Journal articles on the topic 'Spatial ways of thinking'
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Jiang, Bin, and Atsuyuki Okabe. "Different Ways of Thinking about Street Networks and Spatial Analysis." Geographical Analysis 46, no. 4 (September 22, 2014): 341–44. http://dx.doi.org/10.1111/gean.12060.
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Gu, Binli. "Exploratory research on spatial design thinking and spatial design methods." International Journal of Computing and Information Technology 1, no. 1 (May 29, 2022): 8. http://dx.doi.org/10.56028/ijcit.1.1.8.
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In recent years, as people are increasingly demanding of space design, space design staff will be the model of three dimensional space decoration in the space design, both in terms of space construction model, the space image, spatial thinking, and so on ways to reform and innovation of space design, the design thinking, the combination of diverse creative thinking and space In order to design a reasonable, perfect and best space design, the combination of space design thinking mode and green sustainable development mode, which can not only be conducive to the green and sustainable development of the city, but also conducive to the construction of a new space, conducive to the future development direction of the city.
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Cohrssen, Caroline, Ben De Quadros-Wander, Jane Page, and Suzana Klarin. "Between the Big Trees: A Project-based Approach to Investigating Shape and Spatial Thinking in a Kindergarten Program." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 94–104. http://dx.doi.org/10.23965/ajec.42.1.11.
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SUPPORT FOR CHILDREN'S EMERGING mathematical thinking is a characteristic of high-quality early childhood education. Young children's spatial thinking, an important component of mathematical thinking, is both innate and influenced by experience. Since spatial thinking contributes to children's mathematical thinking, it is important for children to engage in activities that support this learning. Early childhood educators are calling for guidance in how to support children's mathematical thinking in the context of an informal curriculum. In this paper, we describe how a project-based approach to mathematics teaching and learning provided a range of opportunities for children to investigate and rehearse understandings of two- and three-dimensional (2D and 3D) shapes and spatial thinking within the context of a project that was of ‘real world’ interest to the children. By intentionally embedding multiple opportunities for children to explore shapes and spatial thinking in a sequence of core learning experiences and complementary experiences, educators provided children with opportunities to rehearse shape and spatial concepts and related language in differing ways. Opportunities for formative assessment of children's learning are also discussed.
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Bauman, Whitney A. "Comparative Methods in Spatial Approaches to Religion." Worldviews 20, no. 3 (2016): 311–22. http://dx.doi.org/10.1163/15685357-02003008.
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Recently, a number of methods for re-thinking ideas as part of the rest of the natural world (including religious ideas and values) have appeared on the religious studies landscape. Notions of emergence theory, new materialisms, and object-oriented ontologies are geared toward thinking about religion and science, ideas and nature, values and matter from within what Gilles Deleuze and Felix Guattari call a “single plane” of existence. Others within the field of “religion and ecology/nature” are skeptical of these “postmodern” methods and theories. These skeptics claim that ideas from various religious traditions such as pantheism, panentheism, animism, and even co-dependent arising already do the intellectual work of re-thinking “religion and nature” together onto an immanent plane of existence. This article will begin to explore some of the links and differences between older traditions of thinking immanence with more recent post-modern moves toward spatially-oriented ways of thinking. Rather than being a final reflection on these connections and differences, this article calls for a more sustained comparative study of these different spatial approaches.
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Tversky, Barbara, and Angela Kessell. "Thinking in action." Diagrammatic Reasoning 22, no. 2 (December 31, 2014): 206–23. http://dx.doi.org/10.1075/pc.22.2.03tve.
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When thought overwhelms the mind, the mind uses the body and the world. Several studies reveal ways that people alone or together use gesture and marks on paper to structure and augment their thought for comprehension, inference, and discovery. The studies show that the mapping of thought to gesture or the page is more direct than the arbitrary mapping to language and suggest that these forms of visual/spatial/action representation are used to “translate” language into mental representations. It is argued that actions in space create patterns in the world that reflect abstractions, that the actions are incorporated into gestures and the patterns into diagrams, a network that integrates gesture, action, the designed world, and abstraction dubbed spraction.
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Mendel, Maria. "The spatial ways democracy works: On the pedagogy of common places. Why, why now?" Research in Education 103, no. 1 (May 2019): 5–18. http://dx.doi.org/10.1177/0034523719839743.
