Nicholas Thompson wrote at 04/29/2013 12:57 PM:
> The behaviors that we identify with “intent” tend to
> occur in the context of justification, whereas the behaviors we identify
> with “behavior” tend to occur in the context of action.
I'm not so sure. Generally, I like and agree with your perspective on
this ("beliefs are actions"). But I have my own anecdotal evidence that
what we identify as "intent" is _not_ mere justification, at least not
always.
My example is my own parents. They almost always told me they intended
to punish me. Then there was this little negotiation where they
encouraged me to suggest my own punishment. It was a cruel, but
effective game. The punishment that emerged was usually different than
what I expected and, giving them the benefit of the doubt, what they
expected. In the context of this dynamic, it's difficult for me to
oversimplify their intent down to "justification". It was a very
active, unpredictable process. At least in the cases where there was no
established precedent, which for me was usual since my older sibling was
female ... and well, she was their first kid, so they didn't have much
precedent. (Just FYI, my first negotiating position was always
whipping. I much preferred to be whipped than play along with all the
other useless mind games. Sometimes, I pushed the game too far and got
the whipping plus the mind games.)
I have no idea how normal this negotiation was. So, you may rescue your
assertion simply by prepending it with "Usually". ;-)
> Telling what I
> intend to teach tends to occur when I am talking to other adults;
Again, I'm not sure this is so cut-and-dried. Every class I've ever
taken started with a syllabus, which is a document stating what they
intend to teach. And even though lots of children don't pay attention
to it, it at least poses as a communication from adult to child.
> the
> actual teaching tends to occur when only children are around.
Again, that's not so clear to me, especially since my dad had as little
respect for my mom's intellect as he had for us kids' ... similarly, my
mom had very little respect for my dad's "emotional intelligence" and
had to teach him while simultaneously teaching us the same lessons.
> I await your paper in JSPP.
Heh, I only proposed the model as an alternative to Steve's defense of
the discretization. I.e. the only motivation I'd have to implement the
model, much less publish, would be to falsify a previous, implemented,
model.
--
=><= glen e. p. ropella
May I present the semblance of a Scandanavian doppelganger.
============================================================
FRIAM Applied Complexity Group listserv
Meets Fridays 9a-11:30 at cafe at St. John's College
to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com
