Date: Wed, 28 Feb 1996 19:03:13 -0500 (EST)
From: "Bryan A. Alexander" <bnalexan-AT-umich.edu>
Subject: Re: DE: bug 


Alright: so perhaps the nomad teacher provides the terrain - a slice of 
MILLE PLAT., then a tai chi demonstration, then a record, then a class 
held under a waterfall - all without a clearly controlling narrative.  
The students fashion their own, using what their machines tell them, 
working through trajectories that scarcely are comprehensible to the rest 
of the class.  Some may disappear for weeks, or vanish utterly - others 
scale buildings, parade in masks.  A nomadic pedagogy is the 
encouragement of the proliferation of machines?




Bryan Alexander					Department of English
email: bnalexan-AT-umich.edu			University of Michigan
phone: (313) 764-0418				Ann Arbor, MI  USA    48103
fax: (313) 763-3128				http://www.umich.edu/~bnalexan

On Wed, 28 Feb 1996, Greg J. Seigworth wrote some stuff:

> > language" (_Dialogues_, p.5).  How far would nomadic pedagogy--to pull an
> example out of the air--be able to travel (even if this travel meant not
> leaving one's chair or that space behind the podium) without it?  The bell
> rings and you shout to your students as they shuffle toward the door:
> "Don't forget! Tomorrow's misreading is _ATP_ pp.26-38."  (And, tomorrow,
> when they show up having dutifully misread, play a record instead of
> giving a lecture.)  It's pedagogy, after all, that D+G say will prevent us
> from falling from the heights of the encyclopedia into the arms of those
> disastrous "ideas men" (WiP? pp.10-12). Too bad D+G didn't leave us better
> marching orders before they themselves exited.  But, then, marching orders
> were never exactly their point. 

Not clear about ideas men, though.

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