What's up

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Hello.We've begun!A Place to Study
Dialog—Dialog listA Place to Study
WhoWhatToolsCluesHowWhyWhat's upWhereSchema of A Place to Study
LifeworldsA Place to Study
On the jobA Place to Study

What's up

A Place to Study is an emergent initiative, and may always be that, or possibly it may someday reach a mature form, thereafter changing modestly by way of revision—filling out, tucking and snipping with an occasional conditioning regimen to get back into shape. We don't know.

A long, slow gestation and development from egg and sperm to fully developed person characterizes the human species and we seek that for A Place to Study as a initiative nurturing our human commons. Let's keep ourselves and A Place to Study growing up together!

A Place to Study development notes

We are prototyping A Place to Study, porting an earlier version to this locaton (www.aplacetostudy.org), revising and expanding it in the process. We encourage you to explore work here as it develops, and should you have comments or suggestions, please enter them in the Add comment link at the bottom of most pages.

Keep up with recent and pending developments on A Place to Study

  • 08/01/2022 ongoing
    • Continue drafting the section on Lifeworlds. Reverse the location of it and the section for Dialogs on the A Place to Study schema. Concentrate on the topics of Communication, Culture, and the Commons in drafting it.
  • 06/15/2022 ongoing
    • Work out and start drafting the new section on Lifeworlds. Can we formulate a general "pedagogy" for a person's life-long institution/constitution of meaningful self-actualization through the lifeworld?
      • Marx's 11th Thesis on Feuerbach: "The philosophers have only interpreted the world, in various ways; the point, however, is to change it."
      • In the lifeworld, we must always be aware that neither the end nor the means determines the outcome.
      • In the lifeworld we must take care to differentiate linguistically from the objective world. Agents comprise the lifeworld, not objects, not even subjects. In the lifeworld, we speak of persons and polities, acting agents, not individuals and societies, objects of impersonal knowledge.
      • The problem of lifeworld terminology that has gained currency in the discourse of impersonal knowledge, for instance, to institute, from Latin instituĕre to set up, establish, found, appoint, ordain, begin, arrange, order, teach (see OED), largely has a form of action as its object, except that "teach" now primarily indicates imparting forms of knowledge.
      • Character, taste, judgment, etc., as lifeworld constituents. The study of literature, history, art, music as lifework concerns, distinct from learning about them as subjects of knowledge.
      • In the lifeworld, continuously forming an agenda and attending to a canon becomes very important, understanding them as ongoing efforts to adapt agency to circumstance.
  • 06/10/2022 ongoing
    • Porting and revising the navigation structure from Dev 2 to Dev 3.
    • Cull and rewrite the text on pages accessed from the right navigation box.
    • Develop the CSS for Dev 3 incrementally as work progresses.