Re: [xmca] imagination/creativity and so on (A)

[Mike Cole <lchcmike@gmail.com>]

That is a really clear statement of Davydov's approach, intelligently
implemented and explicated, Dot.
Thanks.

But does it point me toward what I so badly need? Perhaps. Perhaps the
proper way for me to
proceed is to generalize Peter's approach based on VVD's work and create a
set of activities
for kids aged 9-10 that will give them a proper, object-oriented,
generalized, and reflective understanding of number and the rest will fall
into place. A daunting prospect in the short term,
but clearly worth exploring (under the guidance of Peter, and/or Jean
Schmittau, or......) to the
problem of 4th graders who cannot subtract but are expected to do long
division.

While I am thinking, how about convincing the experts to speak up about
whether I am imagining this issue or not?!!
mike

On Mon, May 25, 2009 at 1:13 PM, Dot Robbins <drobbins72000@yahoo.com>wrote:

> Dear Mike,
> Thanks! I am trying to put some of your thoughts together, and it is really
> fun….These are notes to myself, and I will answer in two e-mails. For
> everyone, feel free to delete if too long:
> (1). Regarding the problems of children learning math, I believe that Peter
> Moxhay has written an article, which might give some answers…It is titled
> “Assessing the Scientific Concept of Number in Primary School Children.” It
> goes back to Davydov, and again reminded me that we often deal with the
> individual child in many parts of the world, instead of creating a new
> social environment. The article is attached.
>
> (2). Thanks for the Rilke poem. Yes, the idea of using a poem is a
> wonderful way to brings us to higher levels, to the aspect of
> “metacognition” I believe we should always have in mind when conducting
> research, teaching, working with clients. I would like to give the poem that
> Professor Zinchenko gave at ISCAR 2008 at the bottom of the page. Regarding
> the Rilke poem, Roland Davies (2000), Zen Wisdom, East Sussex, England,
> comes to mind: “The simple act of ‘being’ brings us closer to reality. Take
> the mirror and place it so that you can see into it …. The ‘reflection’ in
> Western thinking is the non-reality, and the real world is on this side of
> the mirror. See the whole room from both sides of the mirror, not just the
> reflection of one side. The mirror of the mind only serves to reflect your
> being, not your surroundings, and thus you can see from both vantage
> points.” (78)
>
> Poem Prof. Zinchenko read at ISCAR 2008”
>
> T. S. Eliott, Ash Wednesday
>
> If the lost word is lost,
> If the spent word is spent,
> If the unheard, unspoken
> Word is unspoken, unheard;
>
> Still is the unspoken word,
> The word unheard,
> The word without a word,
> The word within
> The world and for the word,
> The word within,
> The world and for the world;
> And the light shown in darkness, and
>
> Against the word and unstilled
> World still whirled.
>
> About the centre of the silent word.
>
>
>
>
> Dorothy (Dot) Robbins
> www.vygotsky-robbins.com
>
>
> The belief in an external world independent of the perceiving subject is
> the basis of all natural science. Since, however, sense perception only
> gives information of this external world or of "physical reality"
> indirectly, we can only grasp the latter by speculative means. It follows
> from this that our notions of physical reality can never be final. We must
> always be ready to change these notions - that is to say, the axiomatic
> basis of physics - in order to do justice to perceived facts in the most
> perfect way logically. -Einstein
>
>
>
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>
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