Archive

Due to a variety of factors, including deadlines, symposiums, and (most importantly) vacations, my productivity will take a dip – and may disappear altogether – between now and the beginning of September. I have a couple of ideas I would like to post, but I am not making any promises. In the

This will be the last post that focuses specifically on Wendell Berry's essay, "Solving for Pattern," so let me summarize what has been done so far: 1. In Bad Solutions, I introduced Berry's essay, and discussed two types of bad solutions: unintended consequences and

The roots of Cultural Historical Activity Theory (CHAT) go all the way back to the the work of the philosopher of language and psychologist, Lev Vygotsky. One of Vygotsky's core ideas was that of the Zone of Proximal Development, or "ZoPeD." According to Vygotsky, the ZoPeD

In my previous post – Activity Systems – I introduced Yrjö Engeström's Theory of Expansive Learning, which is a version of Cultural-Historical Activity Theory (CHAT). In that post I focused on the notion of an activity system, using Earl Spencer's dairy farm as an example. From Engeström'

Thus far in this blog there have been five posts: Introduction. I introduced who I am, what I intend to do, why I am doing it, and how I will do it. Bad Solutions. I introduced the article that inspired this blog – "Solving for Pattern" by Wendell Berry

In the previous three posts I focused on the first two parts of Wendell Berry's important essay, "Solving for Pattern," for which this blog is a namesake. In this post I focus on the third part, which is where Berry identifies fourteen standards for good solutions.

Wendell Berry's essay, "Solving for Pattern," has three parts. The first part was covered in my first two posts, "Bad Solutions" and "Good Solutions." Berry begins the second part of his essay as follows: It would be next to useless, of course,

In the previous post I reviewed Wendell Berry's two "bad" solutions, one pointing to unintended consequences, and the other pointing to amplifying feedback loops. Basically, both types of solutions make the problem worse because the systems nature of the problem was not taken into account. Berry

Greetings! In the next few posts I will work through Wendell Berry's essay, "Solving for Pattern," which has been published as part of an edited collection (Norman Wirzba, ed., The Art of the Commonplace: The Agrarian Essays of Wendell Berry. Counterpoint, 2002). It is an extraordinary

Let me kick this thing off by answering a few questions. First, Who am I? My name is David Cross, and I am Professor (Emeritus) in the Psychology Department at Texas Christian University (TCU), and I am the Co-Founder and former Director of the Karyn Purvis Institute of Child Development