>
>
>
>i guess my question is about what _happens_ to what is believed to be true
>(knowledge)
>when this 'disturbing event' occurs - i assume the 'event' challneges or
>contradicts the
>beliefs of what is true(knowledge) but does that prompt learning,
>
>or regression? resistance? fear? this is pretty much along the lines of
>'crisis' isn't it? that everyone's life is potentially changed in a
>crisis? a heart attack - a tragedy - a significant loss - these prompt
>changes, when existing knowledge is contradicted and new understandings
>are prompted -
As I read chapter 3 Diane, a personal crisis prompts LBE.
>but there is such a massive gap between the 'disturbance' and the learning
>- what goes on in that gap?
Wertsch's discussion of mastery and appropriation might shed some light on
your question. From an LBE point of view, mastery and appropriation and
not sufficient criteria for learning. In addition application of what was
learned to a social problem is required. I think Wertsch implies this,
too. LBE is explicit. This criterion requires a major shift in dominant
view of learnin.
My interpretation of what you call a "gap" is the zpd construction
zone. Mastery and appropriation the tools necessary for solving
contradictions occur. At the point of crisis, the system does not come to
a halt. Other activity continues. The other activities will also
experience disruptions. The main activity system is composed of other
internal activity systems (minor, nested ?) and neighboring activity
systems. Although we may freeze contradictions one at a time, a system has
many that occur simultaneously among the components of the system and
between the system of interest and neighboring systems. LBE requires
multiple and simultaneous zpds.
Bill Blanton
>"my doctor says i wouldn't have so many nosebleeds if i would just keep my
>finger out of there. "
>Ralph Wiggums.
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