I'd like to invite you to discuss two questions as follows:

（1）像盖房子一样的“先解构再建构” (P.9)

我在修改后的访谈报告中去掉了“像盖房子一样”。我怕引起歧义。因为，通常国内理解盖房子一般是先“拆”后“建”。“拆”是"destruction" 不是“解”（deconstrcution）。估计这是很多所谓的“话语建构”中nonsense 的地方。我觉得，国内很多人认为解构是“摧毁”、“拆除”、“去掉”，甚至要“砸碎一个旧世界，建设一个新世界！”我们许多宝贵的优秀民族文化就这样被一代一代地"destruction”!被当作“垃圾”，抛掉！当新的一代想“建”，所用材料往往都是未经过“淬火”幼料！抗得住......吗？

大脑中的东西是无法扔掉的！这是脑科学很多实验证明的，人的成长要利用它们！教育在干什么？从一定意义上说就是帮助人去有效利用它们........

从法语及英语的词源上看，deconstruction 和construction的一个事物的两个方面，或者说，是“建造知识之墙”的时候总在进行着的y一个过程的两个方面，对吗？我拆过房子，也盖过房子......

（2）2.1.6.2概念体及其变构（P.18）

 这里的"变构"是指“变构性转换”(allostric transformation)，用的是一个隐喻。这是G关于学习的本质含义。这一标题改为“概念体及其变构性转换”或者说“概念体及学习的变构效应”，避免歧义。

    何谓allosteric transformation？生物学上有科学定义。但作为隐喻，需要保持其“混沌性”才能使其具有“拓展的”、“启发式的”、“系统的”解释力。

   今天LDES的课是“电影”，请的还是那位嘎纳的编剧，讲电影项目的选题、制作及后期的社会效应.....。LDES真正的研究课题是科学学习及认识论问题，但它的课程的三分之二是此“之外”的内容，theater、cinema、mediation、mesueology、sociology、boutique.......邀请的都是领域专家。

    从对个别人的formation,到专业的courses,再到team culture，其实都是allosteric model! Giordan从来不告诉你具体1、2、3,说话总是带着很多的“if you......”,但每一个member都很initiative地做自己的事，且在选择中做得很好......

The stages of cognitive development

Main article: Theory of cognitive development

Piaget studied animals to begin with. He was a biologist, but specifically a malacologist. Piaget served as professor of psychology at the University of Geneva from 1929 to 1975 and is best known for reorganizing cognitive development theory into a series of stages, expanding on earlier work from James Mark Baldwin: four levels of development corresponding roughly to (1) infancy, (2) pre-school, (3) childhood, and (4) adolescence. Each stage is characterized by a general cognitive structure that affects all of the child's thinking (a structuralist view influenced by philosopher Immanuel Kant)^{[citation needed]}. Each stage represents the child's understanding of reality during that period, and each but the last is an inadequate approximation of reality. Development from one stage to the next is thus caused by the accumulation of errors in the child's understanding of the environment; this accumulation eventually causes such a degree of cognitive disequilibrium that thought structures require reorganizing.

The four development stages are described in Piaget's theory as

1. Sensorimotor stage: from birth to age 2 years (children experience the world through movement and senses and learn object permanence)
2. Preoperational stage: from ages 2 to 7 (acquisition of motor skills)
3. Concrete operational stage: from ages 7 to 11 (children begin to think logically about concrete events)
4. Formal operational stage: after age 11 (development of abstract reasoning).

 Piaget's view of the child's mind

Piaget viewed children as little philosophers, which he called tiny thought-sacks and scientists building their own individual theories of knowledge. Some people have used his ideas to focus on what children cannot do. Piaget, however, used their problem areas to help understand their cognitive growth and development.

 The developmental process

Piaget provided no concise description of the development process as a whole. Broadly speaking it consisted of a cycle:

• The child performs an action which has an effect on or organizes objects, and the child is able to note the characteristics of the action and its effects.
• Through repeated actions, perhaps with variations or in different contexts or on different kinds of objects, the child is able to differentiate and integrate its elements and effects. This is the process of reflecting abstraction (described in detail in Piaget 2001).
• At the same time, the child is able to identify the properties of objects by the way different kinds of action affect them. This is the process of empirical abstraction.
• By repeating this process across a wide range of objects and actions, the child establishes a new level of knowledge and insight. This is the process of forming a new cognitive stage. This dual process allows the child to construct new ways of dealing with objects and new knowledge about objects themselves.
• However, once the child has constructed these new kinds of knowledge, he or she starts to use them to create still more complex objects and to carry out still more complex actions. As a result, the child starts to recognize still more complex patterns and to construct still more complex objects. Thus a new stage begins, which will only be completed when all the child’s activity and experience have been re-organized on this still higher level.

