Abstract
A boy (11 years old) and a girl (11 years old) sit at a table in an after school program mixing liquids. They have just spent 10 min observing liquids in a special bottle arrangement. Two soda bottles are connected with a special tube containing two different liquids. (Drawing of special device is from Salad Dressing Physics. Permission granted from Kelvin the publisher of the curriculum.) When this arrangement is turned over, each liquid moves to replace the other. A thin stream forms in the top bottle as the liquid formerly at the bottom floats upwards, and the liquid formerly at the top sinks to the bottom. The liquids in these connected bottles are common liquids such as cooking oil, water, mineral oil, and alcohol.
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- 1.
This is from Perlman Quoting from Jung’s essay “the Philosophical tree”.
- 2.
Black’s shift to an emphasis to the conceptual is also curious because he gives an example of what he considers a conceptual archetype that is heavily experience-based. He mentions Kurt Lewin pointing out that the latter in his psychological theories used such terms as “field,” “vector,” “tension,” “force,” “boundary”. In the context of a theory they may be treated as ideas but they are also grounded in physical experience such as we have with our body or as might be witnessed in a structure. (According to Naomi Quinn, in the Cultural Basis of Metaphor, many common metaphors draw on physical experiences (Beyond Metaphor: The Theory of Tropes in Anthropology, edited by James W. Fernandez, 1991, p. 81). In addition George Lakoff and Mark Johnson give specific examples in Metaphors We Live By of multiple metaphors that can be said to be grounded in common physical experiences. There are other bases for metaphors but it appears that those grounded in physical experience have common cultural currency.)
- 3.
Some psychological theories of symbol formation and development such as those of Werner and Kaplan description assert that the original connection to an object or phenomenon is not lost.
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Zubrowski, B. (2009). A Grade 1–9 Curriculum Framework Composed of Archetypical Phenomena and Technological Artifacts. In: Exploration and Meaning Making in the Learning of Science. Innovations in Science Education and Technology, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2496-1_3
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