>Dewey-- I think your point about requiring the existence of two schemas
>simultaneously in order to get reflection (reflective abstraction?) seems
>right, but how does the second one get there? For that matter, where did the
>first one come from?
>
>(See, i ended my message with a ?) :-)
>mike
Mike:
They both are constructed by the student in order to explain previous
experience which draws attention. That experience can include
anything from what some might call interaction with physical
phenomena to interaction with other people. Because of language
among other things culture/history/social/political/economic factors
can be identified by an external observer in any of these
interactions.
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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