This process is not wholly gradual, however. Once a new level of organization, knowledge and insight proves to be effective, it will quickly be generalized to other areas. As a result, transitions between stages tend to be rapid and radical, and the bulk of the time spent in a new stage consists of refining this new cognitive level. When the knowledge that has been gained at one stage of study and experience leads rapidly and radically to a new higher stage of insight, a "gestalt" is said to have occurred.

It is because this process takes this dialectical form, in which each new stage is created through the further differentiation, integration, and synthesis of new structures out of the old, that the sequence of cognitive stages are logically necessary rather than simply empirically correct. Each new stage emerges only because the child can take for granted the achievements of its predecessors, and yet there are still more sophisticated forms of knowledge and action that are capable of being developed.

Because it covers both how we gain knowledge about objects and our reflections on our own actions, Piaget’s model of development explains a number of features of human knowledge that had never previously been accounted for. For example, by showing how children progressively enrich their understanding of things by acting on and reflecting on the effects of their own previous knowledge, they are able to organize their knowledge in increasingly complex structures. Thus, once a young child can consistently and accurately recognize different kinds of animals, he or she then acquires the ability to organize the different kinds into higher groupings such as ‘birds’, ‘fish’, and so on. This is significant because they are now able to know things about a new animal simply on the basis of the fact that it is a bird – for example, that it will lay eggs.

At the same time, by reflecting on their own actions, the child develops an increasingly sophisticated awareness of the ‘rules’ that govern in various ways. For example, it is by this route that Piaget explains this child’s growing awareness of notions such as ‘right’, ‘valid’, ‘necessary’, ‘proper’, and so on. In other words, it is through the process of objectification, reflection and abstraction that the child constructs the principles on which action is not only effective or correct but also justified.

One of Piaget’s most famous studies focused purely on the discriminative abilities of children between the ages of two and a half years old, and four and a half years old. He began the study by taking children of different ages and placing two lines of M & M’s, one with the M & M’s in a line spread further apart, and one with the same number of M & M’s in a line placed more closely together. He found that, “Children between 2 years, 6 months old and 3 years, 2 months old correctly discriminate the relative number of objects in two rows; between 3 years, 2 months and 4 years, 6 months they indicate a longer row with fewer objects to have "more"; after 4 years, 6 months they again discriminate correctly” (Cognitive Capacity of Very Young Children, p. 141). Initially younger children were not studied, because if at four years old a child couldn’t conserve quantity, how could a child that is younger? The results show however that children that are younger than three years and two months have quantity conservation, but as they get older they lose this quality, and don’t recover it until four and a half years old. This attribute may be lost due to a temporary inability to solve because of an overdependence on perceptual strategies, which correlates more candy with a longer line of candy, or due to the inability for a four year old to reverse situations.

By the end of this experiment several results were found. First, younger children have a discriminative ability that shows the logical capacity for cognitive operations exists earlier than acknowledged. This study also reveals that young children can be equipped with certain qualities for cognitive operations, depending on how logical the structure of the task is. Research also shows that children develop explicit understanding at age 5 and as a result, the child will count the M & M’s to decide which has more. Finally the study found that overall quantity conservation is not a basic characteristic of man’s native inheritance.

