Ok - but what is left open is where that comes from. I feel
'book-learning' or 'formal instruction' as terms are imbued with
'didactic directing' , whereas self-directing' ( of participating
persons, between each other) and 'nudging each other' to
understandings are perhaps more authentic accounts..just that each
time anew an ideal-typical path is synthesised not 'reproduced'. In
this 'process' is not replicable, but 'recoverable' - in the knowing
that significant moments might be appreciable for other settings - but
not reconstructable.
Perhaps that's less confusing, with the 'contamination' of
understandings of 'action-research ' abounding from other traditions
- more 'practice research'?
'Instruction' is a loaded term , I am recalling Peter Goodyear's
predicament as editor of ' Instructional Science' , when I met him in
1997 he was deliberating renaming the journal, such was the 'crisis'.
Although you flag that 'does not 'exclude'' - this can become 'lost'
when a mainstream makes a distinction based upon 'instruction' as
being of a form which does 'exclude' - and teasing out the difference
becomes 'lengthy' and 'loses' large constituencies...
I got stuck on this as follows:
Formal instruction as a term refers at once to both teaching and
learning (Cole 2009), it is not a simple matter to convey this
meaning. The first sentence of self definition from the Springer
Journal ‘Instructional Science’ states
‘Instructional Science promotes a deeper understanding of the nature,
theory, and practice of the instructional process and resultant
learning.’ (Instructional Science 2010)
Where a great deal of confusion can be seen[1] <#_ftn1>, the product
of the instructional process (of teaching-learning), cannot be
‘learning’ – which is within the process. I make a point of exploring
this to be able to identify the essential relations of ‘formal
instruction’ when taken with a teaching-learning meaning. The
essential relations that arise from teaching-learning which could
achieve development of theoretical thinking about regulatory agency
relations as a product, cannot be the terms and relations expressed in
this journal definition, for example.
------------------------------------------------------------------------
[1] <#_ftnref1> The sentence itself is an expression of theory which
is constituting practice- therefore it is tautological for these terms
to be used within the definition. What remains is a declaration ‘
Instructional Science promotes a deeper understanding of the nature of
the instructional process.’
Ah Mike's reference was
Cole, M. (2009). 'The Perils of Translation: A First Step in
Reconsidering Vygotsky's Theory of Development in Relation to Formal
Education.' /Mind, Culture, and Activity/ *16*(4):pp 291-295.
Let's go back to 'ideal typical path of development ( as 'process' :
as in not a product).. I feel I 'slip' there..
Christine
On Tue, Jan 17, 2012 at 3:26 PM, Andy Blunden <ablunden@mira.net
<mailto:ablunden@mira.net>> wrote:
Christine Schweighart wrote:
Perhaps you might expand 'book' or 'formal instruction' to include
'action-research' [ as articulation of concept development which
engendered {valued/ acccomodated in collective}improvement of
'form of
living'] as a moment?? as distinct from personal sense, with some
plausibility as social 'meaning' though maybe not 'book' or
'formal
instruction' - - as 'where do these come from?' is the
question that
springs out - how does academic knowledge transform etc.
Christine.
Christine, I think it would surely only confuse things to include
"action research" as an expansion of what is surely a well-known
concept of "book learning" and/or "formal instruction." An ideal
typical path of development does not "exclude" instruction which
might be informal or may not use books. The point of using ideal
typical concepts as a way of approaching a complex whole is not to
try to include everything, but to grasp the essential nature of
the whole. Imagine trying to do geometry without straight lines
and circles, because we didn't want to "exclude" wiggly lines.
Andy
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