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Re: [xmca] Pivot or Carrier in play?
Dear all,
Sorry for the delay. It took me a few days to bring this old file into some order.
You will see that I don't use terms like a "pivot", a "carrier" or "fulcrum", but instead I use a term "prop". "Prop", as a term, comes from the theater, where various objects used on stage are called "props". The imagined world that the child is creating in play, like the world on a theater stage -- is "propped" by objects and actions. In my view then and now -- the orientation in the children's utterances and action is to create an imaginary world, rather than to "sever" meanings from their referents in the "here and now" world. Equally important is the fact that objects/actions used to create this imagined world are not "renamed", nor called metaphorically something else. When used as "props", these objects do not exist any more with their own meanings, but like shadows, become meaningless in their own right. And yet, it is not them who assume new meanings of the imagined world, which live in their own right.
All comments are welcome.
Ana
____________________________________
Ana Marjanovic-Shane
Deputy Editor-in-Chief, Dialogic Pedagogy Journal
Associate Professor of Education
Chestnut Hill College
Emails: anamshane@gmail.com
shaneam@chc.edu
Phone: 267-334-2905
On Apr 12, 2013, at 8:21 AM, Larry Purss <lpscholar2@gmail.com> wrote:
> Ana,
> Thanks for the offer to send the manuscript.
>
> The topic of metaphor and play seems central to the themes we are
> discussing and I would like a copy of the manuscript.
>
> Larry
>
>
> On Fri, Apr 12, 2013 at 4:27 AM, Ana Marjanovic-Shane
> <anamshane@gmail.com>wrote:
>
>> Dear Mike and all,
>>
>> My dissertation "Metaphor Beyond Play" was using ethnographic data of
>> several children in my family to develop a model of meaning making that
>> looked at children's play and their spontaneous metaphors. It claimed that
>> constructing the imagined world in play is a necessary but not sufficient
>> step in creating metaphoric meanings.
>> Many of the issues that are being discusses here have been addressed
>> there. I have presented some topics and parts of my dissertation at several
>> conferences (AERA, ISCAR and TASP).
>>
>> I'll be glad to send the manuscript to all interested.
>>
>> Ana
>>
>>
>> ____________________________________
>> Ana Marjanovic-Shane
>> Deputy Editor-in-Chief, Dialogic Pedagogy Journal
>> Associate Professor of Education
>> Chestnut Hill College
>> Emails: anamshane@gmail.com
>> shaneam@chc.edu
>> Phone: 267-334-2905
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> On Apr 11, 2013, at 7:08 PM, mike cole <lchcmike@gmail.com> wrote:
>>
>>> Hey Ana-- What is this rumor about your dissertation that is Beth's
>>> starting point?
>>> :-)
>>> mike
>>>
>>> On Thu, Apr 11, 2013 at 11:04 AM, Beth Ferholt <bferholt@gmail.com>
>> wrote:
>>>
>>>> Thank you for the reading list! I will get to it. I always start from
>> Ana
>>>> Marjanovic's dissertation -- if this is your area of study you must ask
>> her
>>>> about it. Beth
>>>>
>>>>
>>>> On Thu, Apr 11, 2013 at 4:39 PM, Larry Purss <lpscholar2@gmail.com>
>> wrote:
>>>>
>>>>> Beth, Monica,
>>>>>
>>>>> I appreciate knowing that the connection with metaphor is fantastic.
>>>>> My quest to understand metaphor as much more inclusive than merely
>>>> language
>>>>> was opened up when I read Elena Cufferi's dissertation on *gesture* AS
>>>>> metaphor. Taking Anna Stetsenko's notion of a 3 fold dialectic
>>>>> (materiality, inter-subjective social, and human subjectivity) Elena's
>>>> work
>>>>> focuses on the inter subjective realm.
>>>>> Within her expansion of gesture AS metaphor, and Merleau-Ponty's
>>>> expansion
>>>>> of language AS gesture, then the notion of development AS divergence
>>>> WITHIN
>>>>> gestalts (modes of life) leads back to Martin's understandings of
>>>>> gestaltsand also Manfred's *expressive signs*.
