Abstract
Writing in the context of a book on reflective practice and visualizations encourages reflection on reflection, itself. And this, in turn suggests a paradox: In actual practice, “reflecting” is at best an on-the-spot action, a knowing response to an immediate situation; but more often than not, the knowing along with the moment of reflecting disappear, transparent to and absorbed into their effective result. How then do we learn to recognize, even to see “reflective practice?” And if we do, how do we learn to reflect on these moments that have disappeared without introducing the distortions of hind-sight and “historical revisionism?” These questions or versions of them, will form a continuing and puzzling theme through all that follows.
Reflections are made by the reflecting surface.
Even mirrors are only rarely passive;
They transform images—enlarging, diminishing, dimming, reversing, bending, twisting—
In implausible, unpredictable ways…
Until you learn to follow the (sometimes circuitous) but always
Orderly course the reflector takes
In reflecting back the sending beam.
JB
The work reported here was funded by the Ford, and Spencer Foundations, the Jessie B. Cox Charitable Trust, and the Apple Foundation’s, “Wheels for the Mind.”
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Notes
- 1.
The command, FD, tells the turtle (a drawing cursor) to move FORWARD some amount (here, 5). The command, RT, tells the turtle to make a Right Turn (i.e., to rotate) some amount (here, 10°).
- 2.
The procedures for BUTTERFLY were these:
TO WING1 :F
If :F > 4 [STOP]
REPEAT 72 [FD :F RT 5]
WING1 :F + 2
END
TO WING2 :F
IF :F > 4 [STOP]
REPEAT 72 [FD :F LT 5]
WING2 :F + 2
END
T BUTTERFLY
WING1 1
WING2 1
NOTE: :F is the “variable.” The wing procedures begin by giving :F a value of 1 (e.g., WING1 1), which makes the smallest circle. They then add 2 to that value (:F + 2) giving :F a value of 3 to make the next larger circle, and once more add 2, giving :F a value of 5 to make the largest circle.
References
Bamberger, J. (1981). Revisiting children’s descriptions of simple rhythms. In S. Strauss (Ed.), U-shaped behavioral growth. New York: Academic.
Bamberger, J. (1986). Cognitive issues in the development of musically gifted children. In R. J. Sternberg & J. E. Davis (Eds.), Conceptions of giftedness. Cambridge: Cambridge University Press.
Bamberger, J. (1991). The mind behind the musical ear. Cambridge: Harvard University Press.
Kuhn, T. (1977). The structure of scientific revolutions. Chicago: University of Chicago Press.
Piaget, J. (1962). Play, dreams, and imitation. New York: Norton.
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Bamberger, J. (2014). The Laboratory for Making Things: Developing Multiple Representations of Knowledge. In: Eilam, B., Gilbert, J. (eds) Science Teachers’ Use of Visual Representations. Models and Modeling in Science Education, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-319-06526-7_13
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