Abstract:
This session will describe a way of re-thinking the starting point of a learning journey for learners. Vygotsky claimed that, as a start to learning theoretical concepts, learners be given a definition. The concept of Wittgenstein’s hinge informs our thinking for progressing learner’s understandings. We share how the 'hinge', is a grounding to be accepted as certain. This provides the starting point for learners to enter into meaning-making in a conceptual field. 'We count' and 'we read books' can be considered as hinges we share with very young children, opening the doors to the fields of mathematics and reading.
When given 'molecules are built from atoms', as a hinge, children can come to speculate about the molecular world (Jakab, 2012). When given 'the Earth is a planet', this scientific certainty can act as a starting point for learner speculations around the propositions involved in cosmology. Schoultz et al (2001), provided a model of Earth globe, to young children directing learner attention to developing more scientific relevant discourse. Redman (2004) explored satellite images of the earth with children, with the earth as a planet in space accepted as a given. We describe this as providing a hinge proposition, a 'knowing of', to direct thinking into a field.
Scientific answers to questions about space, day and night, seasons, time, gravity can be opened, hinged upon this certain knowledge about the Earth as a planet (in space). The scientific ideas of 'molecules' and 'atoms' or 'earth' and 'planet', given as the start, are taken as certain in science today. How and what we know scientifically, what the empirical evidence is for the hinge propositions is not open for debate at this point of the learner’s journey. Such contemplations come after the topic is opened and used.
The hinge proposition is given to hold fast in opening the ensuing conversations for learners.
We describe the learner needing to be given the field's hinge, around which the door to a domain of thinking can open (Wittgenstein, 1969). Giving the hinge ideas from biology that 'germs can cause disease', 'living things are made up of cells' and 'living things die', we consider provides learners with big scientific starting point concepts that can direct and constrain their developmental thinking. Their subsequent interactions in the world, with the concept, will be shown to then develop as part of their habitus.
When given 'molecules are built from atoms', as a hinge, children can come to speculate about the molecular world (Jakab, 2012). When given 'the Earth is a planet', this scientific certainty can act as a starting point for learner speculations around the propositions involved in cosmology. Schoultz et al (2001), provided a model of Earth globe, to young children directing learner attention to developing more scientific relevant discourse. Redman (2004) explored satellite images of the earth with children, with the earth as a planet in space accepted as a given. We describe this as providing a hinge proposition, a 'knowing of', to direct thinking into a field.
Scientific answers to questions about space, day and night, seasons, time, gravity can be opened, hinged upon this certain knowledge about the Earth as a planet (in space). The scientific ideas of 'molecules' and 'atoms' or 'earth' and 'planet', given as the start, are taken as certain in science today. How and what we know scientifically, what the empirical evidence is for the hinge propositions is not open for debate at this point of the learner’s journey. Such contemplations come after the topic is opened and used.
The hinge proposition is given to hold fast in opening the ensuing conversations for learners.
We describe the learner needing to be given the field's hinge, around which the door to a domain of thinking can open (Wittgenstein, 1969). Giving the hinge ideas from biology that 'germs can cause disease', 'living things are made up of cells' and 'living things die', we consider provides learners with big scientific starting point concepts that can direct and constrain their developmental thinking. Their subsequent interactions in the world, with the concept, will be shown to then develop as part of their habitus.