>>>>> I intuitively sense that *gesture* and *metaphor* are very inclusive
>>>>> concepts which may have relevance within Anna Stetsenko's 3 fold
>>>> dialectic.
>>>>> Also relevant to social smiling and playworlds and work world's.
>>>>>
>>>>> Larry
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> On Thu, Apr 11, 2013 at 1:51 AM, Beth Ferholt <bferholt@gmail.com>
>>>> wrote:
>>>>>
>>>>>> And for thinking about perezhivanie, and adults being able to play,
>> you
>>>>> are
>>>>>> right, Mike -- fulcrum AND pivot give us so much to work with! I wish
>>>>>> Vygotsky had given us one of his wonderful metaphors for perezhivanie
>>>> ...
>>>>>> Beth
>>>>>>
>>>>>>
>>>>>> On Thu, Apr 11, 2013 at 10:49 AM, Beth Ferholt <bferholt@gmail.com>
>>>>> wrote:
>>>>>>
>>>>>>> Larry, the connection with metaphor is fantastic for helping us to
>>>>> think
>>>>>>> about playworlds as process.
>>>>>>>
>>>>>>> Anna, I think I agree with your distinction between pivot and
>>>> metaphor
>>>>>> ...
>>>>>>> I will return to your thesis and then come back to this.
>>>>>>>
>>>>>>> THe funny thing about the robin coming up in this discussion is that
>>>>>>> Monica and I have been talking a lot about robins ... about Kiyo's
>>>> role
>>>>>> as
>>>>>>> the Robin in a playworld in California: going into role in play
>>>> allows
>>>>>> you
>>>>>>> to use the character to pivot out of yourself, is what I have been
>>>>>> thinking
>>>>>>> about as I work on the Fakhrutdinova piece on Perezhivanie that Mike
>>>>> sent
>>>>>>> around.
>>>>>>>
>>>>>>> Beth
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> On Wed, Apr 10, 2013 at 6:13 PM, Huw Lloyd <
>>>> huw.softdesigns@gmail.com
>>>>>>> wrote:
>>>>>>>
>>>>>>>> On 10 April 2013 14:44, Christine Schweighart <
>>>> schweighartc@gmail.com
>>>>>>>>> wrote:
>>>>>>>>
>>>>>>>>> ...
>>>>>>>>>
>>>>>>>>> Robins can be amazing , Huw, one came up to within 20cm of my
>>>> hands
>>>>>>>>> yesterday - it was looking right up at me ( so I thought), but
>>>> it's
>>>>>>>> other
>>>>>>>>> eye was looking for worms as I was digging. This took me by
>>>>> surprise -
>>>>>>>>> aesthetic experience often has surprise?- anyway - the robin was
>>>>> quite
>>>>>>>> sure
>>>>>>>>> of itself and not 'tame' or 'domesticated', any more than I on my
>>>>>>>>> allotment was 'tamed' or domesticated by the robin.
>>>>>>>>> Christine.
>>>>>>>>>
>>>>>>>>>
>>>>>>>> I think you have some of my gist of *just*. Don't forget the
>>>>> work-rate
>>>>>>>> too! :)
>>>>>>>>
>>>>>>>> I think the humble robin is good mediator for explaining British
>>>>> culture
>>>>>>>> to
>>>>>>>> civilized Europeans.
>>>>>>>>
>>>>>>>> Best,
>>>>>>>> Huw
>>>>>>>>
>>>>>>>>
>>>>>>>>>
>>>>>>>>>
>>>>>>>>> On Wed, Apr 10, 2013 at 10:15 AM, Huw Lloyd <
>>>>>> huw.softdesigns@gmail.com
>>>>>>>>>> wrote:
>>>>>>>>>
>>>>>>>>>> On 10 April 2013 02:26, Ana Marjanovic-Shane <
>>>> anamshane@gmail.com
>>>>>>
>>>>>>>>> wrote:
>>>>>>>>>>
>>>>>>>>>>> The interesting thing is that actually the meaning of a
>>>> "horse"
>>>>> is
>>>>>>>> not
>>>>>>>>>>> "detached" from the actual concept of the horse!
