>I think it requires at least a feeling of discoordination, some kind
>of violation of expectation, for development to occur. I believe this
>is true event in cases, like classic Karmiloff-Smith work, where kids show
>clear developmental progressions sans external feedback or correction or
>even clear "errors."
>
>I can expand on that if it is of interest.
>mike
This is what Piaget called disequilibration.
Dewey
--+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Dewey I. Dykstra, Jr. Phone: (208)426-3105 Professor of Physics Dept: (208)426-3775 Department of Physics/MCF421/418 Fax: (208)426-4330 Boise State University dewey@mac.boisestate.edu 1910 University Drive Boise Highlanders Boise, ID 83725-1570 novice piper: GHB, Uilleann
"Now there are two theorems that form together the cardinal hinge on which the whole structure of physical science turns. These theorems are: (1) THERE IS A REAL OUTER WORLD WHICH EXISTS INDEPENDENTLY OF OUR ACT OF KNOWING, and, (2) THE REAL OUTER WORLD IS NOT DIRECTLY KNOWABLE." --M. Planck in Where Is Science Going?, 1932. (EMPHASIS in the original)
"As a result of modern research in physics, the ambition and hope, still cherished by most authorities of the last century, that physical science could offer a photographic picture and true image of reality had to be abandoned." --M. Jammer in Concepts of Force, 1957.
"If what we regard as real depends on our theory, how can we make reality the basis of our philosophy? ...But we cannot distinguish what is real about the universe without a theory...it makes no sense to ask if it corresponds to reality, because we do not know what reality is independent of a theory."--S. Hawking in Black Holes and Baby Universes, 1993.
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