Notes for lecture 4 - April 8

 

1. Announcements and follow up from lecture 3

a. at end, make up for writing after walk 1

b. written assignment #1 - will be assigned after we finish the set of lectures on structure

c. walk 2, next Tuesday - we leave here at noon.

 

 

2. Follow up and elaboration from previous lecture

a. Is there always more than 2 choices?

b. Making value judgments:

    • considered vs. held values
    • when do you process the information for a decision (before assessing values or after) (Neiman-2009)
    • Post-normal science (obligation of the investigator to make a judgment or speculation)

review 3 threads for the course (what people are saying and writing, structure, experience)

3. Structure of information

Different versions of how to construct, store and retrieve information

a. Disciplines at colleges and universities

  • self-selecting and self-governing (club)
  • determine key concepts for their own field
  • set rules for how to judge whether new material is
  • works great with traditional scientific/scholarly method (anonymous reviews, etc.)
  • changes slowly from within through growth and rapidly through occasional paradigm shifts (Kuhn 1963)

 

b. Library of Congress

method for placing books so that they can be indexed and found

 

c. more generally LATCH

  • L = location, geographic or place-based way to store information
    • virtual museums use a set of rooms
    • a zoo might be set up to represent continents where the animals might be found
  • A = alphabetical
    • the only arbitrary method in this list
    • works poorly across languages (Peking, Beijing, etc).
  • T = time
    • historical
    • time log of events
    • document history
  • C = categories
    • sets of similar objects go into classes or categories
    • might have sub-categories for further sorting
  • H = hierarchies
    • size, value or authority used to sort
    • C and H are confusing sometimes

 

d. information inferred from use

example web searches, similar links, etc.

 

e. semantic web, meta-data, tagging etc.

 

f. stigmergy and other communication through artifacts

examples:

  • termite mound - interior structure
  • ant colony leaving traces of pheromones
  • walking sticks left at the trailhead of Zion Narrows
  • broken glass left (on purpose) in a parking lot at the site of a car prowl

 

 

4. The necessity of experience in education

The role of experience in education

a. Dianna Laurillard

  • primary experience is assumed
  • students in higher education should be reflecting on experiences they already had

b. Louv

  • children are growing up with no experiences in nature
  • nature deficit disorder
  • mucking around in the woods is actually illegal in some places

 

5. Experience in perception and problem solving

You need contact with the full environment inorder to regulate your activity. Authentic experience in an environment is crucial. The information not only changes the what you know but how you think.

A.

Reed, Edward J. The necessity of experience.

need a "balance between primary and processed experience"

"when I meet you face to face there is no limit to the possibilities of exploration and discovery."

no inherent limit on information

we organize time to emphasize 2nd hand experience <!-- Spanish culture doesn't -->

Kant suggests dual strategy

a. embrace ordinary experience

b. don't assume the our experience gives us perfect knowledge

 

"causal theory" is that there are two steps to perception

this is a trap (Bertrand Russell)

if physics is correct

then primary experience cannot be true

 

Gibson breaks through this

"the useful aspects of perceptual process are the stream of activities - looking, listening, feeling, scrutinizing, checking - that yield meaningful information and shapes our experiences of a world full of significances, both valuable and dangerous."

 

Dewey

"We experience the world in terms of what it means to us"

 

"Practical action and thought can improve us, even if they cannot perfect us."

practice in practical action "This will require education that emphasizes personal experience and its growth and conditions of daily life that foster genuine collaborations and cooperation."

 

modern philosophy wants universal truths, not idiosyncratic experiences

this philosophy undermines our ability to understand true to life experiences

which leads to undervaluing experiences

and then to a degraded environment that is impoverished and dangerous

we "machine" our minds to fit with the workplace

the car has automated urban design - certain features are assumed

 

in the content that our senses can be fooled sometimes and that you can't always tell "No idea has been more pernicious in the Western tradition than the assumption that knowledge equals certainty, which equals a divorce from everyday experience"

 

"to be alive is to enjoy risks and learn from mistakes - something must or our instructions deny us on a daily basis"

"basic truth of human life that lived experience is central to our well-being"

 

B.

Reed, E. S. (1996). Encountering the World: Toward an ecological psychology. Oxford, UK, Oxford University Press.

all information is ecological

meaning is how organisms explore this

 

neurophysiology uses a command and control metaphor

the metaphor is misleading

form a representation but then what

instead Reed believes that the nervous system is supposed to regulate the activity that the organism is engaged in

 

animate creatures take advantage of resources by regulating their behavior

affordance is an opportunity for action

resource - affordance - regulatory - evolved activity

 

Darwin's experiments with earthworms

what information they use to distinguish what is successful

animals are not automata, but adapt to their environment by regulations

aspects that control regulation are "affordances"

 

observer's job is not to create information but to find it

"no individual animal can use all the values or all the meanings"

 

ecological psychology is a science of value and meaning not cause and effect

"Human thought is not the unfolding of a competence in abstract analysis. It is instead a consequence of our collectivized effort after meaning and values"

"to state my claim in its boldest form, private thought is the result of extensive perceptual learning within a populated environment."

