These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
----- 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