>
> ----- Original Message -----
> From: "Catherine Driscoll" <catherine.driscoll at adelaide.edu.au>
> > >
> > > From your perspective vis a vis your son/lover/students, yes. From
> theirs,
> > > not necessarily
> >
> > in fact, in all their understandings undoubtedly so
> > no student believes the power relation between them and i is the same
> outside
> > the classroom,
>
> ===================
>
> They may not even agree with how you perceive their relationship to you
> within the setting
> of the classroom.
Given that I have discussed this extensively with them I am very confident in saying that they do. I'll grant you it's not the understanding that's *taught* to them by the educational system they come through, it's completely comprehensible to them and, for them, a more accurate description of how they practice being a student than any model which attributes unilateral power to me. I could quote or paraphrase them if you like, but I figure that if you don't believe me now on this, you're not going to.
> And this is simply to define them as power, which as we've been discussing,
> raises the
> issue of whether, when we begin to define every aspect of human relations in
> terms of
> power, we dissipate the ability to use power, in the sense of power-over, as
> an
> explanatory term.
What I'm trying to say is that power-over is not a useful explanatory term.
> Well that's just a quibble over words, then, because I interpret no
> difference in your use
> of *where* and what I intended by level and scale.
Given that we are discussing what words should be used or are most useful, it seems ludicrous to accuse me of quibbling over words.
Catherine