>>>>>>>>>>> Rather it is used without the horse being present! The horse
>>>> is
>>>>>>>> still
>>>>>>>>>>> imagined!
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>> The play affords the awareness of the idea as distinct from the
>>>>>>>> thing(s)
>>>>>>>>>> themselves. Such a distinction is considered necessary prior to
>>>>>>>>>> formulating an explicit conception of them.
>>>>>>>>>>
>>>>>>>>>>
>>>>>>>>>>> But the "stick" can be anything: a stick, a broom, a chair (as
>>>>> in
>>>>>> a
>>>>>>>>>>> Serbian children' song), a carpet, a small (or bigger) block.
>>>> It
>>>>>> can
>>>>>>>>> even
>>>>>>>>>>> be totally absent -- just present in the movements of the
>>>> child.
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>> Not, if I recall correctly, according to Vygotsky. They need to
>>>>>> have
>>>>>>>>> some
>>>>>>>>>> "fit for purpose", a teacup may already have its purpose
>>>> assigned
>>>>>>>> which
>>>>>>>>>> would conflict. But fluidity of rules is an ingredient in play.
>>>>>>>>>>
>>>>>>>>>>
>>>>>>>>>>> What do you think?
>>>>>>>>>>>
>>>>>>>>>>> Ana
>>>>>>>>>>> ____________________________________
>>>>>>>>>>> Ana Marjanovic-Shane
>>>>>>>>>>> Deputy Editor-in-Chief, Dialogic Pedagogy Journal
>>>>>>>>>>> Associate Professor of Education
>>>>>>>>>>> Chestnut Hill College
>>>>>>>>>>> Emails: anamshane@gmail.com
>>>>>>>>>>> shaneam@chc.edu
>>>>>>>>>>> Phone: 267-334-2905
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>>> On Apr 9, 2013, at 4:52 PM, Huw Lloyd <
>>>>> huw.softdesigns@gmail.com>
>>>>>>>>> wrote:
>>>>>>>>>>>
>>>>>>>>>>>> On 9 April 2013 21:33, mike cole <lchcmike@gmail.com>
>>>> wrote:
>>>>>>>>>>>>
>>>>>>>>>>>>> *From the OED: *
>>>>>>>>>>>>> *
>>>>>>>>>>>>> *
>>>>>>>>>>>>>
>>>>>>>>>>>>> *Pivot ...A short shaft or pin, usually of metal and
>>>>> pointed,
>>>>>>>>> forming
>>>>>>>>>>> the
>>>>>>>>>>>>> centre on which a mechanism turns or oscillates, as the pin
>>>>> of
>>>>>> a
>>>>>>>>>> hinge,
>>>>>>>>>>> or
>>>>>>>>>>>>> the end of an axle...*
>>>>>>>>>>>>>
>>>>>>>>>>>>>
>>>>>>>>>>>>>
>>>>>>>>>>>>> *Fulcrum: A prop or support; now only spec. in Mech. the
>>>>> point
>>>>>>>>> against
>>>>>>>>>>>>> which a lever is placed to get purchase or upon which it
>>>>> turns
>>>>>>>> or is
>>>>>>>>>>>>> supported.*
>>>>>>>>>>>>>
>>>>>>>>>>>>>
>>>>>>>>>>>>>
>>>>>>>>>>>> Pivot affords the verb, as an aside, which is the doing part
>>>>> of
>>>>>>>> the
>>>>>>>>>>> stick.
>>>>>>>>>>>>
>>>>>>>>>>>> No exotic birds over here, *just* robins and pivoting
>>>>> fulcrums.
