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Howard Johnson
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Howard Johnson commented on a post on Blogger.
I think this is more evidence that we need a paradigmatic shift so Ed can see both the paradigmatic forest and the theoretical trees or we'll continue in the current situation (a plague on psychology in general) where theories proliferate with little understanding of how it all fits together. "Emotional support" sounds much like the "therapeutic relationship"; a necessary but insufficient condition that spans theories.. "Self efficacy" sounds like the Vygotskian "Zone of Proximal Development"; again necessary but insufficient. Fred Bashears makes a good point about measures being invalid, to which I would add, we don't even have clear (and stated) goals for why we're administering our current tests and measures. I think Ed Tech has real magic to make, but you're right that a new way of thinking is needed to go beyond narrow thinking. Paradigms are hard to change, even with empirical evidence, but we need to understand our operating paradigms and be open to subjecting them to a clear eyed view of the empirical evidence.

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Howard Johnson commented on a post on Blogger.
Thanks; an interesting analysis and conclusion.  Is it possible that as the Analytic School absorbed Pragmatism, Carnap's critics like Quine and Kuhn (See http://understandingsociety.blogspot.com/2009/10/kuhns-paradigm-shift.html) remain thoroughly analytic but presage a return to a post-analytic form of pragmatism that also has much in common with Whitehead and the later Wittgenstein.  Post-positivism (and maybe realism) fail when they simply reject positivism without accounting for it.

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Howard Johnson commented on a post on Blogger.
I do believe Phronesis is an important concept (and thanks to DR for bringing Flyvbjerg to my attention), but I also see an epistemological aspect to this concern centered around concepts such as cognitive apprenticeship (JS Brown and Lave and Wenger) general situated learning / cognition (Vygotsky and Bakhtin) Bildung, Historicism and Pragmatism (Hegal via Margolis).  The purpose of these concepts should not be directed against aspects of Analytic Philosophy that still forms the foundation of university structures, but rather to understanding its weaknesses.  Any method must explain why present structures / concepts are inadequate and how new structures / concepts incorporate the old, but transform it in new ways. 

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Howard Johnson commented on a post on Blogger.
Reminds me of Amy Cuddy at TED http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are
@ Owen and Cass, Without an understanding of the depth of both social cognition and embodiment, most interpretations of these previous works may have understated how basic they may be to cognition; much more than an effect. John Shotter's work is one example of an alternative take on empirical research. eg.:
"Wittgenstein’s philosophy, however, is oriented toward showing us that if we fail to distinguish between the relations we can have with living beings as compared to those with dead things, then we can mislead ourselves in ways that can have disastrous consequences for us. With respect to the process of managing, instead of achieving an easy familiarity with it, our current methods of inquiry can lead us to achieve only the power of manipulation and control."
from the abstract @ http://oss.sagepub.com/content/26/1/113.short

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Howard Johnson commented on a post on Blogger.
You ideas are interesting. I have thought some about the intersection of cMOOCs and the concept of unconference where people come to pursue both learning and research type goals.  One example might be the need for HR to play a greater role in talent development and how a group might come together to experiment with different methods and theories; sharing tips and outcomes over time in an online community.  This unconference might be organized might be similar to cMOOC discussions with experiments serving as something like assignments.  I guess I want to break out of the course metaphor a little.
In terms of the cognitive aspects, I'd recommend theoretical work growing out of Lev Vygotsky's ideas, especially how people take new concepts, internalize new learning and then bring it or adapt it to their practices.  A little like Piaget (a contemporary of Vygotsky) but with a much stronger social aspect.
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