Yes, Donna, it is exactly so that insights from developments in physics have
influenced me, too.
Peg
-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of Russell, Donna L
Sent: Monday, January 09, 2006 5:06 PM
To: xmca@weber.ucsd.edu
Subject: [xmca] observation tools
just for fun:
This issue of observer/observed relational effects is also an issue in the
'hard' science of quantum physics because of the Heisenberg Uncertainty
Principle, the writings of John Bell on quantum mechanics and physicist John
Wheeler's writing on "acts of observer-participancy"-- to name a few.
Physics now tells us that there is no separation between subject and object-
(Cartesian duality) that only "objective tendencies" and "potentialites"
occur in nature.
It seems that we are philosophically in the same boat. The similairities
between the discussion of defining the process of observation of
preschoolers and defining the observation of quarks is not without some
irony - perhaps we should ask a physicist to join the group?
In support of the principal that we 'see' reality relationally- Bruner
notes that we see what we are prepared/anticipate seeing
"perception is to some unsepecifiable degree an instrument of the world as
we have structured it by our expectancies. Moreover, it is characteristic
of complex perceptual processes that they tend where possible to assimilate
whatever is seen or heard to what is expected." Actual Minds, Possible
Worlds.
As a final note- the physicist Wheeler also said "I do take 100 percent
seriously the idea that the world is a figment of the imagination."
Donna
Donna L. Russell, Ph.D.
Assistant Professor
Instructional Technology
Curriculum and Instructional Leadership
Suite 309
School of Education
University of Missouri-Kansas City
Kansas City, MO 64110
(cell) 314.210.6996
(office) 816.235.5871
russelldl@umkc.edu
http://r.web.umkc.edu/russelldl/
----- Original Message -----
From: "Peg Griffin" <Peg.Griffin@worldnet.att.net>
To: "'eXtended Mind, Culture, Activity'" <xmca@weber.ucsd.edu>
Sent: Sunday, January 08, 2006 1:18 PM
Subject: RE: [xmca] Observation Tools?
> So I guess the two poles are the "scoring scheme" Mike C. notes would be
> problematic (c.f. work Mike, Denis Newman, and I did on "locating" tasks
in
> experiments and education) and the "observe and pick sample dialogue" that
> Shirley F. describes.
> My interest is to work with two givens: the observer is primary to the
tool;
> the measurement (observation) changes the measured.
> Some preparation of the observer and the observed situation may bring into
> the open the observer's "apprenticeship of experience" (pace Lortie 1975
who
> coined -I think- the term but about impacts on teaching not observing).
More
> public and consensual frames about the educational content (like the
> mathematics of tangram) as well as developmental/educational concepts
might
> make observations and discussions of them less dependent on separate
> observers' apprenticeships. What Moll calls "funds of knowledge" is
another
> way to think of it. If the observer has worked to make a situation for
> observation that makes working capital of the observeds' funds, it may be
> possible to prevent some sabotage from the gap between observer and
> observed. What Cicourel called triangulation is another way to think of
it
> -- while the actual involvement of the observed in the analysis of the
> observation may not always be feasible in CC classes about preschoolers,
the
> observed preschool students' personae are implicated in the preparation of
> the situation for observation.
> Peg
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of Shirley Franklin
> Sent: Saturday, January 07, 2006 4:03 AM
> To: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] Observation Tools?
>
> I am not too sure what you mean.
> But I use very old-fashioned methods of getting my students to observe
> lessons and home in on samples of dialogue in the classroom. This is
> then analysed for interactive learning, teaching, etc.
> It is great, and as there is just so much that can be done with these
> samples. We have had fun with class analysis when students present
> their observations. This discussion in itself can be analysed!
>
>
>
> On 6 Jan 2006, at 17:44, wendynorthwoods@aol.com wrote:
>
>> Does anyone have an excellent observation tool of children, any ages
>> from infant, toddler, or preschooler to observe Vygotsky's "theory in
>> action?"
>> The texts I use are quite weak for my community college students but I
>> would really, really like to help them get a great "theory in
>> practice" experience.
>> Of course, I will credit you.....
>> Thanks in advance for any help you might offer!
>> Wendy Sanders
>> College of the Desert, Palm Desert, CA, USA
>> _______________________________________________
>> xmca mailing list
>> xmca@weber.ucsd.edu
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>>
> Shirley Franklin
> 5 Hartham Close,
> Hartham Road,
> London,
> N7 9JH
> Tel: 020 7700 4975
> Mob: 07958 745802
>
> _______________________________________________
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>
>
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Donna L. Russell, Ph.D.
Assistant Professor
Instructional Technology
Curriculum and Instructional Leadership
School of Education
University of Missouri-Kansas City
(email) russelldl@umkc.edu <mailto:russelldl@umkc.edu>
(website) http://r.web.umkc.edu/russelldl/
<http://r.web.umkc.edu/russelldl>
(cell) 314.210.6996
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