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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)
- 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.