Re: [xmca] Classical German Philosophy(Ideal/practice)

[mike cole <lchcmike@gmail.com>]

formation versus production, Tony, not clear what you mean.
mike

On Tue, Mar 9, 2010 at 9:08 AM, <ERIC.RAMBERG@spps.org> wrote:

> By no means do I refer to metrication but then we enter into the
> quantitative/qualitative distinction.  Much written and discussed about
> that over the years on XMCA.  I think by referring to
> instruction/appropriation we move past quantity when discussing the
> measurement of development.
>
> LCHC writing about 5th dimension has touched on this; Paula in her latest
> discussion of the double stim method and touched on this as well.
>
> I have made attempts to incorporate Luria's combined moot method into this
> discussion as well but that has gone no where.  That is my lack of ability
> to communicate my thinking on the subject.
>
> Measure is a bad word but when speaking about development a person does
> move from "not knowing" to "knowing"  from "syncretic" awareness to
> "conceptual" awareness.
>
> help?
> eric
>
>
>
>
> Tony Whitson <twhitson@UDel.Edu>
> Sent by: xmca-bounces@weber.ucsd.edu
> 03/09/2010 10:35 AM
> Please respond to "eXtended Mind, Culture, Activity"
>
>
>         To:     "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>        cc:
>        Subject:        Re: [xmca] Classical German
> Philosophy(Ideal/practice)
>
>
> If by "measure" you mean metrication, my response would be that if
> formation is metricated, it's being reduced to mere production.
>
> Is "development" a matter of formation, or of production? I will leave
> that to those whose concern is with "development." (BTW, I think the
> answer here may differ from how my US colleagues in Dev Psych tend to
> think about it.)
>
> On Tue, 9 Mar 2010 ERIC.RAMBERG@spps.org wrote:
>
> > Interesting shrapnel of the original thread!
> >
> > During the practice there is indeed the "truth" of the activity, there
> is
> > no disputing this.  But measuring the "truth" is a different matter.  In
> > my mind what is the point of talking about social activity leading
> > development if there aren't measurements?  I believe the answer to this
> > goes back to LSV's "concept" that instruction/teaching &
> > appropriation/learning have two different measures.
> >
> > what do others think?
> > eric
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