>>>>>>>>>>>>
>>>>>>>>>>>> Huw
>>>>>>>>>>>>
>>>>>>>>>>>>
>>>>>>>>>>>>
>>>>>>>>>>>>> **
>>>>>>>>>>>>>
>>>>>>>>>>>>> *What an interesting pair of terms, especially in the
>>>> context
>>>>>> of
>>>>>>>>> your
>>>>>>>>>>>>> interests, Beth.*
>>>>>>>>>>>>>
>>>>>>>>>>>>> *
>>>>>>>>>>>>> *
>>>>>>>>>>>>>
>>>>>>>>>>>>> On Tue, Apr 9, 2013 at 10:47 AM, Huw Lloyd <
>>>>>>>>> huw.softdesigns@gmail.com
>>>>>>>>>>>>>> wrote:
>>>>>>>>>>>>>
>>>>>>>>>>>>>> On 9 April 2013 15:40, Bella Kotik-Friedgut <
>>>>>>>> bella.kotik@gmail.com
>>>>>>>>>>
>>>>>>>>>>>>> wrote:
>>>>>>>>>>>>>>
>>>>>>>>>>>>>>> fulcrum seems OK
>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>
>>>>>>>>>>>>>> Are you translating the paragraph or the term/word?
>>>>>>>>>>>>>>
>>>>>>>>>>>>>> The English text is using pivot in about three different
>>>>> ways
>>>>>> in
>>>>>>>>>>> relation
>>>>>>>>>>>>>> to the paragraph and the paragraph's object.
>>>>>>>>>>>>>>
>>>>>>>>>>>>>> Fulcrum does not capture this because it does not connote
>>>>> the
>>>>>>>>> prizing
>>>>>>>>>>> of
>>>>>>>>>>>>>> the idea of the horse away from the horse itself, which
>>>> one
>>>>>> can
>>>>>>>> do
>>>>>>>>>>> with a
>>>>>>>>>>>>>> stick (as a lever or crowbar).
>>>>>>>>>>>>>>
>>>>>>>>>>>>>> Best,
>>>>>>>>>>>>>> Huw
>>>>>>>>>>>>>>
>>>>>>>>>>>>>>
>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>> On Tue, Apr 9, 2013 at 3:11 PM, Christine Schweighart <
>>>>>>>>>>>>>>> schweighartc@gmail.com> wrote:
>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>> I can't read Russian, I'm guessing you are looking to
>>>>>> express
>>>>>>>> a
>>>>>>>>>>>>> meaning
>>>>>>>>>>>>>>>> something like 'fulcrum' - not the lever or pivot itself
>>>>> as
>>>>>> a
>>>>>>>>>> thing.
>>>>>>>>>>>>>>>>
>>>> http://oxforddictionaries.com/definition/english/fulcrum
>>>>>>>>>>>>>>>> Christine
>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>> On Tue, Apr 9, 2013 at 12:24 PM, Bella Kotik-Friedgut <
>>>>>>>>>>>>>>>> bella.kotik@gmail.com
>>>>>>>>>>>>>>>>> wrote:
>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>> As I mentioned he does NOT use this term rather he
>>>>> writes:
>>>>>>>>>>>>>>>>> "В тот момент, когда палочка, т.е. вещь, становится
>>>>> опорной
>>>>>>>>> точкой
>>>>>>>>>>>>>> для
>>>>>>>>>>>>>>>>> отрывания значения лошади от реальной лошади, в этот
>>>>>>>> критический
>>>>>>>>>>>>>> момент
>>>>>>>>>>>>>>>>> коренным образом меняется одна из основных
>>>>> психологических
>>>>>>>>>>>>> структур,
>>>>>>>>>>>>>>>>> определяющая отношение ребенка к действительности".
>>>>>>>>>>>>>>>>> опорная точка-
>>>>>>>>>>>>>>>>> literally: a point of support
>>>>>>>>>>>>>>>>> Bella
>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>> On Tue, Apr 9, 2013 at 11:48 AM, Beth Ferholt <
>>>>>>>>> bferholt@gmail.com
>>>>>>>>>>>
>>>>>>>>>>>>>>>> wrote:
>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>> This is all very helpful, thank you:
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>> Is стимул-средство what Vygotsky uses in the following
>>>>>>>>> paragraph
>>>>>>>>>>>>>> from
>>>>>>>>>>>>>>>> the
>>>>>>>>>>>>>>>>>> chapter on play, or another word, and is
>>>> стимул-средство
>>>>>> is
>>>>>>>>> best
>>>>>>>>>>>>>>>>> translated
>>>>>>>>>>>>>>>>>> as a type of tool? Which type -- ?
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>> "Thought is separated from objects because a piece of
>>>>> wood
>>>>>>>>> begins
>>>>>>>>>>>>>> to
>>>>>>>>>>>>>>>> be a
>>>>>>>>>>>>>>>>>> doll and a stick becomes a horse. Action according to
>>>>>> rules
>>>>>>>>>>>>> begins
>>>>>>>>>>>>>> to
>>>>>>>>>>>>>>>> be
>>>>>>>>>>>>>>>>>> determined by ideas, not by objects. This is such a
>>>>>>>> reversal of
>>>>>>>>>>>>> the
>>>>>>>>>>>>>>>>> child's
>>>>>>>>>>>>>>>>>> relationship to the real, immediate, concrete
>>>> situation
>>>>>>>> that it
>>>>>>>>>>>>> is
>>>>>>>>>>>>>>> hard
>>>>>>>>>>>>>>>>> to
>>>>>>>>>>>>>>>>>> evaluate its full significance. The child does not do
>>>>> this
>>>>>>>> all
>>>>>>>>> at
>>>>>>>>>>>>>>> once.
>>>>>>>>>>>>>>>>> It
>>>>>>>>>>>>>>>>>> is terribly difficult for a child to sever thought
>>>> (the
>>>>>>>> meaning
>>>>>>>>>>>>> of
>>>>>>>>>>>>>> a
>>>>>>>>>>>>>>>>> word)
>>>>>>>>>>>>>>>>>> from object. Play is a transitional stage in this
>>>>>>>> direction. At
>>>>>>>>>>>>>> that
>>>>>>>>>>>>>>>>>> critical moment when a stick - i.e., an object -
>>>>> becomes a
>>>>>>>>> pivot
>>>>>>>>>>>>>> for
>>>>>>>>>>>>>>>>>> severing the meaning of horse from a real horse, one
>>>> of
>>>>>> the
>>>>>>>>> basic
>>>>>>>>>>>>>>>>>> psychological structures determining the child's
>>>>>>>> relationship
>>>>>>>>> to
>>>>>>>>>>>>>>>> reality
>>>>>>>>>>>>>>>>> is
>>>>>>>>>>>>>>>>>> radically altered."
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>> Beth
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>> On Tue, Apr 9, 2013 at 10:00 AM, Bella Kotik-Friedgut
>>>> <
>>>>>>>>>>>>>>>>>> bella.kotik@gmail.com
>>>>>>>>>>>>>>>>>>> wrote:
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>> In the original paper on play I have not found a
>>>>> special
>>>>>>>> term
>>>>>>>>>>>>> for
>>>>>>>>>>>>>>> it,
>>>>>>>>>>>>>>>>> but
>>>>>>>>>>>>>>>>>>> in further developments it seems that стимул-средство
>>>>>>>> would be
>>>>>>>>>>>>> a
>>>>>>>>>>>>>>>> proper
>>>>>>>>>>>>>>>>>>> term
>>>>>>>>>>>>>>>>>>> Bella
>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>> On Tue, Apr 9, 2013 at 5:38 AM, mike cole <
>>>>>>>> lchcmike@gmail.com
>>>>>>>>>>
>>>>>>>>>>>>>>>> wrote:
>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>> Yo!!
