week 7

Donaldson 7 how does one “move beyond the bounds of human sense” (75). when does thinking move from being embedded to disembedded “the better you are at tackling problems without having to be sustained by human sense the more likely you are to succeed in our educational system…” (77) “he imported new premises of his own--frequently basing them on human sense--or he ignored part of what was 'given’.” (77-78) “however, the argument here is that you cannot master any formal system unless you have learned to take at least some steps beyond the bounds of human sense, and that the problem of helping children to begin to do this in the early stages of their schooling--or even earlier--has not be properly recognized and is usually not tackled in any adequate way.” (82) how does one “change the value system without denying the significance of intellectual skills”? (83) “apartheid.” take seriously “intellectual potential” (86), particularly given the endless IQ controversy.

teaching an asymmetric relationship one person more responsible for the relationship than the other(s) an asymmetry of responsibility, not power the more responsible person expects to put more in than she will get out type of asymmetry varies by grade, specific context etc within an asymmetric relationship the symmetry or asymmetry varies from moment to moment, situation to situation. a good asymmetric relationship will involve negotiation and sharing of responsibility

learning the process of making sense of the world with others begins with what is already known constrained externally and internally

Donaldson 8 explore the five "prominent features" of the young child at the beginning. what is meant by thinking being "directed outward" and that in order to be successful in school, a child "should learn to turn language and thought in upon themselves"? (90) the difference between the written word and spoken word, between writing and speaking. (92) books provide kids with favorable opportunities for “becoming aware of language in its own right." (92) consider the claim-- “one effect of learning to read may be to encourage the conscious reflection” that produces the apprehension of language as a distinct system. (95) control central to Donaldson’s perspective-- what does it mean that "the control of a function is the counterpart of one's consciousness [self-awareness] of it"? (96)

when learning appears easy, it’s because you’re assimilating, that is, deforming new knowledge to fit how you already see the world –easy answers aren’t really answers accommodating, that is changing how you see world, in order to learn something new is frustrating, hard, confusing, discombobulating, exhausting –requires beginning with, then moving beyond, your human sense

constraints on learning external –culture values, expectations, tools, symbol systems, availability, etc –situation specific values etc internal –innate biology, evolution humans predisposed to learn in some areas more than others –knowledge what one already knows, how well etc familiarity with situation, expectations etc

stages the idea that in the process of development people go through periods in which functioning qualitatively differs from preceding and following periods sequential– each stage builds on the one before necessary to through all stages, in order, for healthy development

stages my Hans is about to enter upon his 7 th year, which is always climacteric, that is, a time of change. People always change every 7 years. The first period of 7 years is childhood, and at the 2 nd stage—say, in the 14 th year—boys begin to look out into the world….At the age of 21 youths desire marriage, in the 28 th year young men are householders and heads of families, while at the age of 35 men have civil and ecclesiastical positions. This continues to the age of 42, when we are kings. Soon after this men begin to lose their sense. So every 7 th year brings to man some new condition and way of life. This has happened to me, and it happens to everybody. (Martin Luther, 1967/1532, p. 98)

questions why do stages attract ECE folks is the idea of stages useful? –when, how? is the idea of stages not useful? –when, how? is development in some areas more stage-like than in others?

western contexts development synonymous with becoming an autonomous individual goal: development of individual potential—in school, assumption that each child has unique learning style and moves at own pace developmental markers: autonomous activity internal features—traits, attributes, attitudes— critical to self-definition from early age realization of cultural emphasis on individualization and separateness sensitivity to self-regard has positive social and psychological consequences