I didn't finish my last message... I'm thinking online. I'm also taking
real pauses -- walking pauses; it's a weather-perfect day here, bright
sun, slightly cool breeze -- a day that invites nostalgia for the west
coast, where I once took such weather for granted. I've spent much of the
day walking.
I am also a very slow reader, so I haven't yet finished ch. 3 or caught up
with
the conversation.
I am wow'ed by Yrjo's chart of "levels" seen through different theories. I
tried something like that, but it was in sorrowful need of theoretical
content. I am going to learn much from the 3-level articulation of each of
the constituent features of activity. However, I am not sure if I'm in
agreement, fully, yet, with the whole territory. I'm glad Y. points out
that the "levels" are not in practice separable. Neither, I think, is
learning IIa actually separable from learning IIb. Separable in the context
of school, only -- but Vyg's distinction between "good" and "bad" school
learning can mislead us to think of trial & error as 'bad' learning OUTSIDE
of schools, where it, I think, is not bad at all but very much intertwined
with learning IIb..... I think we're also talking about inductive/deductive
approaches to problem-solving, so
I'm interested in what Yrjo & others think about this point, specifically.
Yrjo seems here [I know, everyone else participating in this thread has
already passed "here" already--I'm moving along slowly] to be moving
towards a merging of learning III with fast capitalist production. I wonder
what happens then to the axiological implications set aside with Harre et
al's "restrictive focus on language and moral orders".....
Back to moving on,
Judy
This archive was generated by hypermail 2b29 : Tue May 01 2001 - 01:02:10 PDT