Hi Rick. Hope you are well.
For a long time, I have pointed people to Bill's paper, entiled "On Purpose" (1986) which starts on page 237 of "Living Control Systems." That is the paper which enabled me, after several years of frustration trying to understand BCP and other writings on PCT, to get grounded and begin to understand what PCT is about.
I am currently trying to write the first part of an article for Perry who has an assignment to write a chapter for some text book on counselling methodologies. I am trying, a la R. Buckminster Fuller, to simply explain how PCT came about and how it fits into the evolution of science (particularly the living sciences). There are plenty of bits and pieces here and there, but I've yet to find something which explains underlying issues such as the difference between developing and testing models and such things as "best practices" research which dominates educational reseach and research in counselling. What we have found in teaching teachers is that most of them cannot even answer some rather simple questions such as what is the scientific method and what do we mean by research, much less the difference between statistical analysis and modelling. I'm not sure that I could have done any better before I began to become interested in PCT.
By the way, that brings up a question which I just asked Llloyd about in an email. Is PCT a teleological explanation? Or is it that what PCT is saying is that goals and purposes are precisely the difference between life and non-life. Or am I getting mixed up in semantics? Or perhaps, I'm just plain mixed up!
From: CSGNET automatic digest system <LISTSERV@LISTSERV.UIUC.EDU>
Sent: Tue, 29 Nov 2005 08:00:20 -0600
Subject: CSGNET Digest - 24 Nov 2005 to 29 Nov 2005 (#2005-263)
There is 1 message totalling 49 lines in this issue.
Topics of the day:
1. Teaching PCT
Date: Mon, 28 Nov 2005 15:27:53 -0800
From: Rick Marken <marken@MINDREADINGS.COM>
Subject: Teaching PCT
[From Rick Marken (2005.11.28.1530)]
I'd appreciate getting some suggestions about teaching PCT from those of you
out there who are and/or have taught PCT to college undergraduates. I'd
like to know:
1. How do you do it? That is, how do you incorporate it into a course (if
the course is not specifically about PCT, which I imagine it is usually
not). Do you teach PCT as a special little topic, the subject of one or two
lectures, say, or do you try to build the whole course around it?
2. What do use as the reading material on PCT? I would like something short
and not too difficult. I like Powers' introduction (at
http://www.brainstorm-media.com/users/powers_w/whatpct.html) but I would
also like something that has Mary's terrific diagram of the hierarchy,
which, I think, could be a great basis for introducing topics in cognition.
Is there some nice intro to PCT that is appropriate for undergrads and has
the hierarchy diagram in it?
3. How do you teach the standard curriculum? With a straight face? With eyes
Richard S. Marken
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Cell: 310 729 1400
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End of CSGNET Digest - 24 Nov 2005 to 29 Nov 2005 (#2005-263)