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Hi everybody--
Thinking about the relationship between recursivity and reflexivity promoted
by Dot, I came to an example of recursivity without reflexivity. For awhile
I was puzzled that some of my colleagues told me that they give tests and
exams in order to "make students learn." Now I think that they design a
type of recursivity:
1) Lecture
2) Reading
3) Students' preparation for a test
4) Test
5) Grading
6) Sorting based on the grades (e.g., tracking)
-------
7) Job (finally) based on the sorting, i.e., further sorting
This is a very recursive process but not very reflexive. It promotes
students to learn to achieve or fail. They learn to hate many things (e.g.,
math and English) and do what other want them to do (or to resist doing
that). This type of recursivity socialize many of the students in the
extrinsic motivation (i.e., achievers) and in "lack of motivation" those who
are failed (i.e., failure). I think there is a strong relationship between
recursivity and motivation.
Another thought, when someone tries to reform the system and throw away the
tests and grades, one should think about recursivity issue to promote an
alternative recursive design.
What do you think?
Eugene
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Eugene Matusov
Willard Hall#206G
Department of Educational Studies
University of Delaware
Newark, DE 19716
Office: 302-831-1266
Fax: 302-831-4445
email: ematusov who-is-at udel.edu
website: http://www.ematusov.com
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