Fred Erickson and I will both be on leave next year at the Center for
Advanced Studies. I am attaching the announcement for a visiting
professor to teach the qualitative methods series that we usually teach.
Please distribute to relevant groups and individuals. Kris 
Kris D. Gutierrez
Professor
Social Research Methodology
Graduate School of Education & Information Studies
Moore Hall 1026
UCLA
Los Angeles, CA 90095-1521
310-825-7467
On Feb 23, 2006, at 3:24 PM, Mike Cole wrote:
> This discussion IS on xmca and is very interesting.
> mike
>
> On 2/23/06, Peg Griffin <Peg.Griffin@worldnet.att.net> wrote:
>
>>
>>
>>
>> -----Original Message-----
>> From: Natalia Gajdamaschko [mailto:nataliag@sfu.ca]
>> Sent: Thursday, February 23, 2006 10:20 AM
>> To: Peg.Griffin@worldnet.att.net
>> Subject: Re: [xmca] Creativity
>>
>>
>> Hi Peg,
>>
>> This is very interesting. I also have been thinking about it in
>> connection
>> to curriculum development for younger children. By the way, did
>> you notice
>> that we wondered off the XMCA space somehow -- should we re-post
>> our chat
>> there so more people could jump in and comment? How do we do that?
>>
>> Cheers,
>> Natalia.
>>
>> On Thu, 23 Feb 2006 10:04:18 -0800 Peg.Griffin@worldnet.att.net
>> wrote:
>>
>>> Natalia, yes that it what I've noticed, ""genuine metaphor" (that
>>> could
>>> pop-up suddenly in the situation of play)".
>>> It's exactly what I am tempted to think of as epiphoric.
>>> That way we could reserve "meta" for the less
>>> pop-up-held-within-the-play-activity forms or instances.
>>> The later appearing forms are more likely to be "defensible" or
>>> "explicable"
>>> by the user/creator even if the activity that gave rise is
>>> interfered
>>>
>> with
>>
>>> somehow (by atrophy over time or change in participant structure or
>>> imposition of interfering questions from an experimenter or
>>> teacher or
>>> editor...).
>>> But while maybe not fully "meta" controlled, an emotive aesthetic
>>>
>> reaction
>>
>>> to the epiphor by at least some participant in the play activity may
>>> be what
>>> contributes to the germ yielding the later growth of meptaphor?
>>>
>>> I've also been thinking that the "epi" and "meta" difference may
>>> be or
>>>
>> be
>>
>>> very close related to the "everyday" and "scientific" distinction.
>>>
>>> And finally, I've been thinking along these lines because I've been
>>> thinking
>>> about "mathematization" that early childhood mathematics
>>> educators talk
>>> about. The main idea is that in play and life kids are in
>>> situations
>>>
>> where
>>
>>> mathematics is and when parents/teachers "mathematize" the situation
>>> there's
>>> a better chance for kids to capitalize on their experiences
>>> during later
>>> schooling in mathematics.
>>> Here's an example: a classroom full of kids is about to do a project
>>> that is
>>> too messy for the whole class to do at once. They need to divide
>>> into
>>> teams.
>>> The kids walk into spaces to divide themselves; they use a deck
>>> of cards
>>> with classmates' pictures and names to divide; they use hearts on a
>>>
>> magnet
>>
>>> board with dry erase marked columns to divide. It is all
>>> division by
>>> dealing or distribution: 1, 1, 1; 2, 2, 2, 3, 3, 3... And they try
>>> bigger or
>>> smaller "teams" as they figure out what will be not too messy but
>>> have
>>> enough kids to do the project and have fun. The mathematization
>>> on the
>>>
>> dry
>>
>>> erase magnetized board with columns lets them see (and some fall
>>> in love
>>> with) the calculus of more teams/fewer people on a team.
>>>
>>> By the way I have never had creativity demand so much to be
>>> noticed and
>>> appreciated as it is among the mathematics loving preschoolers
>>> I've met.
>>> Peg
>>>
>>> -----Original Message-----
>>> From: Natalia Gajdamaschko [mailto:nataliag@sfu.ca]
>>> Sent: Thursday, February 23, 2006 7:08 AM
>>> To: Peg.Griffin@worldnet.att.net
>>> Subject: Re: [xmca] Creativity
>>>
>>>
>>>
>>> On Wed, 22 Feb 2006 09:45:54 -0800 Peg.Griffin@worldnet.att.net
>>> wrote:
>>>
>>>> Metaphorical thinking ascribed to kids has also worried me, not so
>>>>
>> much
>>
>>>> about thinking in complexes (although now it will!) but about the
>>>>
>>> contrast
>>>
>>>> with not-metaphor. I think what is called metaphor use by a little
>>>>
>>> one is
>>>
>>>> sometimes not shown to be in a system of opposition with
>>>>
>> non-figurative
>>
>>>> language/thought. So, diachronically speaking, maybe metaphor
>>>> for kids
>>>>
>> is
>>
>>>> not the same as for others; if that's so, the door is open for the
>>>>
>> worry
>>
>>>> about what it is synchronically (i.e., maybe thinking in
>>>> complexes).
>>>>
>>>
>>>
>>>> Do we
>>>> want to think of it in the same way as it may become later in the
>>>>
>> little
>>
>>>> one's life trajectory? Or do we want to see the germ cell that
>>>> yields
>>>>
>> a
>>
>>>> subsequent form?
>>>>
>>>
>>>
>>> Yes, exactly, Peg! If metaphor for younger kids is not the same
>>> as it
>>> may be for others, in what way it would be different from, say,
>>> metaphor for
>>> an adolescent? Is it not necessary for us to keep in mind
>>> that it
>>>
>> could be
>>
>>> based inside different psychological systems, not least in order
>>> to be
>>>
>> able
>>
>>> to show that imagination and creativity are developing?
>>>
>>> Or, another way to ask the same question: if we assume that
>>> metaphorical
>>> thinking in younger children is a process of maturation, how do we
>>> distinguish between possible "genuine metaphor" (that could pop-up
>>>
>> suddenly
>>
>>> in the situation of play) and "non-figurative" thinking, which is
>>>
>> thinking
>>
>>> in complexes (in the situation of problem solving)?
>>>
>>> Best wishes,
>>> Natalia.
>>> P.S. Thank you for "epiphoric" idea and references.
>>>
>>>
>>>
>>
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