In a message dated 11/13/2001 8:58:39 AM Central Standard Time,
cunningh@indiana.edu writes:
> I found this interesting. Perhaps some of you will as well.
>
> djc
>
> -------
>
> To see this story with its related links on the EducationGuardian.co.uk
> site, go to http://education.guardian.co.uk
>
As per our discussion of eclectic methodology I would like to state that the
introduction is one that is delineating the history of Karmiloff-Smith's
methodology for studying and writing about human processes.
She appears willing to admit a status of unknowing within her premise because
of the diversity the audience provides. Because of her admittance that a
diverse audience will extrapolate her words beyond the scope of her
philosophical methodology it provides for a theory that is acceptable for
those who read it.
Knowing your viewpoint regarding the study of psychology I am surmising Bruce
that you included this article to coincide with the current discussion
involving Vygotsky's crisis. Within the confines of this speech are what
CHAT advocates protest against when the subject of individual development is
measured
. I
conclude that nativists and those who believe in cognitive genetics cannot
call on data from adult neuropsychology and genetic disorders to bolster
claims about genetically determined, modular specialisations of the human
brain. This is not, in my view, the dawn of cognitive genetics but the
dawn, I hope, of forging an understanding of how genes are expressed through
learning and development, because the major clue for the heroes of my talk,
Holmes and Watson, turns out to be the very process of development itself.
Karmiloff-Smith's methodology provides the opening for biological
phenomenon, something CHAT has been unwilling to accept.
Discussing this actual gene process (not the genetic terminology PIAget used)
when discussing current psychological research will help to forge an
understanding of human development that will ulttimately lead to better
understanding.
Eric
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