Difference between revisions of "Annotation:Text:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Taijs7opbq"
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{{TextAnnotation | {{TextAnnotation | ||
|AnnotationOf=Text:Knowing_without_Metaphysics:_Aspects_of_the_Radical_Constructivist_Position | |AnnotationOf=Text:Knowing_without_Metaphysics:_Aspects_of_the_Radical_Constructivist_Position | ||
| − | |LastModificationDate=2019-07- | + | |AnnotationComment=Thus the inside becomes ‘self’, the outside the individual’s ‘universe’. |
| + | |LastModificationDate=2019-07-02T11:00:00.544Z | ||
|LastModificationUser=User:Sarah Oberbichler | |LastModificationUser=User:Sarah Oberbichler | ||
| − | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Taijs7opbq","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ26Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ26Ӻ","endOffset":725°Ӻ,"quote":"Near the end of his book La construction du réel chez l’enfant (1937), Piaget uses a simple drawing to illustrate his approach to the question of how cognitive development begins. The drawing consists essentially of a small circle, framed hy a much larger concentric one. It shows what Spencer Brown (1969), thirty years later, would call ‘the first distinction’, and it is, in Spencer Brown’s terms, as yet ‘unmarked’. That is to say, no characteristics have been ascribed to the distinguished areas, one inside, the other outside, the framed circle. Descriptions follow, as the child makes further distinctions that separate it from an ‘environment’. Thus the inside becomes ‘self’, the outside the individual’s ‘universe’.","highlights":Ӷ^"jQuery321088642118244914892":^°°,^"jQuery321088642118244914892":^°°Ӻ,"text":" | + | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Taijs7opbq","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ26Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ26Ӻ","endOffset":725°Ӻ,"quote":"Near the end of his book La construction du réel chez l’enfant (1937), Piaget uses a simple drawing to illustrate his approach to the question of how cognitive development begins. The drawing consists essentially of a small circle, framed hy a much larger concentric one. It shows what Spencer Brown (1969), thirty years later, would call ‘the first distinction’, and it is, in Spencer Brown’s terms, as yet ‘unmarked’. That is to say, no characteristics have been ascribed to the distinguished areas, one inside, the other outside, the framed circle. Descriptions follow, as the child makes further distinctions that separate it from an ‘environment’. Thus the inside becomes ‘self’, the outside the individual’s ‘universe’.","highlights":Ӷ^"jQuery321088642118244914892":^°°,^"jQuery321088642118244914892":^°°Ӻ,"text":"Thus the inside becomes ‘self’, the outside the individual’s ‘universe’.","category":"Argumentation2","data_creacio":1562057948631° |
| + | }} | ||
| + | {{Thema | ||
| + | |field_text_autocomplete=Realität | ||
}} | }} | ||
| − | |||
Revision as of 10:00, 2 July 2019
| Annotation of | Text:Knowing_without_Metaphysics:_Aspects_of_the_Radical_Constructivist_Position |
|---|---|
| Annotation Comment | Thus the inside becomes ‘self’, the outside the individual’s ‘universe’. |
| Last Modification Date | 2019-07-02T11:00:00.544Z |
| Last Modification User | User:Sarah Oberbichler |
| Annotation Metadata | ^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Taijs7opbq","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ26Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ26Ӻ","endOffset":725°Ӻ,"quote":"Near the end of his book La construction du réel chez l’enfant (1937), Piaget uses a simple drawing to illustrate his approach to the question of how cognitive development begins. The drawing consists essentially of a small circle, framed hy a much larger concentric one. It shows what Spencer Brown (1969), thirty years later, would call ‘the first distinction’, and it is, in Spencer Brown’s terms, as yet ‘unmarked’. That is to say, no characteristics have been ascribed to the distinguished areas, one inside, the other outside, the framed circle. Descriptions follow, as the child makes further distinctions that separate it from an ‘environment’. Thus the inside becomes ‘self’, the outside the individual’s ‘universe’.","highlights":Ӷ^"jQuery321088642118244914892":^°°,^"jQuery321088642118244914892":^°°Ӻ,"text":"Thus the inside becomes ‘self’, the outside the individual’s ‘universe’.","category":"Argumentation2","data_creacio":1562057948631°
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| Thema | Realität |
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