>>>>>>>>>>>>>>>>>>>> Would one of our Russian colleagues who can put
>>>> their
>>>>>>>> hands
>>>>>>>>>>>>> on
>>>>>>>>>>>>>>> the
>>>>>>>>>>>>>>>>>>> Russian
>>>>>>>>>>>>>>>>>>>> essay please tell us what the russian word for pivot
>>>>>>>> Vygotsky
>>>>>>>>>>>>>>> uses?
>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>> mike
>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>> On Mon, Apr 8, 2013 at 1:19 PM, Ana
>>>> Marjanovic-Shane <
>>>>>>>>>>>>>>>>>>> anamshane@gmail.com
>>>>>>>>>>>>>>>>>>>>> wrote:
>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>> Dear Beth and Monica,
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>> I think that you should see how would you call a
>>>>> knife
>>>>>>>> and
>>>>>>>>>>>>>> two
>>>>>>>>>>>>>>>>>> glasses
>>>>>>>>>>>>>>>>>>>>> that two engineer friend may use over a dinner to
>>>>> talk
>>>>>>>>>>>>> about
>>>>>>>>>>>>>> a
>>>>>>>>>>>>>>>> new
>>>>>>>>>>>>>>>>>>> bridge
>>>>>>>>>>>>>>>>>>>>> they are planning to build.
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>> Are the knife and the glasses "carriers", "pivots",
>>>>>>>> "place
>>>>>>>>>>>>>>>> holders"
>>>>>>>>>>>>>>>>>> or
>>>>>>>>>>>>>>>>>>>>> something else?
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>> I like to think of them as "pivots" (for meaning)
>>>>>> because
>>>>>>>>>>>>>> they
>>>>>>>>>>>>>>> do
>>>>>>>>>>>>>>>>> not
>>>>>>>>>>>>>>>>>>>>> CARRY meanings, for which they are used for in this
>>>>>>>>>>>>>>> conversation.
>>>>>>>>>>>>>>>>> In
>>>>>>>>>>>>>>>>>>>> other
>>>>>>>>>>>>>>>>>>>>> words, I don't think these objects are used
>>>>>>>> metaphorically.
>>>>>>>>>>>>>> In
>>>>>>>>>>>>>>>>>>> metaphor,
>>>>>>>>>>>>>>>>>>>>> you mean to say something ABOUT an object (person,
>>>>>> event,
>>>>>>>>>>>>>>>> concept,
>>>>>>>>>>>>>>>>>>> etc.)
>>>>>>>>>>>>>>>>>>>> by
>>>>>>>>>>>>>>>>>>>>> calling it a different name.
>>>>>>>>>>>>>>>>>>>>> "My pillow is my spaceship" -- If I said that to
>>>> you,
>>>>>>>>>>>>> imagine
>>>>>>>>>>>>>>>> what
>>>>>>>>>>>>>>>>>>> could
>>>>>>>>>>>>>>>>>>>>> that mean? Many beautiful, adventurous, romantic,
>>>>>>>> sci-tech
>>>>>>>>>>>>>>>>>>> possibilities!
>>>>>>>>>>>>>>>>>>>>> But when my 3 yr old son took a pillow, sat on it,
>>>>>>>> started
>>>>>>>>>>>>>>>> playing
>>>>>>>>>>>>>>>>> a
>>>>>>>>>>>>>>>>>>>>> version of the "Start Wars" and said the same
>>>>> utterance
>>>>>>>> "My
>>>>>>>>>>>>>>>> pillow
>>>>>>>>>>>>>>>>> is
>>>>>>>>>>>>>>>>>>> my
>>>>>>>>>>>>>>>>>>>>> spaceship"-- it wasn't a metaphor. Just an object
>>>>>> (pivot
>>>>>>>> -
>>>>>>>>>>>>> a
>>>>>>>>>>>>>>>>> holder)
>>>>>>>>>>>>>>>>>> to
>>>>>>>>>>>>>>>>>>>>> play a role in populating the imagined realm.
