There may be a need to, as Eugene said,"develop a better concept of
development than a traditional idea of individual passing some
benchmarks on a schedule as a train passing stations," and there may
be a need to negotiate values and learning objectives, but once done,
how else would a classroom or school value development, if not
according to its learning objectives?
Charles Nelson
>Hi Renee, in response to your question:
>
>What do you (all) think?
>
>I think that development, as defined by people within a system of activity, is
>indeed value-laden. It seems to hold for many classrooms and schools, which
>assign merits according to the direction that development takes -- how much it
>is in line with, say, learning objectives. Development so defined within such
>a cultural system is a measure of how well the person, related to
>Wharf's sense
>of inculturation, *voluntarily* takes up what is valued within the
>system. The
>difference between resistance and failure in one particular dimension seems to
>be what you and Eugene recognize as the intentionality of the act.
>
>Just ventriloquating - is this what you are saying?
>bb
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