LiteracyBlogger

This week has been more problematic for me than most. I am trying to make meaning of our conversations from last week and the array of reading I have done this week. Starting with with the sense of “self” is what I need to address in order for me to create further meaning of figurative worlds, identities, agency and power. We all have similarities of our “hardware” (the brain) as the basic of science, but what differs is our ability to store or hold memory. When one acts upon objects or artifacts, the objects or artifacts are physically there, but it is the set of actions by a human which modify the objects to their figurative worlds. A child can receive information from their environment, but can only begin to create meaning if they are ready for this information to be added to a memory file- adding to a file cabinets.           . If we look at the way which we learn, we can observe learning is provoked by external situations. I do believe “self” exists ...

From my prior knowledge and reading of Holland, Lacicotte, Skinner, & Cain (1998), I can gather f igured worlds are socially formed and through culture, activated. They are formed as a tool to comprehend specific fixed characters, fixed acts, and outcomes valued by others. "Figured worlds in their conceptual dimensions supply the contexts of meaning for actions, culture productions, performances, disputes, for the understanding that people come to make of themselves, and for the capabilities that people develop to direct their own behavior in these worlds" (Holland, Lacicotte, Skinner, & Cain 1998). Figured worlds construct situated meaning to what things are supposed to be; such as a belief system or theory of what we think it will be, but in reality it's not.  As  Holland, Lacicotte, Skinner, & Cain (1998) discuss, figured worlds depend on artifacts as mediators and the actions of humans. Figured worlds are embedded in activity. T...