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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Dear Andy,
I can't relate to geometry:) but after the 'Instructional Science'
thought, a 'conceptual development' ( not that 'concept' has become
static) might be such that the 'product' would be enabling 'new' learning
in a different form of living... so geometry enables a different way of
living in the world, and qualitatively different learning possibilities
flow from that.
Our 'naming' ( in that everyday understanding of 'objectifying') - tends
to hide the on-going dynamic - this is a big problem - how to keep in mind
on-going dynamic as we 'name' to make communication 'easier'... this
relation was in another of your messages.
Yes the historical inheritance - but there is always current living
contradictions, and from time to time 'big chunks' are deemed to be 'too
redundant' to these ( working on 'phenomenon'). ( Flogiston etc) - how that
works its way back to curriculum communities is another pandoras box...
Christine.
On Tue, Jan 17, 2012 at 3:26 PM, Andy Blunden <ablunden@mira.net> wrote:
> Christine Schweighart wrote:
>
>> Perhaps you might expand 'book' or 'formal instruction' to include
>> 'action-research' [ as articulation of concept development which
>> engendered {valued/ acccomodated in collective}improvement of 'form of
>> living'] as a moment?? as distinct from personal sense, with some
>> plausibility as social 'meaning' though maybe not 'book' or 'formal
>> instruction' - - as 'where do these come from?' is the question that
>> springs out - how does academic knowledge transform etc.
>> Christine.
>>
> Christine, I think it would surely only confuse things to include "action
> research" as an expansion of what is surely a well-known concept of "book
> learning" and/or "formal instruction." An ideal typical path of development
> does not "exclude" instruction which might be informal or may not use
> books. The point of using ideal typical concepts as a way of approaching a
> complex whole is not to try to include everything, but to grasp the
> essential nature of the whole. Imagine trying to do geometry without
> straight lines and circles, because we didn't want to "exclude" wiggly
> lines.
>
> Andy
>
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