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Re: [xmca] Classical German Philosophy(Ideal/practice)

By no means do I refer to metrication but then we enter into the 
quantitative/qualitative distinction.  Much written and discussed about 
that over the years on XMCA.  I think by referring to 
instruction/appropriation we move past quantity when discussing the 
measurement of development.

LCHC writing about 5th dimension has touched on this; Paula in her latest 
discussion of the double stim method and touched on this as well.

I have made attempts to incorporate Luria's combined moot method into this 
discussion as well but that has gone no where.  That is my lack of ability 
to communicate my thinking on the subject.

Measure is a bad word but when speaking about development a person does 
move from "not knowing" to "knowing"  from "syncretic" awareness to 
"conceptual" awareness.


Tony Whitson <twhitson@UDel.Edu>
Sent by: xmca-bounces@weber.ucsd.edu
03/09/2010 10:35 AM
Please respond to "eXtended Mind, Culture, Activity"

        To:     "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
        Subject:        Re: [xmca] Classical German Philosophy(Ideal/practice)

If by "measure" you mean metrication, my response would be that if 
formation is metricated, it's being reduced to mere production.

Is "development" a matter of formation, or of production? I will leave 
that to those whose concern is with "development." (BTW, I think the 
answer here may differ from how my US colleagues in Dev Psych tend to 
think about it.)

On Tue, 9 Mar 2010 ERIC.RAMBERG@spps.org wrote:

> Interesting shrapnel of the original thread!
> During the practice there is indeed the "truth" of the activity, there 
> no disputing this.  But measuring the "truth" is a different matter.  In
> my mind what is the point of talking about social activity leading
> development if there aren't measurements?  I believe the answer to this
> goes back to LSV's "concept" that instruction/teaching &
> appropriation/learning have two different measures.
> what do others think?
> eric
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