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.
>
>
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