Re: abstraction

From: Mike Cole (
Date: Sun May 01 2005 - 17:39:55 PDT

spielraum --wonerful word, Michael!! I guessed "room to play" and came up
with all of these interesting
bargaining range -- der
circle -- der Spielraum<>
clearance -- der
decision space -- der
elbowroom -- der
margin -- der
to give<>free
play to
einer Sache freien Spielraum gewähren
to give<>someone
line enough -- jemandem freien Spielraum lassen
headroom -- der
latitude -- der
leeway -- der Spielraum<>
margin -- der Spielraum<>
permissible limits -- der
play -- der Spielraum<>
to play<>--
freien Spielraum haben
range -- der Spielraum<>
reach -- der Spielraum<>
room -- der Spielraum<>
scope -- der Spielraum<>
swing -- der Spielraum<>
tether -- der Spielraum<>
tolerance -- der
a wide range -- ein weiter Spielraum

 On 5/1/05, Wolff-Michael Roth <> 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.

This archive was generated by hypermail 2b29 : Wed Jun 01 2005 - 01:00:04 PDT