🚀 go-pugleaf

[From Richard Thurman (950228.1045)]

Joel Judd (950227.1515 CST)

>I'm not sure whether to continue postulating or let you digest some of
>the readings and see what you think.

>Maybe a little of both.

I have sent off for the Perkinson (1993) and Petrie (1981) texts. (The
nearest library is 40 miles away.)  I am beginning to see where you
are coming from a little more and find the idea that knowledge is an
emergent property of control systems challenging (in a good sort of
way).

As soon as I am done with those two books I will tackle Bickhard (1992).

>As for your questions about memory, to be honest I have not considered
>memory itself apart from the treatment it has gotten from time to time
>in Control Theory literature.  I had a few top-of-the-head responses to
>some of what you ask.  I also need to dig through some of my glorified
>shoeboxes (copy paper boxes) where a lot of my stuff is STILL filed
>after five months.

The memory idea (as it relates to knowledge) just took me by surprise.
What I had originally asked for was their (Bickhard, Petrie & Perkinson)
"views" on education from a PCT standpoint.  That question you answered
very nicely.  I just let the 'memory' question get in the way of the
larger inquiry.

>Let me cite part of Campbell and Bickhard (1986) and then run for the
>day:

Yes, that quote seals it for me.  That is what I thought you were saying
concerning 'encodinism.'

Perhaps a discussion of all the ways the term 'learning' is used and
how and in which way PCT sheds light on them would be productive.

But for now I better just read the stuff you suggest and then come
back with better formed questions.

Thanks for the stimulating ideas!

Rich