Re: Teaching at Home (was re: [tips] Teaching Abroad
Mike, having helped construct a classroom in southern India, I can tell you that drywall was never a consideration. The building was bricks that were made down the road. In the cities, the buildings were made from concrete with steel support beams. Again, no drywall on the inside. Thus, tacks don't work, not even in "modern construction", which by Indian standards is a far cry from anything that might be constructed in Manhattan. Thus I think the term "modern construction" is a rather geocentric term. Or some type of centric. Carol On Fri, Nov 20, 2015 at 9:53 AM, Mike Palijwrote: > A few points: > > (1) Regarding robins: Whenever I cover Eleanor Rosch's work > on the structure of categories, I emphasize that the prototype is > the most representative example of a category or the modal > instance of the category (i.e., the instance that one has experienced > most often) and THAT depends upon one's experience. The > degree to which different people will have the prototype or not > will depend upon how similar or different their developmental > histories and environments have been. One readily finds that > US regional differences readily produce systematic differences > in prototype (e.g., ask what is prototypical soft drink or, as > we say in the northeast "soda"). If you have students from the > Caribbean or Latin America, you'll see systematic differences > in prototypes as well. One does not have to go India to > discover this nor use "European-American Centrism" as an > explanation. > > For the category of birds, I take pains to point out that "Robin" > was found because that was a commonly experience bird of > Rosch's SAMPLE. I go on to point out that since I grew up in > NYC and if ever saw a robin, it might have a stuff one in the > Museum of Natural History, thus, my prototype is a pigeon. > Similarly, for other categories, one's experience will define > what the prototype or exemplar might be (e.g., I believe in the > U.S., bananas appear to be a reported prototype but, of course, > if one grew up in situation where one never had experience > with bananas, the banana would not be their prototype, instead, > it would be whatever their most commonly experienced instance > of a fruit was -- ask people who grew up in apple growing areas > what their fruit prototype is). > . > The main point I want to make is that using a robin for an > example of a prototype is hardly a "European-American > centrism" but a developmental-experiential one. Clearly, > since my prototype for a bird is not a robin but a pigeon, > this can't be due to "European-American" centrism, instead > it can be characterized either as a "urban vs suburban or > rural" distinction. With respect to Rosch's theory, the point > is not that everyone has the SAME prototype but that one > develops a prototype from experience. I think bringing > European-American centrism as a concept, along with all > of its baggage, distracts from the main issue which is > understanding Rosch's theory. > > (2) I think you confuse things in the Duncker candle problem. > First, modern construction does NOT use concrete in all walls -- > that is why God created drywall. The current method of putting > up a "modern" building (usually >= 6 floors) is to pour concrete > for the floors and pillars and leave the rest of the area clear > except for the few supporting walls. When the main construction > is done, aluminum studs are put into place and drywall is screwed > into the studs (a remarkable number of such building are going > up in my area of Manhattan, including a dormitory for the Cooper > Union college). Anyone who has experience with drywall knows > that it is easy to penetrate and damage -- sticking pushpins into > it should not be too difficult. Now, if your students live in low level > building made out of cinder blocks, (a) that is hardly a modern > construction (indeed, it substitutes cinderblocks for bricks, > a technique that goes back thousands of years when "bricks > were made of mud, straw, and other materials), and (b) given > that Duncker did the research back in the 1930s, isn't the > real problem your students have is "presentism", that is, > thinking and interpreting past situations in terms of current day > terms? Perhaps having the students read Duncker's article > (translated into English for the non-German reading hordes) > might be good for them; see: > > Duncker, K. (1945). On problem-solving (L. S. Lees, Trans.). > Psychological Monographs, 58(5), i-113. http://dx.doi.org/10.1037/h0093599 > > A look at the Wikipedia entry wouldn't hurt; see: > https://en.wikipedia.org/wiki/Candle_problem > As well as the research published by Sam Glucksberg (mentioned > in the Wiki entry, easily located in PsycInfo) might also be useful. > > Finally, I suggest the following: > German, T. P., & Barrett, H. C.. (2005). Functional Fixedness in a > Technologically Sparse Culture. Psychological Science, 16(1), 1-5. > >
RE: Teaching at Home (was re: [tips] Teaching Abroad
