[From Bruce Gregory 960325.1742 EST]
Rick Marken 960325.1300
I can understand that these "Predictability Wars" might seem rather academic.
But I think we are actually dealing (perhaps too indirectly) with issues that
are fundamental to how we view people (and learners) from a PCT perspective.
In particular, we are dealing with the role of perception in behavior.
I understand the importance of the points you make. I was trying to make a light-
hearted comment about an exchange that seems to converge slowly, if at all. I
think I understand what you are saying, and have been saying consistently. I even
agree with you. I am also aware that Martin feels that neither of us is under-
standing the points he wants to make.
I know from my own experience driving that I rarely attempt to predict what action
I will have to take to offset a disturbance, although I have learned to avoid
certain disturbances or to slow down to give myself more room to respond before a
forseeable disturbance (such as windblown snow on the road) makes its presence
known. When flying I sometimes try to predict the actions I will have to take (such
as when landing in a crosswind), but I find that this anticipation doesn't really
help all that much.
it's time for teachers to learn about what kids are actually doing --
Control systems coninuously act on the basis of any discrepency between
perception and reference to keep the perception in its reference state.
I think the great problem in teaching is that much of what the students are
perceiving involves things which they have little or no opportunity to control.
The challenge is to finds ways to allow them to become aware of their goals and
what they need to be able to do to match their perceptions to those goals.