For non-cognoscenti again, a 'time constant' is a constant in an equation
that provides the time-scale for a rate of change in some other quantity.
Mathematical relationships are relationships between pure numbers, without
measurement units. If we model a material system, there are always
measurement units (not 6, but 6 weeks); so we produce a pure number by only
considering measured quantities divided by some fixed quantity (here the
time constant) that has the same units: 6 weeks/3-week time constant = pure
number 2. Any length of time is now considered to be small, or large, only
in comparison to 3-weeks.
What determines the length of the time constant? how constant is it across
different settings, types of learners, etc.? taking Bill's evidence that
maybe it is robust, the same 3-week value across a variety of settings,
then why? what would make it different? what makes it have the value it does?
To see this we have to watch the adaptation process itself. WHAT exactly
are the students adapting TO? NOT, I think, the authority relations, which
are abstractions of a different order, but to some sorts of activity
patterns that express or embody these authority relations. In how many
Dirlam dimensions are these new patterns different, and how different, from
previous patterns? Would it take as long to make the adaptation if the
SETTING were different, say, not a classroom?
I think here we need contexts for longer time scales. My guess is that
students and all of us can switch authority modes very quickly if there is
an accompanying change of setting. We have learned to expect this pattern
in this setting, that one in that, etc. It is this meta-patterning (a
meta-redundancy relation in my jargon) that is what really has to change.
It is not even clear that it can change solely internally to a single
setting; there may have to be some juggling with a whole system of
expectations about what makes one pattern of activity appropriate to one
setting, another to another, etc. This may in part explain why it takes so
long to break a habit, vs. the much shorter time in which we can switch
from one habit to another.
Just some ideas. JAY.
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JAY L. LEMKE
CITY UNIVERSITY OF NEW YORK
JLLBC who-is-at CUNYVM.CUNY.EDU
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