Dialog/Dialog list

Dialogs

• A guide to our dialogs
• Dialog Listing
• A note on dialog

Dialogs (substantially drafted)

• Anticipation ― On a basic function of human culture (draft in progress).
• Concepts — On our use of concepts in lived experience (draft in progress).
• Concerns to study — A feeling of concern combines "can I" with "should I".
• Curating — On the meaning of curating on A Place to Study (draft in progress).
• Disclosing the commons — On disclosing the commons (initial notes).
• Five short dialogs on Learning liberally
  • Learn liberally — On the imperative to learn liberally.
  • Study deeply — On humanistic education taking place through a prolonged encounter.
  • Think formatively — Capacities and possibilities are unknowns disclosed by self-formation.
  • Educate tactfully — Influence reaches the inner life through tact and nuance.
  • Value sprezzatura — Making elitist traditions of liberal learning accessible to everyone. (revise)
• For its own sake — V and R try to make sense of what it means to do something for its own sake.
• Forming ourselves and our world — How can A Place to Study have an historical import?
• Hello — An introductory dialog about A Place to Study.
• Help — a dialog — Is "Help stuff" more important for persons engaged in thinking together seriously than on most social software?
• Intention — Supplanted by Forming ourselves and our world.
• My canon — Each person life-long forms her emerging canon, uniquely her own — her judgment.
• On recursing — The topic of "recursing" has broad cultural significance that merits development as this text undergoes subsequent recursive revision.
• Participating — On how self-formation and liberal learning differ from the accumulation of impersonal knowledge (draft in progress).
• Persons, not individuals — Why don't we speak of individuals on A Place to Study?
• Predicaments — How do predicaments differ from problems and what's their importance on A Place to Study?
• Reasons to study — With self-formation and liberal learning we don't have set goals, we feel our reasons to study.
• The place — V and R imagine A Place to Study as a place and discuss the uses of different locations in it. (Am early draft needing much evision).
• . . . self . . . — V and R distinguish the self as active agent from the many identities people adopt.
• Toolshed — What tools for what purposes will persons working on A Place to Study want to have at hand?
• Verbs — Reflecting on how verbs work in communicating meaning (draft in progress).
• Why study historical persons? — On the value of studying the life and work of historical persons for self-formation and liberal learning (draft in progress).
• With a digital pedagogy — How a digital pedagogy will differ from one conditioned by mechanical reproduction (draft in progress).

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Dialogs (fragments to be developed)

• Aspiration — On seeking to rise up to meet a difficult challenge.
• Control — On how an agent naturally seeks to control, to maintain its balance, its place in ongoing processes.
• Dialog on my mind —
• Expressing meaning — We construct the meaning of expressions by grasping their import in action.
• Gratification, neither delayed nor instant — V and R discuss what makes so many websites so superficial.
• Dialog—So you want to add a page
• Local perception — Perceiving local actualities enables us to ground our purposes and values.
• My project — How a life project expresses a person's dynamic self that continually morphs in interaction with circumstances.
• Mutual recognition — Mutual recognition undergirds the reciprocities requisite for a democratic ethos and public life.
• The self as role player — V and R contemplate the uses and disadvantages of formal roles for the self as active agent.
• Who am I to . . . — V and R bemoan how many people feel reluctant to form their own views about serious matters.