Difference between revisions of "Walk:Kinder"
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|stationHeader=Schon kleine Babys bauen fleißig an ihren Weltbildern | |stationHeader=Schon kleine Babys bauen fleißig an ihren Weltbildern | ||
| − | |stationText= | + | |stationText=When an infant, for instance, assimilates some visual elements to the invariant pattern that, for him, constitutes a rattle, and grasps and shakes a piece of wood that happens to be within reach, then the absence of the auditory element expected to ensue may cause a discrepancy that cannot be eliminated by assimilation. In that case, attention is likely to be focused on any of the formerly disregarded visual or tactual elements by means of which the piece of wood could be discriminated from the rattle. Once the discrimination has occurred, the new elements, with or without some of the old ones, can be associated in an act of accommodation to form a novel scheme. This novel scheme, from then on, will serve as a relatively independent invariant for the assimilation of future experiences. |
| − | |stationDocumentSourceTitle= | + | |stationDocumentSourceTitle=Source: Cybernetics, Experience, and the Concept of Self |
| − | |stationDocumentSourceURL= | + | |stationDocumentSourceURL=https://dbis-digivis.uibk.ac.at/mediawiki/index.php/Cybernetics,_Experience,_and_the_Concept_of_Self |
|stationVideoURL= | |stationVideoURL= | ||
|stationImageURL=https://cdn.pixabay.com/photo/2015/03/21/18/27/baby-684048_960_720.jpg | |stationImageURL=https://cdn.pixabay.com/photo/2015/03/21/18/27/baby-684048_960_720.jpg | ||
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|stationHeader=Ein paar Monate später sitzt das Kind vor einem Spiegel | |stationHeader=Ein paar Monate später sitzt das Kind vor einem Spiegel | ||
| − | |stationText= | + | |stationText=The child who stands in front of a looking glass, sticks out his tongue, and contorts his face into all sorts of grimaces gets a constant confirmation of this causal link. The mirror image is as obedient as his own limbs and can, thus, be integrated with the body percept, expanding it by providing visual access to otherwise invisible aspects. And like the body image, it is a visual percept, an item that is experienced not the item that does the experiencing. |
| − | |stationDocumentSourceTitle= | + | |stationDocumentSourceTitle=Source: Cybernetics, Experience, and the Concept of Self |
| − | |stationDocumentSourceURL= | + | |stationDocumentSourceURL=https://dbis-digivis.uibk.ac.at/mediawiki/index.php/Cybernetics,_Experience,_and_the_Concept_of_Self |
|stationVideoURL=https://www.youtube.com/embed/h3GxCEhtqeA?autoplay=1 | |stationVideoURL=https://www.youtube.com/embed/h3GxCEhtqeA?autoplay=1 | ||
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|stationHeader=Das Kind beginnt zu sprechen und muss auch hier wieder einiges an Konstruktionsarbeit leisten | |stationHeader=Das Kind beginnt zu sprechen und muss auch hier wieder einiges an Konstruktionsarbeit leisten | ||
| − | |stationText= | + | |stationText=Suppose a very young child applies the word dog to every four-legged creature he sees. He may have abstracted a limited set of attributes and created a large category, but his abstraction will now show up in his vocabulary. Parents will not provide him with a conventional name for his category, e.g., quadruped, but instead will require him to narrow his use of dog to its proper range... The child who spontaneously hits on the category four-legged animals will be required to give it up in favor of dogs, cats, horses, cows, and the like ... The schoolboy who learns the word quadruped has abstracted from differentiated and named subor- dinates. The child he was abstracted through a failure to differentiate. Abstraction after differentiation may be the mature process, and abstraction from a failure to differentiate the primitive. |
| − | |stationDocumentSourceTitle= | + | |stationDocumentSourceTitle=Source: Cybernetics, Experience, and the Concept of Self |
| − | |stationDocumentSourceURL= | + | |stationDocumentSourceURL=https://dbis-digivis.uibk.ac.at/mediawiki/index.php/Cybernetics,_Experience,_and_the_Concept_of_Self |
|stationVideoURL= | |stationVideoURL= | ||
|stationImageURL=https://cdn.pixabay.com/photo/2016/07/21/23/43/rock-1533826_960_720.jpg | |stationImageURL=https://cdn.pixabay.com/photo/2016/07/21/23/43/rock-1533826_960_720.jpg | ||