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Democratic practices have their places; democracy is spatial in its very nature. From this perspective, the study of democracy can be developed as an analytical description of the places where democratic dialogue is practiced. The issue of dialogue practices, which are of educational character and become one of the versions of public pedagogy, which is especially needed in the current time of the assault on public space, defines the profile of these studies. Hence, in the text, I propose a direction of thinking that draws attention to the educational value of democratic commonality and inscribes it in the pedagogical reflection around the common places. Finally, I describe an area of pedagogical thought and educational practices which I call the “pedagogy of the common places” – the spatial version of the public pedagogy. Specifically, the paper – by asking why, why now? and answering through discussing practices of the nationalization of public sphere, and the recent rise of nationalism in Poland – will explore how the educational, spatial perspective can be fruitful as sketching new forms of thinking and doing democracy.
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Аникеева, О., and O. Anikeeva. "The use of Modern Interactive Technologies in Shaping the Spatial Thinking of Schoolchildren." Standards and Monitoring in Education 7, no. 1 (February 20, 2019): 46–48. http://dx.doi.org/10.12737/article_5c5410d36bf6b2.08140673.
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The main task of education today is to learn how to independently obtain information, set problems, look for ways to solve them, be able to analyze the knowledge gained and apply it to solve problems. The degree of learning at all stages of learning determines the level of development of spatial thinking, which is one of the characteristics of the intellectual development of the individual. The article discusses the characteristics of the formation of spatial thinking of schoolchildren. The analysis of the requirements of the Federal State Educational Standards of primary and secondary (complete) general education to knowledge and skills in mathematics has been carried out. A review of modern interactive technologies has been made, allowing to stimulate the development of spatial thinking of schoolchildren since early school.
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Karpyuk, L. V., and N. O. Davydenko. "Spatial thinking of students when studying graphic disciplines." Вісник Східноукраїнського національного університету імені Володимира Даля, no. 2 (272) (September 15, 2022): 23–28. http://dx.doi.org/10.33216/1998-7927-2022-272-2-23-28.
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The article examines the problems that students face when studying graphic disciplines. At present, the task of further improving the quality of professional training of students has been set as the most important task for higher and secondary specialized institutions. This involves broad-based training of future specialists and the complex nature of mastering modern theoretical and applied knowledge, the ability to apply the knowledge gained in practice, possession of the necessary skills in a related field. A specialist with a higher education, but without knowledge and skills to receive and process graphic information, may turn out to be incompetent in professional activities. The preparedness of students for graphic activity is determined by the complex of knowledge acquired by them in the learning process, skills of reproductive and creative activity, which in the future determine their successful professional activity. A future engineer must have a high level of general and technical intelligence, well-developed spatial thinking, and have a high level of theoretical knowledge in the field of professional activity. In the system of training specialists for engineering specialties, one of the main places is occupied by the academic disciplines «Engineering Graphics» and «Descriptive Geometry». They contribute to the development of the future engineer of spatial representation, logical and constructive thinking, the ability to analyze and synthesize. Well-developed spatial awareness and imagination are prerequisites for successful learning in many academic disciplines. And the disciplines «Descriptive geometry» and «Engineering graphics» by their content make high demands on the level of development of spatial representations. This article reveals the reasons for the weak development of spatial representations among first-year students of universities. It is proposed to use the developed approach, including tasks, methods and system of exercises, tasks and tests, as one of the ways to successfully develop spatial representations in the study of graphic disciplines. Each group of exercises of this system is aimed at the conscious and active work of students and solves a specific problem arising from the theoretical foundations of the development of spatial representations.
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Lamker, Christian. "Planning in uncharted waters: spatial transformations, planning transitions and role-reflexive planning." Raumforschung und Raumordnung Spatial Research and Planning 77, no. 2 (April 30, 2019): 199–211. http://dx.doi.org/10.2478/rara-2019-0012.
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AbstractFor planners, processes of complex spatial transformations today are comparable to uncharted land and an uncertain voyage. Many possible role images overlap and contrast to traditional and established ways of thinking and acting. The focus here is on navigating instead of controlling, about supporting instead of enforcing. Planning lacks tools to think and act when facing uncertainty. This paper proposes role-reflexive planning as an educational and experimental approach to thinking through different potentialities. It offers groundwork from the boundary between planning and transition studies, using role-based ideas as a bridge. It offers an overview about different roles that are relevant to working towards transformations as spatial planners. It develops an account of role-reflexive planning that connects between contexts, actions and back to individual modes of behaviour in planning processes. As a basis, this paper condenses experiences of a role-playing pilot workshop and discussions about potential elements of a transition towards 'post-growth planning'. It outlines how role-playing challenges the individual roles of actors beyond the game situations themselves. Conceptual ideas foster a renewed role-based debate on thinking and acting in the face of uncertainty and ways to navigate through the stormy waters of transformation.
