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(2011) Theories of learning and studies of instructional practice, Dordrecht, Springer.
Transacting with Clancey's "transactional perspective on the practice-based science of teaching and learning"
Jim Garrison
pp. 307-321
My paper is a critical-creative reader's response to William J. Clancey's contribution to this volume: "Transactional Perspective on the Practice-Based Science of Teaching and Learning." Because I agree strongly with what he says, there will be little criticism. I begin by examining the matrix of biological functioning from whence cognitive functioning emerges to make some comments about motivation before connecting the examination to the constructive character of Deweyan inquiry. We will find that for Dewey at least, mental functioning, like biological functioning, is never simply located in space or time. I also look at Dewey's functional, even organic, notion of tools as "extra-organic" organs. As functions, tools are not simply located either. This lack of simple location provides useful clues to the question of learning transfer. I also look at Dewey's circular notion of causation as a logical concept as well at his theory of intentionality and language before concluding with a discussion of Dewey's theory of emotions. All of these Deweyan ideas are brought to bear on Clancey's paper in hopes of creatively amplifying his fine analysis. If the reader finds my response less than creative, I nonetheless commend Clancey's paper to them for their own critical-creative response.
Publication details
DOI: 10.1007/978-1-4419-7582-9_18
Full citation:
Garrison, J. (2011)., Transacting with Clancey's "transactional perspective on the practice-based science of teaching and learning", in T. Koschmann (ed.), Theories of learning and studies of instructional practice, Dordrecht, Springer, pp. 307-321.
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