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|stationHeader=Aber auch wenn das Kind Äpfel von Birnen unterscheiden kann, ist die Konstruktion noch nicht fertig ausgereift | |stationHeader=Aber auch wenn das Kind Äpfel von Birnen unterscheiden kann, ist die Konstruktion noch nicht fertig ausgereift | ||
| − | |stationText= | + | |stationText=I hope to make this clear with the help of an example. A child growing up in a region where apples are red would neessarily and quite correctly associate the idea of redness with the name “apple”. A distant relative arriving from another part of the country, bringing a basket of yellow apples, would cause a major perturbation for the child, who might want to insist that yellow things should not be called “apples”. However, the social pressure of the family’s usage of the word will soon force the child to accept the fact that the things people call “apple” come in different colors. The child might then be told that apples can also be green, which would enable the child to recognize such a particular green thing as an apple the first time it is brought to the house. |
| − | |stationDocumentSourceTitle= | + | |stationDocumentSourceTitle=Source: Abstraction, Re-Presentation, and Reflection: An Interpretation of Experience and of Piaget’s Approach |
| − | |stationDocumentSourceURL= | + | |stationDocumentSourceURL=https://dbis-digivis.uibk.ac.at/mediawiki/index.php/Abstraction,_Re-Presentation,_and_Reflection:_An_Interpretation_of_Experience_and_of_Piaget%E2%80%99s_Approach |
|stationVideoURL= | |stationVideoURL= | ||
|stationImageURL=https://cdn.pixabay.com/photo/2017/08/13/12/59/fruit-2637058_960_720.jpg | |stationImageURL=https://cdn.pixabay.com/photo/2017/08/13/12/59/fruit-2637058_960_720.jpg | ||
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|stationHeader=Dann muss sich Lehrende oder Eltern genauer ansehen, was da gerade passiert ist | |stationHeader=Dann muss sich Lehrende oder Eltern genauer ansehen, was da gerade passiert ist | ||
| − | |stationText= | + | |stationText=That is to say, no matter how hard investigators try to adapt their analyses to the “foreign” ways of children, the model they build up will always be a model constructed out of concepts that are necessarily the investigators’. Because children’s ways of thinking are never directly accessible, the investigators’ model can never be compared to a child’s thought in order to determine whether there is or is not a perfect match. The most one can hope for is that the model fits whatever observations one has made and, more importantly, that it remains viable in the face of new observations. |
| − | |stationDocumentSourceTitle= | + | |stationDocumentSourceTitle=Source: Conceptual Models in Educational Research and Practice |
| − | |stationDocumentSourceURL= | + | |stationDocumentSourceURL=https://dbis-digivis.uibk.ac.at/mediawiki/index.php/Conceptual_Models_in_Educational_Research_and_Practice |
|stationVideoURL= | |stationVideoURL= | ||
|stationImageURL=https://i.pinimg.com/474x/d1/a9/cc/d1a9cc3e2e630ce1473b85055f6edf7d--super-funny-memes-funny-kid-memes.jpg | |stationImageURL=https://i.pinimg.com/474x/d1/a9/cc/d1a9cc3e2e630ce1473b85055f6edf7d--super-funny-memes-funny-kid-memes.jpg | ||
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|stationHeader=Das erklärt, so Glasersfeld, warum Lehrer und Lehrerinnen mehr Aufmerksamkeit auf die Quellen der Fehler legen sollten | |stationHeader=Das erklärt, so Glasersfeld, warum Lehrer und Lehrerinnen mehr Aufmerksamkeit auf die Quellen der Fehler legen sollten | ||
| − | |stationText= | + | |stationText=This, of course, is the reason why the best teachers have always paid more attention to the sources of mistakes than to the how of students’ correct answers. |
| − | |stationDocumentSourceTitle= | + | |stationDocumentSourceTitle=Source: Knowing without Metaphysics: Aspects of the Radical Constructivist Position |
| − | |stationDocumentSourceURL= | + | |stationDocumentSourceURL=https://dbis-digivis.uibk.ac.at/mediawiki/index.php/Knowing_without_Metaphysics:_Aspects_of_the_Radical_Constructivist_Position |
| − | |stationVideoURL=https://cdn.pixabay.com/photo/2018/02/05/10/03/human-3131802_960_720.jpg | + | |stationVideoURL= |
| − | + | |stationImageURL=https://cdn.pixabay.com/photo/2018/02/05/10/03/human-3131802_960_720.jpg | |
|stationConclusion= | |stationConclusion= | ||
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