Bill Marsh writes:

"Hi Ryan!

I've been checking in on Process Documents for a while
but just came across your other blog, which I like
much. It seems 'infrequent' but I do hope you keep it
up.

I blog at sdpg.blogspot.com and for a while had it
as 'special delivery pedagogy group' -- testing out
names -- i'm real interested, as it seems you are too,
in the intersections of poetics and pedagogy

anyway, thought i'd make contact and encourage you to
rock on with the p/d work

(your grid, by the way, is a nice way to present
teaching orientations -- i'm thinking about
how 'process/product' might be added as traditional
binaries as well -- it gets messy when you start
looking at the way orientations (like group and
individual, social and personal) have changed
historically, trading places along the way --
what's 'traditional' now was radical thirty years ago,
in some cases if not all

anyway,

take care,
bill marsh"

Wow! It's great to see that someone is paying attention to the blog (not that I've been paying it much attention).

The intersection of poetics and pedagogy is an interesting, and is certainly a concern of mine. Underneath all of the discussion in this blog to date is my assumption that pedagogy has a shape, a rhythm, a poetics of its own. I know now that pedagogy's "shape" is not a simple one (something I suspected before), but as in geometry, we need to learn the properties of simple shapes before we can move onto more complex ones.

Bill's addition of the third axis to my pseudo-Cartesian/mathematical model creates a conundrum: what happens when I figure out what the fourth, fifth and sixth axes are, because certainly nothing that happens in the classroom can follow a simple three-dimensional model.

Perhaps a more detailed orientation to the present model is needed.