Hi -Original Message- From: Mike Palij [mailto:m...@nyu.edu] (1) Regarding robins: Whenever I cover Eleanor Rosch's work on the structure of categories, I emphasize that the prototype is the most representative example of a category or the modal instance of the category (i.e., the instance that one has experienced most often) and THAT depends upon one's experience. The degree to which different people will have the prototype or not will depend upon how JC: I very much agree with Mike here. If you compare category generation norms from different regions of North America, you will find different exemplars represented. (2) I think you confuse things in the Duncker candle problem. First, modern construction does NOT use concrete in all walls -- that is why God created drywall. The current method of putting up a "modern" building (usually >= 6 floors) is to pour concrete for the floors and pillars and leave the rest of the area clear except for the few supporting walls. When the main construction is done, aluminum studs are put into place and drywall is screwed into the studs (a remarkable number of such building are going up in my area of Manhattan, including a dormitory for the Cooper Union college). Anyone who has experience with drywall knows that it is easy to penetrate and damage -- sticking pushpins into it should not be too difficult. Now, if your students live in low level building made out of cinder blocks, (a) that is hardly a modern construction (indeed, it substitutes cinderblocks for bricks, a technique that goes back thousands of years when "bricks were made of mud, straw, and other materials), and (b) given that Duncker did the research back in the 1930s, isn't the real problem your students have is "presentism", that is, thinking and interpreting past situations in terms of current day terms? Perhaps having the students read Duncker's article (translated into English for the non-German reading hordes) might be good for them; see: JC: Here I have to disagree being very familiar with modern building techniques in Greece (and perhaps same holds in India?). Cement columns are filled in with bricks that are directly plastered over. Tracks are actually chiseled into the bricks for wiring etc. So no studs and dry wall involved. To hang a picture or other object, one needs to drill into the plaster/brick. Made me quite nervous the first few times I did it. Same might actually apply to a certain degree in some buildings in NA. Our condo in Winnipeg (one of the top 20 places in the world to visit according to National Geographic), for example, has one long wall of brick because it is a renovated warehouse. But what I would have thought people in many parts of the world would be familiar with are cork boards for announcements etc., to which thumb tacks could be applied. And of course if people were not familiar with some such use for them, then they would probably not know what thumb tacks are. There is also a literature on the culture-specificity of some logical tasks. Failure in some cultures to perform well at certain tasks used in the literature in the west became success when more familiar but logically equivalent tasks were developed for the culture. Like Mike, I'm not sure that Eurocentrism or equivalent terms is the appropriate way to label these phenomena. And as a footnote I have to disagree with NG's inclusion of Winnipeg in the top 20, but don't let that stop you from visiting. I would just wait 6 months or so unless you want to skate (or even drive) on a frozen river, ice fish, or something like that. Take care Jim --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=47428 or send a blank email to leave-47428-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Teaching at Home (was re: [tips] Teaching Abroad
A few points: (1) Regarding robins: Whenever I cover Eleanor Rosch's work on the structure of categories, I emphasize that the prototype is the most representative example of a category or the modal instance of the category (i.e., the instance that one has experienced most often) and THAT depends upon one's experience. The degree to which different people will have the prototype or not will depend upon how similar or different their developmental histories and environments have been. One readily finds that US regional differences readily produce systematic differences in prototype (e.g., ask what is prototypical soft drink or, as we say in the northeast "soda"). If you have students from the Caribbean or Latin America, you'll see systematic differences in prototypes as well. One does not have to go India to discover this nor use "European-American Centrism" as an explanation. For the category of birds, I take pains to point out that "Robin" was found because that was a commonly experience bird of Rosch's SAMPLE. I go on to point out that since I grew up in NYC and if ever saw a robin, it might have a stuff one in the Museum of Natural History, thus, my prototype is a pigeon. Similarly, for other categories, one's experience will define what the prototype or exemplar might be (e.g., I believe in the U.S., bananas appear to be a reported prototype but, of course, if one grew up in situation where one never had experience with bananas, the banana would not be their prototype, instead, it would be whatever their most commonly experienced instance of a fruit was -- ask people who grew up in apple growing areas what their fruit prototype is). . The main point I want to make is that using a robin for an example of a prototype is hardly a "European-American centrism" but a developmental-experiential one. Clearly, since my prototype for a bird is not a robin but a pigeon, this can't be due to "European-American" centrism, instead it can be characterized either as a "urban vs suburban or rural" distinction. With respect to Rosch's theory, the point is not that everyone has the SAME prototype but that one develops a prototype from experience. I think bringing European-American centrism as a concept, along with all of its baggage, distracts from the main issue which is understanding Rosch's theory. (2) I think you confuse things in the Duncker candle problem. First, modern construction does NOT use concrete in all walls -- that is why God created drywall. The current method of putting up a "modern" building (usually >= 6 floors) is to pour concrete for the floors and pillars and leave the rest of the area clear except