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Nicholson, Karen P. "Spatial thinking, gender and immaterial affective labour in the post-Fordist academic library." Journal of Documentation 78, no. 1 (October 8, 2021): 96–112. http://dx.doi.org/10.1108/jd-11-2020-0194.
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PurposeThe purpose of this paper is to use spatial thinking (space-time) as a lens through which to examine the ways in which the socio-economic conditions and values of the post-Fordist academy work to diminish and even subsume the immaterial affective labour of librarians even as it serves to reproduce the academy.Design/methodology/approachThe research question informing this paper asks, In what ways does spatial thinking help us to better understand the immaterial, invisible and gendered labour of academic librarians' public service work in the context of the post-Fordist university? This question is explored using a conceptual approach and a review of recent library information science (LIS) literature that situates the academic library in the post-Fordist knowledge economy.FindingsThe findings suggest that the feminized and gendered immaterial labour of public service work in academic libraries – a form of reproductive labour – remains invisible and undervalued in the post-Fordist university, and that academic libraries function as a procreative, feminized spaces.Originality/valueSpatial thinking offers a corrective to the tendency in LIS to foreground time over space. It affords new insights into the spatial and temporal aspects of information work in the global neoliberal knowledge economy and suggests a new spatio-temporal imaginary of the post-Fordist academic library as a site of waged work.
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Taskaeva, E. B. "SPATIAL THINKING IN THE PHILOSOPHY OF LANGUAGE: FROM STRUCTURAL LINGUISTICS TO POSTSTRUCTURALISM." Review of Omsk State Pedagogical University. Humanitarian research, no. 28 (2020): 52–55. http://dx.doi.org/10.36809/2309-9380-2020-28-52-55.
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The article analyses the spatial concepts of the nature of the human language, characteristic of linguistics and philosophy of the 20th century. On the example of the creativity of the linguist L.T. Hjelmslev, the philosophers G. Deleuze and U. Eco, it is shown that the spatial way of thinking not only about objects of reality, but also about objects of the symbolic universe of culture, the most important element of which is languages, is a necessary way of forming philosophical ideas about existing meanings and ways of expressing them.
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Park, Eun Joo, and Mi Jeong Kim. "Visual Communication for Students’ Creative Thinking in the Design Studio: Translating Filmic Spaces into Spatial Design." Buildings 11, no. 3 (March 2, 2021): 91. http://dx.doi.org/10.3390/buildings11030091.
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Representing visual experiences is an essential part of architectural design education for creativity. The representation of creative ideas relates to the ability to communicate spatial design concepts. This study examined whether filmic spaces could function as visual communication to enhance students’ creative thinking in architecture. It explored how creativity can be supported throughout an architectural design studio with a conceptual tool that translates filmic spaces into spatial design. To investigate the ways to translate filmic space into spatial design tools for creative thinking, we conducted a design studio with first-year university students. Focusing on using various elements of film, including movement, frame, montage, light, and color, and scene changes to represent architectural languages, a curriculum was developed and implemented in a Visual Communication Design Studio for one semester, stimulating students to engage in expressing their ideas in three-dimensional spaces. The overall results suggested that the design education method that used the filmic space as a stimulating tool for creative thinking, emphasizing the role of visual communication, could enhance students’ creative thinking, leading to improved creative design processes.
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Chu, Gregory H., Chul Sue Hwang, and Jongnam Choi. "Teaching Spatial Thinking with the National Atlas of Korea in U.S. Secondary Level Education." Proceedings of the ICA 1 (May 16, 2018): 1–5. http://dx.doi.org/10.5194/ica-proc-1-22-2018.
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This paper is predicated on the body of literature that supports a theoretical concept that middle and high school age children possess the cognitive ability to understand thematic maps and achieve some degree of cartographic literacy. In 2006, the US National Research Council (NRC) of the National Academies published a landmark book on Learning to Think Spatially. This book documented essential secondary education components and various aspects of teaching spatial thinking. The NRC defines spatial thinking as “a form of thinking based on a constructive amalgam of three elements: concepts of space, tools of representation, and processes of reasoning” (NRC, 2006, ix). This paper is an attempt to document and understand some of the attributes associated with these three elements. Specifically, it aims to find ways that can effectively contribute to the teaching of these elements associated with spatial thinking. The National Atlas of Korea is chosen for lesson plan development because it is well-designed and provides a range of contents and comprehensiveness that are ideal; in addition, it is freely accessible online and downloadable (http://nationalatlas.ngii.go.kr/). Four master geography teachers were invited to examine the Atlas to conceive and develop Advanced Placement Human Geography (APHG) lesson plans. Four lesson plans were written and have continually been implemented in classrooms to over 800 students in the States of Utah, Georgia, Minnesota, and Tennessee since the 2015 Fall semester. Results are presented in this paper.
