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

[mike cole <lchcmike@gmail.com>]

I am sympathetic to this way of thinking as you can imagine, Larry.
But there are bits of structure in all the flow of attunement which, to some
extent
are disruptive, to some extent, enabling, The words in the attunement which
goes in
in friendly and more or less concensual conversation would be examples. So
part
of the task is to figure out the granularity of the analysis that bring to
view a particular
form of attunement, or a real disruption.

Which is why, for example, many including Stern use slow motion at times, or
turn off the sound
on a video, or.......  lots of techniques for getting at these issues.
mike

On Mon, Nov 16, 2009 at 11:43 AM, Larry Purss <lpurss@shaw.ca> wrote:

>
>
> ----- 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
> >
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca