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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
Tony Whitson <twhitson@UDel.Edu>
Sent by: email@example.com
03/09/2010 10:35 AM
Please respond to "eXtended Mind, Culture, Activity"
To: "eXtended Mind, Culture, Activity" <firstname.lastname@example.org>
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?
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