[xmca] Fwd: Larry's response to Mike and Mabel on the place of emotions in situated perspectives

[Larry Purss <lpurss@shaw.ca>]

----- Original Message -----
From: Larry Purss <lpurss@shaw.ca>
Date: Monday, November 16, 2009 11:36 am
Subject: Larry's resonse to Mike and Mabel
To: lpurss@shaw.ca

> Hi Mike and Mabel.
>  
> I am now reading Martin Packer and Jessie Goicoechea's article 
> "Sociocultural and Constructivist Theories of Learning: 
> Ontology, not just Epistemology"
> There summary of Greeno and TMSMTAPG's "situative perspective" 
> captures the spirit of what D. Stern's writings point to. 
> The situative perspective grasps the EMERGENT (constructed and 
> modified) character of problem spaces, the dynamic character of 
> interaction, and the achievement of joint action and the way 
> problem solving is influenced by MOTIVATION AND IDENTITY.  
> Individuals operate NOT with schemata and procedures (as 
> cognitive science models human behavior) but through ATTUNEMENTS 
> to constraints and affordances.  Attunements are REGULAR 
> PATTERNS of an individuals participation: they support but do 
> not determine activity, for ACTIVITY IS A CONTINUAL NEGOTIATION. 
> Learning, in this situative view, is hypothesized to be becoming 
> attuned to constraints and affordances of activity and becoming 
> more centrally involved in the practices of a community
> But Greeno and TMSMTAPG also described the outcomes of learning 
> in solely epistemological terms: as "expectations", as "beliefs 
> and patterns of behavior", And, the rolesof MOTIVATION AND 
> IDENTITY need further clarification in this situative 
> perspective on learning.
> I believe this line of inquiry captures the spirit of D. Stern's 
> work on "affective attunement as an intersubjective 
> process.  Stern is, from one fallible perspective, 
> elaborating a point of view that "explains" (interprets) the 
> "roles of motivation and identity" in a situative perspective on 
> learning. 
> Larry
> 
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