oops. Meant to send only to Elina.......not the universe. kg
Kris D. Gutierrez
Professor
GSE&IS
Moore Hall 1026
UCLA
Los Angeles, CA 9009501521
310-825-7467
On May 1, 2005, at 9:11 PM, Mike Cole wrote:
> When searching for old LCHC Newsletter articles, I google lchc at the
> home page level to find which
> year and number the article is in. This one is also in the mind,
> culture, and activity reader but I figure
> that the pdf file is more easily reachable. Pablo del Rio from Spain
> gave me the idea of making all that
> pre-history available, so it might as well be put to good use!
> mike
>
> On 5/1/05, Elina Lampert-Shepel <ens7@columbia.edu> wrote:
> I agree, we need to co-n-textualize ourselves in the text....:-) I
> had a problem in opening the article.
> Thanks for the reference, I should dive into the archives to
> resonate to another violin.
> Elina
>
> Quoting Mike Cole < lchcmike@gmail.com>:
>
> > With Michael and Tony's interventions and your experience we seem
> > to be
> > in a good position to think collectively about Susan Jurow's
> > article, Elena.
> > I am now re-reading it after a long hiatus in the new context
> > provided by
> > xmca. It is clearly generative of lots of ideas, the challenge
> > seems to be
> > to keep ourselves at least tied to, if not grounded in, the text!
> > mike
> >
> > PS-- I love oyur violin string meditation, Have you read Boesch's
> > "Sound of
> > the Violin" which is available in pdf from the Newsletter of LCHC
> > articles?
> > They resonate, so to speak. :-)
> >
> >
> > On 5/1/05, Elina Lampert-Shepel <ens7@columbia.edu> wrote:
> > >
> > > I am in disequilibrium with the wide range of spielraum... :-)
> > > In fact, as I think of it now, I should be thankful to Hegelian
> > > principle of ascending from abstract to concrete for any math
> > > problems I've ever solved. This principle was a curriculum
> > design
> > > method for El'konin-Davydov math and language curriculum. The
> > > children would discover what was called "the generalized
> > > principle", for example, multiplication, and then through the
> > > series of tasks students would test how the principle would
> > work
> > > with concrete types of numbers, for example two-digit numbers,
> > etc.
> > > That allowed to build the curriculum around children's inquiry
> > and
> > > it gave a chance for children to learn how to learn, become the
> > > agents of Learning Activity.
> > >
> > > The question I always had was how concrete should be your
> > initial
> > > knowledge of "abstract" and "concrete" to initiate the process
> > of
> > > "ascending". Should there be any knowledge of concrete at all
> > at
> > > the beginning? Or will it phenomenologically emerge in the
> > process
> > > of ascending? What defines the process of ascending? I found it
> > > quite fascinating when using a Hegelian-Vygotskian unit of
> > analysis
> > > in the context of a phenomenological qualitative study. This is
> > my
> > > context so far...
> > > Elina
> > >
> > >
> > > Quoting Mike Cole <lchcmike@gmail.com>:
> > >
> > > > spielraum --wonerful word, Michael!! I guessed "room to play"
> > and
> > > > came up
> > > > with all of these interesting
> > > > alternatives.
> > > > mike
> > > > -----------------------------
> > > > bargaining range -- der
> > > >
> > > Verhandlungs*spielraum*<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Verhandlungsspielraum&nocase=on&hits=50
> > > >
> > > > circle -- der
> > > >
> > > Spielraum<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > clearance -- der
> > > >
> > > Spielraum<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > *(Technik)*
> > > > decision space -- der
> > > >
> > > Entscheidungs*spielraum*<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Entscheidungsspielraum&nocase=on&hits=50
> > > >
> > > > elbowroom -- der
> > > >
> > > Spielraum<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >financial
> > > > margin -- der
> > > >
> > > Finanzierungs*spielraum*<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Finanzierungsspielraum&nocase=on&hits=50
> > > >
> > > > to
> > > >
> > > give<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=give&nocase=on&hits=50
> > > >free
> > > > play to
> > > >
> > > something<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=something&nocase=on&hits=50
> > > >--
> > > > einer Sache freien Spielraum gewähren
> > > > to
> > > >
> > > give<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=give&nocase=on&hits=50
> > > >someone
> > > > line enough -- jemandem freien Spielraum lassen
> > > > headroom -- der
> > > >
> > > Spielraum<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > *(Technik)*
> > > > latitude -- der
> > > >
> > > Spielraum<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > leeway -- der
> > > >
> > > Spielraum<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > margin -- der
> > > >
> > > Spielraum<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > permissible limits -- der
> > > >
> > > zulässige<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=zul
> > > ässige&nocase=on&hits=50>Spielraum
> > > > *(Technik)*
> > > > play -- der
> > > >
> > > Spielraum<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > to
> > > >
> > > play<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=play&nocase=on&hits=50
> > > >--
> > > > freien Spielraum haben
> > > > range -- der
> > > >
> > > Spielraum<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > reach -- der
> > > >
> > > Spielraum<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > room -- der
> > > >
> > > Spielraum<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > scope -- der
> > > >
> > > Spielraum<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > swing -- der
> > > >
> > > Spielraum<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > tether -- der
> > > >
> > > Spielraum<
> > >
> >
>
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > tolerance -- der
> > > >
> > > Spielraum<
> > >
> >
> http://www.iee.et.tu-dresden.de/cgi-bin/cgiwrap/wernerr/search.sh?
