? how can we productively engage those students with a negative or comical attitude towards math? how can we revamp the power structures of the classroom to become more equitable? how can we rework team teaching with my special ed provider to better service the whole class? how can the teacher become facilitator? what are the inherent constraints of the teacher/student (which link back to the society-school-teacher power relation) power relation?
page last modified on october 10, 2005, at 12:22 pm