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[xmca] Fwd: Larry's response to Mike and Mabel on the place of emotions in situated perspectives
----- Original Message -----
From: Larry Purss <email@example.com>
Date: Monday, November 16, 2009 11:36 am
Subject: Larry's resonse to Mike and Mabel
> Hi Mike and Mabel.
> I am now reading Martin Packer and Jessie Goicoechea's article
> "Sociocultural and Constructivist Theories of Learning:
> Ontology, not just Epistemology"
> There summary of Greeno and TMSMTAPG's "situative perspective"
> captures the spirit of what D. Stern's writings point to.
> The situative perspective grasps the EMERGENT (constructed and
> modified) character of problem spaces, the dynamic character of
> interaction, and the achievement of joint action and the way
> problem solving is influenced by MOTIVATION AND IDENTITY.
> Individuals operate NOT with schemata and procedures (as
> cognitive science models human behavior) but through ATTUNEMENTS
> to constraints and affordances. Attunements are REGULAR
> PATTERNS of an individuals participation: they support but do
> not determine activity, for ACTIVITY IS A CONTINUAL NEGOTIATION.
> Learning, in this situative view, is hypothesized to be becoming
> attuned to constraints and affordances of activity and becoming
> more centrally involved in the practices of a community
> But Greeno and TMSMTAPG also described the outcomes of learning
> in solely epistemological terms: as "expectations", as "beliefs
> and patterns of behavior", And, the rolesof MOTIVATION AND
> IDENTITY need further clarification in this situative
> perspective on learning.
> I believe this line of inquiry captures the spirit of D. Stern's
> work on "affective attunement as an intersubjective
> process. Stern is, from one fallible perspective,
> elaborating a point of view that "explains" (interprets) the
> "roles of motivation and identity" in a situative perspective on
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