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>> In play these objects (sticks, knifes...) just hold
>>>>> the
>>>>>>>>>>>>> place
>>>>>>>>>>>>>>> of
>>>>>>>>>>>>>>>>>> images
>>>>>>>>>>>>>>>>>>>>> and concepts in the imagined realm -- without
>>>>> providing
>>>>>>>> any
>>>>>>>>>>>>>>>> meaning
>>>>>>>>>>>>>>>>>>>> "ABOUT"
>>>>>>>>>>>>>>>>>>>>> these imagined things (horses, bridges,
>>>> spaceships).
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>> "Carrier" is not bad -- but can be confused with
>>>>>>>> metaphor.
>>>>>>>>>>>>>>>>>>>>> "Pivot" is very neutral and very descriptive -- the
>>>>>>>> meaning
>>>>>>>>>>>>>> is
>>>>>>>>>>>>>>>>>> "hinged"
>>>>>>>>>>>>>>>>>>>> to
>>>>>>>>>>>>>>>>>>>>> the object.
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>> What do you think?
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>> Ana
>>>>>>>>>>>>>>>>>>>>> ____________________________________
>>>>>>>>>>>>>>>>>>>>> Ana Marjanovic-Shane
>>>>>>>>>>>>>>>>>>>>> Deputy Editor-in-Chief, Dialogic Pedagogy Journal
>>>>>>>>>>>>>>>>>>>>> Associate Professor of Education
>>>>>>>>>>>>>>>>>>>>> Chestnut Hill College
>>>>>>>>>>>>>>>>>>>>> Emails: anamshane@gmail.com
>>>>>>>>>>>>>>>>>>>>> shaneam@chc.edu
>>>>>>>>>>>>>>>>>>>>> Phone: 267-334-2905
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>> On Apr 8, 2013, at 10:27 AM, Beth Ferholt <
>>>>>>>>>>>>>> bferholt@gmail.com>
>>>>>>>>>>>>>>>>>> wrote:
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>> Monica and I are discussing the horse/stick -- in
>>>>>>>> Swedish
>>>>>>>>>>>>>> the
>>>>>>>>>>>>>>>>> stick
>>>>>>>>>>>>>>>>>>> is
>>>>>>>>>>>>>>>>>>>> a
>>>>>>>>>>>>>>>>>>>>>> carrier, in English a pivot, and which do people
>>>>> think
>>>>>>>>>>>>> is a
>>>>>>>>>>>>>>>>> better
>>>>>>>>>>>>>>>>>>>>>> translation??
>>>>>>>>>>>>>>>>>>>>>> (There is a word for Pivot in Swedish but still
>>>>>> Carrier
>>>>>>>>>>>>> was
>>>>>>>>>>>>>>>>> chosen
>>>>>>>>>>>>>>>>>>> -- )
>>>>>>>>>>>>>>>>>>>>>> THank you for the help,
>>>>>>>>>>>>>>>>>>>>>> Beth
>>>>>>>>>>>>>>>>>>>>>> --
>>>>>>>>>>>>>>>>>>>>>> Beth Ferholt
>>>>>>>>>>>>>>>>>>>>>> Assistant Professor
>>>>>>>>>>>>>>>>>>>>>> School of Education
>>>>>>>>>>>>>>>>>>>>>> Brooklyn College, City University of New York
>>>>>>>>>>>>>>>>>>>>>> 2900 Bedford Avenue
>>>>>>>>>>>>>>>>>>>>>> Brooklyn, NY 11210-2889
>>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>> Email: bferholt@brooklyn.cuny.edu
>>>>>>>>>>>>>>>>>>>>>> Phone: (718) 951-5205
>>>>>>>>>>>>>>>>>>>>>> Fax: (718) 951-4816
>>>>>>>>>>>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>>>>>>>>>>>> _____
>>>>>>>>>>>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>>>>>>>>>>> _____
>>>>>>>>>>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>>>>>>>>>> _____
>>>>>>>>>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>> --
>>>>>>>>>>>>>>>>>>> Sincerely yours Bella Kotik-Friedgut
>>>>>>>>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>>>>>>>>> _____
>>>>>>>>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>> --
>>>>>>>>>>>>>>>>>> Beth Ferholt
>>>>>>>>>>>>>>>>>> Assistant Professor
>>>>>>>>>>>>>>>>>> School of Education
>>>>>>>>>>>>>>>>>> Brooklyn College, City University of New York
>>>>>>>>>>>>>>>>>> 2900 Bedford Avenue
>>>>>>>>>>>>>>>>>> Brooklyn, NY 11210-2889
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>> Email: bferholt@brooklyn.cuny.edu
>>>>>>>>>>>>>>>>>> Phone: (718) 951-5205
>>>>>>>>>>>>>>>>>> Fax: (718) 951-4816
