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learning-science-concepts · Regarding aspects of learners' scientific conceptions; understanding the learning process; and facilitating science learning.
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Just wanted to clarify a bit on the idea (s) in the previous post.

1. We are considering a piece, a chunk of `real life'. Being `real
life' means it exists within some `real space and time', which might
be placed within the space organized by those three planes I
mentioned in the previous post.
2. Our epistemological experience provides us with tools/means to
describe that `real life' using notions, terms, concepts, theories,
views by certain well-established disciplines/sciences. Each
separate plane is a domain of one such discipline; thus at each
plane we are getting a consistent (wrt to language, concepts, etc)
description/projection of our fenomenon from the 3-dimentional `real
life' space. As a matter of fact there might be more than three
descriptions and therefore there might be more than 3 planes. The
more projections/planes/descriptions we get, the more detailed is
the resulting `picture/image' of the fenomenon.
3. So, technically, we cannot get a holistic description of a real
life fenomenon in regular material signs. The resulting image can
exist only in the mind of the people who perceive those
projections.
4. my point is that we need to follow some rules of creating that
holistic resulting image out of the projections offered through
existing sciences. Since the resulting image is located in our minds
we need to research the works of the mind to reveal the rules to
follow (how to play that `lego': turning a mosaic of projections
into one holistic picture). And this is the practical objective for
the project I've been talking about.






Sun Oct 22, 2006 5:11 pm

opanky1
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Just wanted to clarify a bit on the idea (s) in the previous post. 1. We are considering a piece, a chunk of `real life'. Being `real life' means it exists...
opanky1
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Oct 22, 2006
7:12 pm
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