Editing Annotation:Text:Radical Constructivism and Teaching/W6wrnhnum6
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|AnnotationOf=Text:Radical_Constructivism_and_Teaching | |AnnotationOf=Text:Radical_Constructivism_and_Teaching | ||
| − | |LastModificationDate=2020-07-16T15: | + | |LastModificationDate=2020-07-16T15:02:34.188Z |
|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":"W6wrnhnum6","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ45Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ45Ӻ","endOffset":1013°Ӻ,"quote":"I have used the example of the plural many times, because it is the simplest and clearest that I know. Concepts such as ‘beginning’ and ‘end’, ‘duration’ and ‘change’, ‘space’ and ‘time’, and in my view all abstract concepts, can be explained in this fashion. True, they require different and sometimes highly complex mental operations, but it is always the experiencer’s attention on his or her own operating that brings them forth.\nIf you find this analysis appropriate, you may agree with my claim that it has a variety of consequences for teaching. As soon as it is clear that students must build their concepts by their own reflections, the notion that concepts can be conveyed by means of language is no longer tenable. As I tried to show at the beginning of my talk, the words that someone utters are interpreted by others in terms of the concepts these others already have. Only if their first spontaneous interpretation does not seem to make sense, will they be likely to attempt a new conceptualization.","highlights":Ӷ^"jQuery3210115457946860578312":^°°,^"jQuery3210115457946860578312":^°°Ӻ,"text":"","category":"Argumentation2","data_creacio":1594904553930° | + | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"W6wrnhnum6","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ45Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ45Ӻ","endOffset":1013°Ӻ,"quote":"I have used the example of the plural many times, because it is the simplest and clearest that I know. Concepts such as ‘beginning’ and ‘end’, ‘duration’ and ‘change’, ‘space’ and ‘time’, and in my view all abstract concepts, can be explained in this fashion. True, they require different and sometimes highly complex mental operations, but it is always the experiencer’s attention on his or her own operating that brings them forth.\nIf you find this analysis appropriate, you may agree with my claim that it has a variety of consequences for teaching. As soon as it is clear that students must build their concepts by their own reflections, the notion that concepts can be conveyed by means of language is no longer tenable. As I tried to show at the beginning of my talk, the words that someone utters are interpreted by others in terms of the concepts these others already have. Only if their first spontaneous interpretation does not seem to make sense, will they be likely to attempt a new conceptualization.","highlights":Ӷ^"jQuery3210115457946860578312":^°°,^"jQuery3210115457946860578312":^°°Ӻ,"text":"","order":"mw-content-text","category":"Argumentation2","data_creacio":1594904553930° |
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| − | |field_text_autocomplete= | + | |field_text_autocomplete=Wahrnehmung |
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