>>>>>>>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>>>>>>>> _____
>>>>>>>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>> --
>>>>>>>>>>>>>>>>> Sincerely yours Bella Kotik-Friedgut
>>>>>>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>>>>>>> _____
>>>>>>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>>>>>> _____
>>>>>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>> --
>>>>>>>>>>>>>>> Sincerely yours Bella Kotik-Friedgut
>>>>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>>>>> _____
>>>>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>>>>>
>>>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>>>> _____
>>>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>>>>
>>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>>> _____
>>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>>>
>>>>>>>>>>>> __________________________________________
>>>>>>>>>>>> _____
>>>>>>>>>>>> xmca mailing list
>>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>
>>>>>>>>>>> __________________________________________
>>>>>>>>>>> _____
>>>>>>>>>>> xmca mailing list
>>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>>
>>>>>>>>>> __________________________________________
>>>>>>>>>> _____
>>>>>>>>>> xmca mailing list
>>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>>
>>>>>>>>> __________________________________________
>>>>>>>>> _____
>>>>>>>>> xmca mailing list
>>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>>
>>>>>>>> __________________________________________
>>>>>>>> _____
>>>>>>>> xmca mailing list
>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> --
>>>>>>> Beth Ferholt
>>>>>>> Assistant Professor
>>>>>>> School of Education
>>>>>>> Brooklyn College, City University of New York
>>>>>>> 2900 Bedford Avenue
>>>>>>> Brooklyn, NY 11210-2889
>>>>>>>
>>>>>>> Email: bferholt@brooklyn.cuny.edu
>>>>>>> Phone: (718) 951-5205
>>>>>>> Fax: (718) 951-4816
>>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>> --
>>>>>> Beth Ferholt
>>>>>> Assistant Professor
>>>>>> School of Education
>>>>>> Brooklyn College, City University of New York
>>>>>> 2900 Bedford Avenue
>>>>>> Brooklyn, NY 11210-2889
>>>>>>
>>>>>> Email: bferholt@brooklyn.cuny.edu
>>>>>> Phone: (718) 951-5205
>>>>>> Fax: (718) 951-4816
>>>>>> __________________________________________
>>>>>> _____
>>>>>> xmca mailing list
>>>>>> xmca@weber.ucsd.edu
>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>
>>>>> __________________________________________
>>>>> _____
>>>>> xmca mailing list
>>>>> xmca@weber.ucsd.edu
>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>
>>>>
>>>>
>>>>
>>>> --
>>>> Beth Ferholt
>>>> Assistant Professor
>>>> School of Education
>>>> Brooklyn College, City University of New York
>>>> 2900 Bedford Avenue
>>>> Brooklyn, NY 11210-2889
>>>>
>>>> Email: bferholt@brooklyn.cuny.edu
>>>> Phone: (718) 951-5205
>>>> Fax: (718) 951-4816
>>>> __________________________________________
>>>> _____
>>>> xmca mailing list
>>>> xmca@weber.ucsd.edu
>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>
>>> __________________________________________
>>> _____
>>> xmca mailing list
>>> xmca@weber.ucsd.edu
>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>> __________________________________________
>> _____
>> xmca mailing list
>> xmca@weber.ucsd.edu
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
__________________________________________
_____
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca