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These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
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please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
formation versus production, Tony, not clear what you mean. mike On Tue, Mar 9, 2010 at 9:08 AM, <ERIC.RAMBERG@spps.org> wrote: > 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. > > help? > eric > > > > > 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> > cc: > 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 > is > > 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 > _______________________________________________ > 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 > _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca