In teaching about mediated action in our Communication Department, I always
spend a signficant amount of time talking about the NECESSITY and VALUE
of ambiguity for persons and social systems, and joint activity, and and.
In Newman et al *Construction Zone* there is a chapter about a lesson where
we tried to measure "amount of help" and "was the help needed." We could
sort of do that. And the resulting graphs make easy sense. But there was this
big grey area and it was bigger in one place than another. In this grey area
the observer could see no evidence that help was needed, but help was given.
When asked about these cases, the teachers explained that they were helping
because of a future situation the children were going to be in that the
children did not know about. She wanted "just in case" to make sure of
particular acquisitions, so she helped.
No grey areas, no development. And that is not just a statement about the
brain!
mike