Dialog—Dialog list

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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).

Dialogs (fragments to be developed)