for the few supporting walls. When the main construction is done, aluminum studs are put into place and drywall is screwed into the studs (a remarkable number of such building are going up in my area of Manhattan, including a dormitory for the Cooper Union college). Anyone who has experience with drywall knows that it is easy to penetrate and damage -- sticking pushpins into it should not be too difficult. Now, if your students live in low level building made out of cinder blocks, (a) that is hardly a modern construction (indeed, it substitutes cinderblocks for bricks, a technique that goes back thousands of years when "bricks were made of mud, straw, and other materials), and (b) given that Duncker did the research back in the 1930s, isn't the real problem your students have is "presentism", that is, thinking and interpreting past situations in terms of current day terms? Perhaps having the students read Duncker's article (translated into English for the non-German reading hordes) might be good for them; see: Duncker, K. (1945). On problem-solving (L. S. Lees, Trans.). Psychological Monographs, 58(5), i-113. http://dx.doi.org/10.1037/h0093599 A look at the Wikipedia entry wouldn't hurt; see: https://en.wikipedia.org/wiki/Candle_problem As well as the research published by Sam Glucksberg (mentioned in the Wiki entry, easily located in PsycInfo) might also be useful. Finally, I suggest the following: German, T. P., & Barrett, H. C.. (2005). Functional Fixedness in a Technologically Sparse Culture. Psychological Science, 16(1), 1-5. Here is the abstract: |ABSTRACT: Problem solving can be inefficient when the |solution requires subjects to generate an atypical function |for an object and the object's typical function has been |primed. Subjects become "fixed" on the design function of |the object, and problem solving suffers relative to control |conditions in which the object's function is not demonstrated. |In the current study, such functional fixedness |was demonstrated in a sample of adolescents (mean age of |16 years) among the Shuar of Ecuadorian Amazonia, |whose technologically sparse culture provides limited access |to large numbers of artifacts with highly specialized |functions. This result suggests that design function may |universally be the core property of artifact
RE: Teaching at Home (was re: [tips] Teaching Abroad
On Fri, 20 Nov 2015 08:13:24 -0800, Jim Clark wrote: Hi Howdy -Original Message- [snip] JC: Here I have to disagree being very familiar with modern building techniques in Greece (and perhaps same holds in India?). Cement columns are filled in with bricks that are directly plastered over. Tracks are actually chiseled into the bricks for wiring etc. So no studs and dry wall involved. To hang a picture or other object, one needs to drill into the plaster/brick. Made me quite nervous the first few times I did it. Same might actually apply to a certain degree in some buildings in NA. Our condo in Winnipeg (one of the top 20 places in the world to visit according to National Geographic), for example, has one long wall of brick because it is a renovated warehouse. The type of building I am referring to is represented in this article: http://www.understandconstruction.com/concrete-frame-structures.html It sounds like the type of buildings you and Carol DeVolder refer to are similar to the following: http://www.understandconstruction.com/load-bearing-masonry-construction.html The benefits of concrete frame over "load Bearing masonry" are pretty obvious which is why concrete frame is so commonly used. Now, local customs might dictate what kinds of materials to use in buildings but, to Carol DeVolder's points of buildings in India, it sounds like they making buildings like the Monadnock building described in the second link above and in the following Wikipedia entry: https://en.wikipedia.org/wiki/Monadnock_Building If memory serves, the Bauhaus movement in architecture eschewed the "load bearing masonry" approach for using an all steel beam construction which allowed one to put up any type of exterior to the building -- from glass curtains to more traditional brick and glass. But pure steel frame building have the drawback of expense (steel has not always been cheap) and the fact that steel loses its strength in fires (see the following: http://www.understandconstruction.com/steel-frame-structures.html ; the steel structures in the World Trade Towers weakened because of the heat of the fires and was a major cause of their collapse). Concrete frame overcomes the problems associated with steel and steel reinforced concrete with rebar rods) provides good support. However, making all walls in a residential building concrete sounds really odd to me because of the cost associated with so much concrete and the amount of weight bearing down on the lower floor for tall buildings, a problem that existed with "load bearing masonry" type buildings which required ground floors to have walls a foot or more thick to support the weight of the masonry on upper floors. In any event, the architecture of Indian buildings draw upon a large number of influences which determine what materials and designs to use. One source for this is Jon Lang's "A Concise History of Modern Architecture in India" which is available in preview form on Google Books; see: https://books.google.com/books?id=gxyGbhlKQXQC=PA7=PA7=%22architecture+in+india%22+modern=bl=ihL4M18IXe=_IyFlXqzOWfLxGsdHQiZu3j3CVg=en=X=0ahUKEwjF24unwJ_JAhUFbiYKHSI5DawQ6AEIUDAK#v=onepage=A%20Concise%20History%20of%20Modern%20Architecture%20in%20India%20=false -Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=47431 or send a blank email to leave-47431-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu