It seems worth mentioning that the forms of social control we discussed in class today -- the forces we all feel regulating our behavior, depsite the absence of particular agents we can point to as their source -- probably pertain to our discussion here of when we speak and when we keep silent in the classroom. (What can we do with this idea?)

On a different, but (I think) pertinent note: I have to admit that I'm not quite sure what classroom discussions are supposed to achieve. I never have been. (A fact that probably impacted my performance as a teaching assistant a few years back.) The model we follow seems to involve a clash of ideas put forth by a room full of Arnold's "thinking men," out of which a greater truth arises for the benefit of all involved. But I don't really think it works like that; it's not how people actually communicate. (Any communication theorists in the room?) Which isn't to say class discussion isn't valuable; I'm just not sure how best to participate, because I'm not sure how best to add value, because I'm not sure in what ways class discussion is valuable (which I suppose might differ for different people).

-- MichaelHolloway - 05 Feb 2009