Biography

Jean Piaget [ʒɑ̃ pjaʒɛ] (August 9, 1896 – September 16, 1980) was a Swiss philosopher, natural scientist and developmental psychologist, well known for his work studying children, his theory of cognitive development and for his epistemological view called "genetic epistemology". He created in 1955 the International Centre for Genetic Epistemology in Geneva and directed it until 1980. According to Ernst von Glasersfeld, Jean Piaget is "the great pioneer of the constructivist theory of knowing"

was born in Neuchâtel in the French-speaking part of Switzerland. His father, Arthur Piaget, was a professor of medieval literature at the University of Neuchâtel. Piaget was a precocious child who developed an interest in biology and the natural world, particularly mollusks, and even published a number of papers before he graduated from high school. In fact, his long career of scientific research began when he was just ten, with the 1907 publication of a short paper on the albino sparrow. Over the course of his career, Piaget wrote more than sixty books and several hundred articles. Piaget received a Ph.D. in natural science from the University of Neuchâtel, and also studied briefly at the University of Zürich. During this time, he published two philosophical papers which showed the direction of his thinking at the time, but which he later dismissed as adolescent work. His interest in psychoanalysis, a strain of psychological thought burgeoning at that time, can also be dated to this period.

He then moved from Switzerland to Grange-aux-Belles, France, where he taught at the school for boys run by Alfred Binet, the developer of the Binet intelligence test. It was while he was helping to mark some instances of these intelligence tests that Piaget noticed that young children consistently gave wrong answers to certain questions. Piaget did not focus so much on the fact of the children's answers being wrong, but that young children kept making the same pattern of mistakes that older children and adults did not. This led him to the theory that young children's thought or cognitive processes are inherently different from those of adults. (Ultimately, he was to propose a global theory of developmental stages stating that individuals exhibit certain distinctive common patterns of cognition in each period in their development.) In 1921, Piaget returned to Switzerland as director of the Rousseau Institute in Geneva.

In 1923, he married Valentine Châtenay, one of his students; together, the couple had three children, whom Piaget studied from infancy. In 1929, Jean Piaget accepted the post of Director of the International Bureau of Education and remained the head of this international organization until 1968. Every year, he drafted his “Director’s Speeches” for the IBE Council and for the International Conference on Public Education in which he explicitly expressed his educational credo.

André Giordan教授和裴新宁副教授关于“学习究竟是什么”的访谈对话录将发表于《全球教育展望》2008年首期。该文作为裴新宁在LDES工作期间对欧洲的主导学习理论及自然科学学习与教学模型的考察报告之一，全文共1万2千余字，深入探讨了学习的复杂性机理及其理论研究的重要问题。该报告也是上海市教育科研项目《中国与欧洲基于变构学习模型的自然科学教学方法比较研究》以及华东师范大学“学习科学与技术设计”博士点建设项目的阶段性成果。报告撰写过程中得到华东师范大学学习科学研究中心主任高文教授的学术指导以及团队成员的重要帮助。

以下是该报告的中文摘要。

Learning，What on Earth Is IT?

——Interview Prof. André Giordan

by  GIORDAN André  PEI Xinning

学习究竟是什么

——焦尔当×安德烈教授访谈录

焦尔当×安德烈　裴新宁

[摘要] 焦尔当×安德烈（GIORDAN André）教授是国际著名生物学家和科学认识论研究专家，1980年创办瑞士日内瓦大学科学认识论与教学实验室（LDES）并担任主任至今，现任国际生物科学协会教育委员会（IUBS）主席，众多科技、文化、传媒等国际大型组织与机构顾问；其关于科学知识生产及复杂学习的思想对当今欧洲及世界许多国家的学校、媒介及学习型企业的变革与发展产生了重要影响。上世纪80年代中期，作为早期从事学习复杂性研究的欧洲学派代表之一，焦尔当提出了学习的变构理论模型。该模型聚焦于教-学中的障碍，在整合了生物、个体（认知-情感）和社会维度的基础上，借助复杂性系统思维和实证研究的方法论，揭示了学习的发生机理。该模型指出，学习缘起于学习者用于对质现场观念的概念体，但概念体同时也构成了教学的障碍；学习是通过同时相伴交互发生的“解构-建构”以及其间的元建构调节而炼制知识的过程（变构性转换）；学习需要复杂及矛盾性的环境；教学及媒介须有不同的、多样的策略。该模型对学习本质的解释澄清了教学认识论讨论中的一些模糊认识，为科学教育、组织型学习、学习环境设计和学习工具开发提供了重要的思想基础。华东师范大学课程与教学研究所、华东师范大学学习科学研究中心副教授裴新宁博士自2006年12月作为特邀教授在LDES从事合作研究，本文系基于其与焦尔当教授的多次交流对话整理而成。

[关键词]：学习，概念体，学习的变构效应