[MD] Analogy..what do we mean?

[Joseph Maurer]

Joe, my computer is being silly.  Ignore the message missent.

Joe


On 1/10/13 12:47 PM, "ARLO JAMES BENSINGER JR" <ajb102 at psu.edu> wrote:

> [DMB]
> Clearly, this disproves her denial and shows that she is indeed using the
> phrase "It's all an analogy" as a smug way to evade questions. Clearly, this
> disproves her claim that my complaint (and Ron's) can be dismissed as a
> "prejudicial projection".
> 
> [Arlo]
> I don't think Pirsig ever intended demonstrating the analogous nature of
> symbolic systems to be an excuse to avoid precision and clarity in thought.
> And I think his entire thesis of Quality is built are the understanding that
> "some things are better than others". And, of course, analogies are 'things'
> as well. 
> 
> "All this is an analogy" is, as I understand it, a pressure-release valve to
> the constraints of S/O inquiry. It is Goedel pointing to the incompleteness of
> any mathematical system. Not to weaken math. Not to make all math systems
> equal. Not to devalue the precision that goes into crafting a mathematical
> model. But to never lose sight that without the undefined, inexpressible,
> uncapturable "that which is always outside the system" one is trapped, running
> in circles, trying like the Chairman to find that Truth.
> 
> So one the one hand, "all this is an analogy" is what keeps understanding from
> devolving into S/O territory. On the other, it should never be an excuse to
> interject relativism, or bypass clarity, precision and critical thought. After
> all, Goedel's Incompleteness Theorum itself is a well-crafted, carefully
> argued, clear and precise argument.
> 
> On a side note (and something I may bring up for discussion in its own thread
> at some point), I've been reading lately much of the work (that which has been
> translated, I don't speak Russian) of Piotr Gal'perin, a student of Vygotsky,
> whose research focuses on the notion that the specific quality of the concepts
> we teach to children directly effects their cognitive development. This is a
> reversal of the Piagetian concept that cognitive development is a
> natural/biological process of maturation and instruction should be responsive
> (come after) development.
> 
> From the article, "The Quality of Cultural Tools and Cognitive Development:
> Gal'perin's Perspective and Its Implications": the specific character of
> culturally evolved cognitive tools [concepts, measures, schemas, etc.]
> acquired by the child in the course of instruction defines in large measure
> the specifics of the child's cognitive development.
> 
> I mention this here because it not only builds from the notion that "some
> things are better than others", but argues there are significant consequences
> to how we choose and implement the things (concepts, analogies, etc.) that we
> use. It is not all oysters, it is a oysters and shark and carrot and wine and
> salad and steak and ... and the choice has consequences- by virtue of its
> Quality. 
> 
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