Jay Lemke: Use

Jay Lemke is American academic. Explore interesting quotes on use.
Jay Lemke: 62   quotes 0   likes

“Meaning is a much more fundamental notion than truth, indeed more fundamental even than the notion of "reality" itself. The basic argument [of the essay] was that claims about truth or reality are meanings made by people according to patterns that they have learned, and that trying to understand how and why people make the meanings they do is more useful than fighting over the truth of their claims.”

Jay Lemke

Source: Textual politics: Discourse and social dynamics, 1995, p. 156

People , Truth , Understanding , Reality

“The language others speak to us, from childhood, shapes the attitudes and beliefs that ground how we use all our powers of action.”

Jay Lemke

Source: Textual politics: Discourse and social dynamics, 1995, p. 1

Childhood

“Many people have been taught a social habit, a discourse, for speaking about meaning, which considers only the role of the individual organism, or the individual mind, in the process of making meanings… Mentalistic discourses, by creating a separate realm and locating meanings there, are not useful for understanding the material and social aspects of meaning-making. Mentalistic discourses depend on a common sense view of the separation of mind from body, and individual from society, which has ideological functions in our society. Particular aspects of these discourses deflect attention away from the social, cultural, historical and political dimensions of the meanings we make.”

Jay Lemke

Source: Textual politics: Discourse and social dynamics, 1995, p. 9

People , Understanding , Sense , Dependency

“The biological organism and the social persona are profoundly different social constructions. The different systems of social practices, including discourse practices, through which these two notions are constituted, have their meanings, and are made use of, are radically incommensurable. The biological notion of a human organism as an identifiable individual unit of analysis depends on the specific scientific practices we use to construct the identity, the boundedness, the integrity, and the continuity across interactions of this unit. The criteria we use to do so: DNA signatures, neural micro-anatomy, organism-environment boundaries, internal physiological interdependence of subsystems, external physical probes of identification at distinct moments of physical time -- all depend on social practices and discourses profoundly different from those in terms of which we define the social person.
The social-biographical person is also an individual insofar as we construct its identity, boundedness, integrity, and continuity. But the social practices and discourses we deploy in these constructions are quite different. We define the social person in terms of social interactions, social roles, socially and culturally meaningful behavior patterns. We construct from these notions of the personal identity of an individual the separateness and independence of that individual from the social environment with which it transacts, the internal unity or integrity of the individual as a consistent persona, and the continuity of that persona across social interactions.”

Jay Lemke

Source: Textual politics: Discourse and social dynamics, 1995, p. 68

Behavior , Time , Dependency , Personality

“Scientific language that is correct and serious so far as teachers and students are concerned must follow these stylistic norms:
# Be as verbally explicit and universal as possible…. The effect is to make `proper' scientific statements seem to talk only about an unchanging universal realm….
# Avoid colloquial forms of language and use, even in speech, forms close to those of written language. Certain words mark language as colloquial…, as does use of first and second person…
# Use technical terms in place of colloquial synonyms or paraphrases….
# Avoid personification and use of specifically or usually human attributes or qualities…, human agents or actors, and human types of action or process…
# Avoid metaphoric and figurative language, especially those using emotional, colorful, or value laden words, hyperboles and exaggeration, irony, and humorous or comic expressions.
# Be serious and dignified in all expression of scientific content. Avoid sensationalism.
# Avoid personalities and reference to individual human beings and their actions, including (for the most part) historical figures and events….
# Avoid reference to fiction or fantasy.
# Use causal forms of explanation and avoid narrative and dramatic accounts…. Similarly forbidden are dramatic forms, including dialogue, the development of suspense or mystery, the element of surprise, dramatic action, and so on.”

Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 133-134, as cited in: Mary U. Hanrahan, "Applying CDA to the analysis of productive hybrid discourses in science classrooms." (2002).

Color , Teachers , Universe , Parting

“Multimodal presentations have an inherent critical potential to the extent that we learn how to use the images to deconstruct the viewpoint of the text, and the text to subvert the naturalness of the image.”

Jay Lemke

Lemke, J. (2005). "Towards critical multimedia literacy: Technology, research, and politics." In McKenna, M., Reinking, D., Labbo, L. & Kieffer, R. (Eds.), Handbook of literacy and technology. Mahwah, New Jersey: Erlbaum (LEA Publishing). p. 4

Nature , Learning

“It is dangerous to society to have students leave school believing that science is a perfect means to absolute, objective truths, discovered by people of superhuman intelligence. Apart form the danger that scientific “findings” could be used to justify wrong social polices, an impersonal, inhuman view of science alienates many students from the subject. If we are to encourage students of all kinds to take in interest in science, and use it for their own purposes, we need to show it as it really is.”

Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 175

People , Truth , School , Intelligence

“Human communities are ecosystems. Ecosystems are biological, chemical and physical systems. The physics, chemistry and biology of complex self-organizing systems can tell us much that is useful about human communities: about the conditions necessary for the existence of human communities, about the properties human communities 'inherit' because they are special cases of more general kinds of systems, particularly ecosystems.”

Jay Lemke

Source: Textual politics: Discourse and social dynamics, 1995, p. 159

Communication

“The mystique of science is an essential tool for technocratic rule. Through it we are all taught that science, as the paradigm of all expert knowledge, has an objective, superior, and special truth that only the superintelligent few can understand. Science education, like it or not, does a great job in foisting these myths on most of us.”

Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 149

Truth , Education , Understanding , Knowledge