> string=Spielraum&nocase=on&hits=50
> > > >
> > > > *(Technik)*
> > > > a wide range -- ein weiter Spielraum
> > > >
> > > >
> > > > On 5/1/05, Wolff-Michael Roth < mroth@uvic.ca> wrote:
> > > > >
> > > > > Hi all,
> > > > > further to my earlier note about our (Western) tendency to
> > > > celebrate a
> > > > > certain form of abstraction--Piaget, too, celebrated this
> > > > particular
> > > > > form.
> > > > >
> > > > > Hegel asked the rhetorical question, "Who thinks
> > abstractly?"
> > > > and then,
> > > > > after saying in French "Sauve qui peut" answers his
> > question,
> > > > "Only the
> > > > > uneducated." You can find his piece on the net. But
> > > > essentially,
> > > > > Marxist philosophers and psychologists picked up on this
> > and
> > > > speak of
> > > > > ascension from abstract to concrete, from the general
> > knowledge
> > > > of the
> > > > > uneducated to the detailed and particular, contextualized
> > > > knowledge of
> > > > > the specialist.
> > > > >
> > > > > My sense is that the expert is expert because s/he has many
> > > > ways for
> > > > > concretely realizing the possibilities in the general
> > (genetic
> > > > > developmentally, the abstract of the uneducated is always
> > prior
> > > > to the
> > > > > concrete of the expert). Our phenomenologically oriented
> > > > research
> > > > > framed expertise in terms of Spielraum, room to maneuver,
> > which
> > > > > increases with experience and familiarity of the
> > subject|object
> > > > unit
> > > > > (e.g., Roth, Lawless, & Masciotra, 2001).
> > > > >
> > > > > More to this point, a phenomenological analysis of my own
> > > > mathematical
> > > > > experience shows that I mastered the unknown problem as it
> > > > became
> > > > > increasingly concrete and less abstract (Roth, 2001). It
> > would
> > > > be
> > > > > interesting for me to go back and rewrite the piece now
> > from
> > > > the CHAT
> > > > > perspective on concrete and abstract.
> > > > >
> > > > > I hope others, too, will read this months article and write
> > on
> > > > this
> > > > > interesting issue.
> > > > >
> > > > > Michael
> > > > >
> > > > > Roth, W.-M. (2001). Phenomenology and mathematical
> > experience.
> > > > > Linguistics & Education, 12(2), 239–252.
> > > > > Roth, W.-M., Lawless, D., & Masciotra, D. (2001). Spielraum
> > and
> > > > > teaching. Curriculum Inquiry, 31(2), 183–207.
> > > > >
> > > > >
> > > >
> > >
> > > Elina Lampert-Shepel
> > > Assistant Professor
> > > Graduate School of Education
> > > Mercy College New Teacher Residency Program
> > > Mercy College
> > > 66 West 35th Street
> > > New York, NY 10001
> > > (212) 615 3367
> > >
> > > I have on my table a violin string. It is free. I twist one end
> > of
> > > it and it responds. It is free. But it is not free to do what a
> > > violin string is supposed to do - to produce music. So I take
> > it,
> > > fix it in my violin and tighten it until it is taut. Only then
> > it
> > > is free to be a violin string.
> > > Sir Rabindranath Tagore.
> > >
> > >
> >
>
> Elina Lampert-Shepel
> Assistant Professor
> Graduate School of Education
> Mercy College New Teacher Residency Program
> Mercy College
> 66 West 35th Street
> New York, NY 10001
> (212) 615 3367
>
> I have on my table a violin string. It is free. I twist one end of
> it and it responds. It is free. But it is not free to do what a
> violin string is supposed to do - to produce music. So I take it,
> fix it in my violin and tighten it until it is taut. Only then it
> is free to be a violin string.
> Sir Rabindranath Tagore.
>
>
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