Learning-by-alteration and actualizing-a-habit are two different kinds of transition

Evidence

The transition (µεταλ) from the first case to the second is nothing like the transition from the second to the third. The man who emerges from his condition of ignorance by learning something ‘has been acted upon through a change of quality, has passed through repeated transitions (πλλκις) from one state to its opposite’. This change is of a different nature than that by which ις is realized, where a state of actuality ( ντελ0εια) in the proper sense has been achieved. In fact, in the second case, the knower actualizes his potentiality by passing ‘in another way by the transition from the inactive possession of sense or grammar, without exercising them (µ4 νεργε!ν), to their active exercise’. — Catherine Malabou, The Future of Hegel, 445

Categorization

• DEFINE: Distinguishes two grades of actualization: qualitative change through learning versus achievement of full actuality through exercise of habit.
• XREF: This two-step distinction maps onto plasticity literature’s contrast between learning (experience-dependent modification) and habitualization (the consolidation into stable disposition) — the very brain-work bridge the reader is after. — connects to: Habit converts learned subjection into free action — Catherine Malabou, The Future of Hegel: Plasticity,…, 404; Learning and conformity are distinct psychological processes — John F. Dovidio, Peter Glick, Laurie A. Rudman, On the Nature of Prejudice: Fifty Years…, 2001; Learning and conformity are distinct processes, not interchangeable ones (+2 more)

Broader Connections

• Learning and conformity are distinct psychological processes #expands (0.85) — John F. Dovidio, Peter Glick, Laurie A. Rudman, On the Nature of Prejudice, 2001
• Learning and conformity are distinct processes, not interchangeable ones #expands (0.85)