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



See also Davydov's paper, "The content and unsolved problems of activity
theory", in: Perspectives on Activity Theory.

Best,
Huw


On 1 April 2014 20:09, Huw Lloyd <huw.softdesigns@gmail.com> wrote:

> In the "conclusion" of Activity, Consciousness & Personality, Leontyev
> describes the problem of "interlevel transitions" as a future research
> question.
>
> http://www.marxists.org/archive/leontev/works/1978/ch5b.htm
>
> Best,
> Huw
>
>
> On 1 April 2014 16:37, Greg Thompson <greg.a.thompson@gmail.com> wrote:
>
>> My question:
>> On the scale of the "local" as well as the "global", what will it take to
>> for us humans to recognize our mutuality of being? i.e., to see ourselves
>> in others and others in ourselves?
>>
>> But then again, 10 years is far too short a timeline...
>> -greg
>>
>>
>> On Tue, Apr 1, 2014 at 7:46 AM, mike cole <lchcmike@gmail.com> wrote:
>>
>> > 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
>> > > >>>
>> > > >>>
>> > > >>>
>> > > >>>
>> > > >>
>> > > >>
>> > >
>> > >
>> > >
>> >
>>
>>
>>
>> --
>> Gregory A. Thompson, Ph.D.
>> Assistant Professor
>> Department of Anthropology
>> 883 Spencer W. Kimball Tower
>> Brigham Young University
>> Provo, UT 84602
>> http://byu.academia.edu/GregoryThompson
>>
>
>