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Hi Mike and everybody--
Mike wrote,
> ---------------------
> Might this be a point at which learning/development/identity
> are co-equally implicated? There is both the fact that a person's
> understanding (whatever that is!) of topic x is going to be affected
> if the person has no access to the required experiences and the
> influence of the person's knowledge concerning exclusion which
> transform what "understanding x" could possibly mean.
Yes, I think so. I always was puzzled about Piaget's conservation tasks.
How do we know that, for example, volume of water conserves when we pour
water from one vessel to another? We never have direct experience of
measurement of volumes. Moreover, physicists can tell that actually there
is no exact volume conservation because in a taller vessel there is a bit
less volume of water because the gravity compress the water a bit more than
in a wide vessel. Any "water practitioner" can tell that it is impossible
to pour water from one vessel to another without losing some small amount of
water. Thus, volume does not conserve.
However, all these reasonings do not make sense for mainstream practices and
discourses. For these practices and discourses, volume conservation model
makes sense and guides well the participants. The question is what are they
about and how a child in our society gets access to them. I think Jay
Lemke's book "Talking science" is a nice beginning to this investigation.
Eugene
-------------
Eugene Matusov
Willard Hall#206G
Department of Educational Studies
University of Delaware
Newark, DE 19716
Office: 302-831-1266
Fax: 302-831-4445
email: ematusov who-is-at udel.edu
website: http://www.ematusov.com
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