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Granath, Solveig, and Michael Wherrity. "Thinking in space: the lexis of thinking from a cognitive perspective." English Today 24, no. 1 (February 22, 2008): 41–48. http://dx.doi.org/10.1017/s0266078408000096.
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ABSTRACTAn in-depth account of how English speakers think about thinking, using perspectives from etymology, metaphor and cognitive linguistics. Cognitive linguistics addresses how we conceptually structure and linguistically categorize experience in order to render our world coherent and accessible. One of the ways we do so is through the creation of spatial metaphors. In cognitive theory, language is not regarded as a representation of objective reality, but rather, as the product of our interaction with the world as entities in three-dimensional space. The metaphors we use to structure experience conceptually are grounded in this interaction. Our ability to generate metaphors makes it possible for us to get a mental and linguistic grip on abstract concepts by representing them as tangible, concrete entities situated in space. Hence, from a cognitive perspective, metaphors are much more than occasional ornamental figures of speech occurring primarily in literary contexts; rather, they are all-pervasive components of everyday language and reflections of how we cognitively structure our world. It should come as no surprise then that, as we shall see, metaphorical expressions are particularly prevalent in the lexis of that most abstract of realms, the realm of thinking.
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Nelson, Peter B. "Spatial and temporal scale in comparative approaches to rural gentrification." Dialogues in Human Geography 8, no. 1 (February 26, 2018): 40–46. http://dx.doi.org/10.1177/2043820617752006.
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Phillips and Smith extend debates about comparative epistemologies onto both the process and concept of rural gentrification. In doing so, they illustrate the forms of comparative research, their various critiques and limitations, and the different ways comparative strategies can illuminate new understandings of rural gentrification. Their opening dialogue connects the field of rural geography more directly with theoretical conversations taking place largely in the realm of urban geography, and I find their explication of the various comparative strategies useful in thinking about the ways in which one might approach comparative research. I, however, also find their discussion of comparison somewhat “flat” in the sense that they emphasize comparison between places (north vs. south, urban vs. rural, etc.). Comparison between places is certainly one approach that can generate new understandings of a spatial phenomenon, but comparison across scales—both spatial and temporal—also has the potential to reveal new ways in which the movement of people, capital, and ideas produce and reproduce contemporary landscapes.
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Trotter, Sarah. "On the potential of place and place of potential." European Law Open 1, no. 1 (March 2022): 135–39. http://dx.doi.org/10.1017/elo.2021.5.
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AbstractThis contribution to the symposium on Legal Geography and EU Law reflects on Floris de Witte’s paper. It makes two points: one about the potential of thinking about place in (and for) EU law and a second about the idea that potentiality itself – a notion which alludes to what could be – could be thought of in spatial terms. The overarching suggestion is that these ways of thinking offer insights into the meaning of meaning in EU law.
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Timalsina, Sthaneshwar. "Change: Thinking through Sāṅkhya." Religions 13, no. 6 (June 15, 2022): 549. http://dx.doi.org/10.3390/rel13060549.
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This paper explores the ways change is addressed in Sāṅkhya, one of the major Hindu schools of philosophy, specifically in light of the classical debate between Hindu and the Buddhist philosophers regarding intrinsic nature (svabhāva) and the concept of transformation (pariṇāma). When we closely analyze Sāṅkhya categories, the issue of temporality stands out, because for Sāṅkhya philosophers time is not a distinct category and is infrequently addressed in classical Sāṅkhya. Nonetheless, we can still extract two different notions related to time, dynamism intrinsic to rajas, and temporality that is enclosed within the notion of space and spatial objects. What this implies is that the temporality implicit within the concept of change is only applicable to the last of the evolutes, according to Sāṅkhya cosmology. However, the Sāṅkhyan idea of 16 transformations (pariṇāma) applies to all categories, except puruṣa. By exploiting the parameters of these arguments, this paper makes the case for a closer analysis of the category of transformation in classical Sāṅkhya. Reading about change in the light of svabhāva, the intrinsic nature of an entity, versus the idea of its termination, allows us to have a wider conversation on what it means for something to change from within the Sāṅkhya paradigm.
