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[Xmca-l] Re: Ignorance as a driver in science



Good luck in your inquiry, Laure. Here is my question: If an ounce of
prevention is worth a pound of cure, what changes in human development
would be required to implement practices that privilege prevention instead
of repair?

David --

What is the incompatibility you see between schooling and cultural learning?
My own take on this issue remains what it was a while back, as laid out in
the attached.

So far as I can tell, the default answer to your question widely accepted
among both developmentalists and the public is the intense preparation for
schooling beginning as early as possible in children's lives is the only
way to go. More, not less, emphasis on school-as-we-know-it -- and lots
more of it.

Paradoxical, isn't it?
mike




On Tue, Apr 1, 2014 at 5:54 AM, David Preiss <daviddpreiss@gmail.com> wrote:

> One question that matters to me relates to the impact of schooling on
> human development widely understood. I growingly think that schooling is
> not compatible with the natural processes of cultural learning, as
> described by Tomasello. The question that arises is whether we can come up
> with scalable and inclusive alternatives that are informed by what we now
> know are species compatible ways of instructing and learning.
> David
>
> On Apr 1, 2014, at 9:02 AM, Laure Kloetzer <laure.kloetzer@gmail.com>
> wrote:
>
> > I guess How to questions are as interesting, aren't they ?
> > Cheers
> > LK
> >
> >
> >
> > 2014-04-01 13:37 GMT+02:00 Andy Blunden <ablunden@mira.net>:
> >
> >> Laure,
> >> I have lots of questions, but they are all "how to" not "what is"
> >> questions.
> >> Andy
> >> ------------------------------------------------------------------------
> >> *Andy Blunden*
> >> http://home.mira.net/~andy/
> >>
> >>
> >>
> >> Laure Kloetzer wrote:
> >>
> >>> Dear colleagues,
> >>>
> >>> As part of an introduction course on psychology here in France, I plan
> to
> >>> work with my students partly on Stuart Firestein's book on the value of
> >>> Ignorance to drive scientific research. I would like to ask you a
> related
> >>> question. Would you accept to share with the community here your
> answers
> >>> to
> >>> the following question:
> >>>
> >>> Which are the unsolved psychological questions on which you would
> dream to
> >>> get an answer in the next ten years ?
> >>>
> >>> I plan to ask the same question to the COGDEV online community
> (cognition
> >>> and development).
> >>>
> >>> The goal would be (a) to show the students that there are a lot of
> things
> >>> that we don't know yet, (b) that this "ignorance" is exciting, and (c)
> to
> >>> compare how different researchers / fields frame the field of
> ignorance,
> >>> (d) to relate these current psychological questions to our life and
> world.
> >>> I guess my perspective is to wonder how we may open alternatives to an
> >>> accumulative model of science, which prevents the students from
> engaging
> >>> truly in exploration, as they believe they don't know the basics
> (which is
> >>> also true. They also need to understand the basics, but not to be
> crushed
> >>> under them).
> >>>
> >>> What do you think of this ? What would your unsolved psychological
> >>> questions be ?
> >>> Thanks for your help,
> >>> Best,
> >>> LK
> >>>
> >>>
> >>>
> >>>
> >>
> >>
>
>
>

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