 

"ideas are not mental states transmitted from one person to another, or from one generation to another, but rather modes of regulation of action and awareness appropriated by one person from among the regularities promoted in their populated environment"

 

Jack Goody 1986

connections between "access to intellectual tools and the organization institutions of power in all polities"

control of representation systems - very real power

written language

cadastral representations of land for taxation (Seeing like a state)

representation systems may facilitate new modes of thought

 

C.

Atran, S., and Douglas Medin (2008). The native mind and the cultural construction of nature. Cambridge, MA, The MIT Press.

pg 1- "There is an increasing sense of diminished human contact with nature, a phenomenon some refer to as the "extinction of experience" (Nabhan and St. Antoine 1993) and others as "Nature-deficit disorder" (Louv, 2006).

pg 3 - "We will argue that biology represents a distinct module of mind that is associated with universal patterns of categorization and reasoning"

  • "robustly universal
  • "more that modest contact with nature
  • "Yet others are highly dependent on particulars of cultural models and associated values.

"evidence demonstrating that cultural support for attention to nature has been diminishing since the onset of the industrial revolution

"In technological oriented cultures, contact with biological kinds may be so minimal that researchers can demonstrate significant differences in children's biological reasoning as a function of whether they do or do not have goldfish as pets (....)."

 

The Devolution Hypothesis

"reduced contact could lead to declines in knowledge, but not necessarily" the effects of reduced exposure may be offset by sufficient amounts of indirect experience with the natural world, through a culture's media, talk, and values." they refer to this as cultural support

pg 67 - "Standard populations (e.g., undergraduates) may use impoverished default categorization and reasoning strategies (e.g., abstract similarity judgment) relative to those used by most of humanity (e.g., content-rich strategies). <eel> <stuff-trumps-process>

pg 111 - "We believe that people who have serious commerce in a domain rarely approach it in a content-neutral manner.."

"Consequently, models of categorization need to be sensitive to the likelihood that the most relevant and best examples of a category will tend to be learned first, and that later learning will be affected by and build on earlier learning (...)."

 

Examples:

ask different groups about whether a disease of pine species will spread in Grand Canyon

undergraduates - species of pine are genetically similar, of course it will spread

park foresters - these species are in such different habitats that they won't be near each other or exposed to same stresses

 

 

ask different groups about fish

pg 240 - Menominee fishermen tend to take an ecological orientation to conceptualizing fish. They also commonly express the attitude that every fish has a role to play and are less likely that majority-culture fishermen to think of fish in terms of positive (gamefish) or negative ("garbage fish")

Menominee have a strong "do not waste"

Majority-culture experts focus on catch-and-release

pg 248 - "these data indicate that majority-culture fishermen hold strong, incorrect expectations concerning Menominee attitudes and values

even though actual values are very similar - this different sets of framing of the issues leads to conflict

 

 

Chapter 7: Folkecology and the spirit of the commons: Garden experiments in Mesoamerica

pg 162 - "The Lowland Maya region faces environmental disaster, owing in part to a host of nonnative actors having access to the forest resources (...). A central problem concerns differential use of common-pool resources, ... we will analyze what is know as the "tragedy of the commons".

"Itza' Maya informants consistently appealed to ecological relations on category-based induction tasks. That observation, coupled with the Itza' Maya record of sustainable agroforestry, suggested to us that there may be a connection between folkecological models and behaviors. In preliminary studies we also found that Spanish-speaking Ladino and Q'eqchi' Maya immigrant populations in the area practice agroforestry in a much less sustainable manner (Atrans and Medin 1997).

pg 172 - "The "tragedy of the commons" and other similar social and ecological dilemmas are basically variants of a deep problem in decision and game theories known as the "prisoner's dilemma"

"field and laboratory studies

"indicate that individual calculations of a rational self-interest collectively lead to a breakdown of a society's common resource base unless institutional or other normative mechanisms are established to restrict access to cooperators: it is irrational to continue to act to sustain a diminishing resource that other increasingly deplete.

pg 174 - "Difference in burn frequency produces differences in destructiveness, independently of need for income

"by this measure, Q'eqchi' destroy more than five times as much forest, but Ladinos less than twice as much, as Itza'

details of the use of the plots

Q'eqchi' clear contiguous plots leaving little untouched

Ladinos leave some trees between plots

Itza' ring plots with trees, clear firebreaks, change plots in non-contiguous patterns - in part because they want to have the birds help the forest regenerate

pg 180 - "Itza' practices encourage a better balance between human productivity and forest maintenance"

"In this context, Itza' appear to behave "irrationally" insofar as their restraint subsidizes another group's profligacy: the more cooperators produce for free-riders, the more the free-riding population is able to expand and lay waste.

pg 190 - "These findings suggest a complex Itza' folkecological model of the forest, wherein different animals affect different plants, and relations among plants and animals are reciprocal.

"In sum, Itza' show awareness of ecological complexity and reciprocity between animals, plants, and people, and Itza' agroforestry favors forest regeneration. Q'eqchi' acknowledge few ecological dependencies and Q'eqchi' agriculture is insensitive to forest survival.

pg 195 - "Our tentative line of reasoning is that Itza', and perhaps other native peoples with a long history of ecological maintenance, might not treat resources as traditional decision and game theory suggests - that is, as objects of a payoff matrix (extensional items substitutable along some metric, such as one that assigns monetary value to every object). Instead, some people may treat resources, such as species, as intentional, relational entities, like friends or enemies.