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Complex Ideas (complex + idea)
Selected AbstractsThe Mythologeme of SiberiaORBIS LITERARUM, Issue 6 2006On the Concept of a Siberian Motif in Russian Literature This article is deals with the literary image of Siberia in nineteenth- and twentieth-century Russian literature. Siberia became more than just a locale in both Russian literature and in the public consciousness: it became a particular concept, a complex idea. Traditionally associated with severe weather, long dark winters and later the proverbial place of penal servitudes, Siberia as a topos began to be unconsciously interpreted as the mythological "land of the dead." The author analyzes a wide range of examples from texts by Ryleev, Pushkin, Nekrasov, Dostoevsky, Tolstoy, Chekhov, Erofeev and others, and illustrates that by placing their characters in Siberia, Russian writers follow the old archetypal plot of initiation. Surviving in Siberia is hence interpreted as coming back from the dead , a social, psychological or emotional rebirth. [source] Aporias, Webs, and Passages: Doubt as an Opportunity to LearnCURRICULUM INQUIRY, Issue 2 2000Nicholas C. Burbules This article offers an exploration of the idea, and the experience, of aporia (usually translated as ,doubt') in Plato's dialogue, the Meno, and in other teaching/learning contexts. A metaphor that moves throughout the article is the experience of being lost when exploring the World Wide Web and other weblike or hypertextual environments. The article represents the experience of movement, following uncertain connections, and cycling back through certain points by way of the form in which it is written. Through a series of interlinked passages, the article explores the ideas of webs, passages, and paths of connection as models of discovery, getting lost, making unexpected connections, and learning. It explores different types of aporia and shows how aporia can be seen, not as a barrier to knowledge, or as simply ,clearing the ground' for new learning, but as an integral dimension of learning (and of teaching) itself. By design, it offers not an argument but a way of exploring complex ideas; in a different medium, it could have been produced as a hypertextual article itself (and in this way might also spark reflection on the possibilities and limits of hypertextual writing within a print medium). [source] Attitudes to Making Art in the Primary SchoolINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2005Robert Watts Recent research suggests that the majority of primary school teachers in the UK believe that the purpose of teaching art and design is to develop skills associated with creativity, communication and expression. This article is based on research into the attitudes held by primary school pupils towards making art. The reflective nature of many of the responses to the survey provides persuasive evidence of young children's capacity for absorbing relatively complex ideas, which in turn has implications for teacher expectations of pupil learning in art and design. [source] Exploring the role of intertextuality in concept construction: Urban second graders make sense of evaporation, boiling, and condensation,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2006Maria Varelas The study explores urban second graders' thinking and talking about the concepts of evaporation, boiling, and condensation that emerged in the context of intertextuality within an integrated science-literacy unit on the topic of States of Matter, which emphasized the water cycle. In that unit, children and teacher engaged in a variety of activities (reading information books, doing hands-on explorations, writing, drawing, discussing) in a dialogically oriented way where teacher and children shared the power and the burden of making meaning. The three qualitative interrelated analyses showed children who initiated or continued productive links to texts, broadly defined, that gave them spaces to grapple with complex ideas and ways of expressing them. Although some children showed preference for a certain way of thinking about evaporation, boiling, and condensation, the data do not point toward a definite conclusion relative to whether children subscribe or not to a particular conceptual position. Children had multiple, complex, and often speculative, tentative, and emergent ways of accessing and interpreting these phenomena, and their conceptions were contextually based,different contexts offered opportunities for students to theorize about different aspects of the phenomena (along with some similar aspects). Children also theorized about aspects of the same phenomena in different ways. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 637,666, 2006 [source] | ||||||||||