Revision history for MorgansCompTheoryNotes17Oct2011


Revision [276]

Last edited on 2011-11-07 08:55:02 by MorganAdmin
Additions:
=== Berthoff, Is Teaching Still Possible? ===
Composing written language involves cognition, but it is not the same as cognition. Necessary but not adequate. Composing written language is a social act, a culture-bound skill, that involves the making of meaning. Cognitive approaches do not - have not - address that, and seemingly cannot explain how that goes on. Instead, we've been focused on what we can count - lexical ties rather than coherence, the former being text-bound the latter social.
Deletions:
=== Berthoff, Is Teaching Still Possible? ====
Composing written language involves cognition, but it is not the same as cognition. Necessary but not adequate. Composing written language is a social act, a culture-bound skill, that involves the making of meaning. Cognitive approaches do not - have not - address that, and seemingly cannot explain how that goes on. Instead, we've been focused on what we can count - lexical ties rather than coherence, the former being text-bound the latter social.


Revision [275]

Edited on 2011-11-07 08:54:28 by MorganAdmin
Additions:
A few weeks ago, Ivory suggested that "we're teaching student to think, and so we should base what we're teaching on evidence of the mind - ". We have now read a set of cases for that idea - we're teaching cognition and so need to know how to see that and shape that - vs we're not teaching cognition but rhetoric and so should be concerned with that. Which is also to say something like, "teach rhetoric and the cognition will work itself out."
Here is where comp theory parts from education theory: Comp theory argues that learning and teaching is contextual and pinned to subject. A general theory of pedagogy is, ultimately, trivial, uninforming, and perhaps wrong. Which is further to say that, "cognitive approaches are not the way to competencies" - which will piss of the BOT no end.
Deletions:
A few weeks ago, Ivory suggested that "we're teaching student to think, and so we should base what we're teaching on evidence of the mind - ". We have now read a set of cases for that idea - we're teaching cognition and so need to know how to see that and shape that - vs we're not teaching cognition but rhetoric and so should be concerned with that. Which is also to say something like, 'teach rhetoric and the cognition will work itself out."
Here is where comp theory parts from education theory: Comp theory argues that learning and teaching is contextual and pinned to subject. A general theory of pedagogy is, ultimately, trivial, uninforming, and perhaps wrong. Which is further to say that, 'cognitive approaches are not the way to competencies" - which will piss of the BOT no end.


Revision [274]

Edited on 2011-11-07 08:53:45 by MorganAdmin

No Differences

Revision [273]

The oldest known version of this page was created on 2011-11-07 08:53:04 by MorganAdmin
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