Không nơi nào khác trong khoa học là lý thuyết không tiên tiến hơn so với các công cụ được sử dụng để nghiên cứu nó. Đối với những người quan tâm trong microprocesses, Neuroimaging thực sự là một fascinat ing kỹ thuật, có những hạn chế cố hữu là hình ảnh phản chiếu các nhân đức của nó, | NEUROIMAGING AND THE IMAGE OF PHONICS 91 distraction. Nowhere else in science is the theory no more advanced than the tools used to study it. For those interested in microprocesses neuroimaging is truly a fascinating technique one whose inherent limitations are the mirror image of its virtues curiously similar in this way to human nature. But for those who are also interested in macroprocesses its inherent limitations render it a purely subordinate ancillary technique to be judged against reading that is indeed simply and broadly studied. Part RECLAIMING THE SCIENCE OF PHONICS By that hid way my guide and I withal Back to the lit world from the darkened dens Toiled upward caring for no rest at all He first I following till my straining sense Glimpsed the bright burden of the heavenly cars Through a round hole by this we climbed and thence Came forth to look once more upon the stars. Dante 1949 pp. 288-289 Chapter Three Definitions of Phonics The centerpiece of neophonics its alleged scientific raison d etre is the alphabetic principle. Though described as a principle that connects letters of the alphabet with sounds of the spoken language the alphabetic principle actually underlies three distinct ways of defining and understanding phonics a as an abstract system of rules that converts letters to sounds which may or may not be known epistemology b as a system of rules that must be learned in order to become known psychology and c as a system of rules that must be taught in order to become learned pedagogy . Despite being interrelated these are conceptually and empirically distinct notions. It may be possible to characterize some abstract cognitive system by identifying its properties and governing principles without in any way implying that the system needs to be either learned or taught. It may be present for example as innate knowledge perhaps in an immature form requiring exposure to a sufficiently rich environment in order to grow. This in fact is the .