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Tenbrink, Thora. "Linguistic spatial reference systems across domains: How people talk about space in sailing, dancing, and other specialist areas." Linguistics Vanguard 8, s1 (January 1, 2022): 151–59. http://dx.doi.org/10.1515/lingvan-2020-0041.
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Abstract Spatial reference systems have been investigated across many different languages and cultures, partly with the explicit aim of identifying preferred ways of thinking and talking about space in a particular culture. This paper addresses variability within a given language (and culture) by looking at diversity across everyday specialist domains. Wherever a domain requires people to interact with space in a specific way, conventions for thinking and talking about space arise that are far less common outside those domains. For instance, in sailing it is almost impossible to talk about ‘forward movement’, due to the various forces acting on the boat; these require the sailor to calculate a useful course relative to the goal direction. Based on a range of examples, this paper explores customary ways of talking about space across various domains, and highlights the underlying spatial-conceptual reference systems. This demonstrates how different situational domains call for different reference systems, contrary to beliefs that entire cultures can be associated with stable preferences for a specific reference system.
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Ćirić, Dragana. "Relational logics and diagrams: 'No-scale conditions'." SAJ - Serbian Architectural Journal 8, no. 3 (2016): 388–425. http://dx.doi.org/10.5937/saj1603388q.
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The paper investigates logics of relational thinking and connectivity, rendering particular correspondences between the elements of representation and the things represented in drawings, diagrams, maps, or notations, which either deny notions of scale, or work at all scales without belonging to any specific one of them. They include ratios and proportions (static and dynamic, geometric, arithmetic and harmonic progressions) expressing symmetry and self-similarity principles in spatial-metric terms, but also principles of nonlinearity and complexity by symmetry-breakings within non-metric systems. The first part explains geometric and numeric relational figures/sets as taken for "principles of beauty and primary aesthetic quality of all things" in classical philosophy, science, and architecture. These progressions are guided by certain rules or their combinations (codes and algorithms) based on principles of regularity, usually directly spatially reflected. Conversely, configurations representing the main subject of the following sections, could be spatially independent, transformable, and unpredictable, escaping regular extensive definitions. Their forms are presented through transitions from scalable to no-scale conditions showing initial symmetry breakings and abstractions, through complex forms of dynamic modulations and variations of matter, ending with some of the relational diagrammatic and topological ways of architectural data-processing outside of the spatial constraints and parameters - all through diagrams as ultimate tools of relational thinking and inference.
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Czirfusz, Márton. "Making the Space-Economy of Socialist Hungary: The Significance of the Division of Labor." Hungarian Cultural Studies 8 (January 22, 2016): 105–23. http://dx.doi.org/10.5195/ahea.2015.221.
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This article discusses in detail how the division of labor at different spatial scales has been an important line of argument in both economic geography and spatial planning in Hungary since 1945. First, I outline the intellectual heritage of interwar geography, and show how the role of different landscapes in the national division of labor was regarded as a distinctive feature. Second, I discuss different ways of thinking about spatial divisions of labor after 1945. I draw a distinction between neoclassical and Marxist ways of theorizing, and their differences in the Western and Eastern European (Hungarian) contexts, respectively. Third, to emphasize the national scale in the argument, I contrast spatial divisions of labor at supra- and sub-national scales with that of the national scale, and point to the inherent theoretical tensions within socialist scholarship in economic geography. I conclude by showing how scholars under socialism used the concept of the spatial divisions of labor in discussing the future of the nation, and how overcoming this kind of reasoning might be built upon in order to understand the current embeddedness of the Hungarian economy within the spatial order of the world economy.
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Çaylı, Eray. "Conspiracy theory as spatial practice: The case of the Sivas arson attack, Turkey." Environment and Planning D: Society and Space 36, no. 2 (November 22, 2017): 255–72. http://dx.doi.org/10.1177/0263775817742917.
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This article discusses the relationship between conspiratorial thinking and physical space by focusing on the ways conspiracy theories regarding political violence shape and are shaped by the environments in which it is commemorated. Conspiratorial thinking features space as a significant element, but is taken to do so mainly figuratively. In blaming external powers and foreign actors for social ills, conspiracy theorists employ the spatial metaphor of inside versus outside. In perceiving discourses of transparency as the concealment rather than revelation of mechanisms of governance, conspiracy theorists engage the trope of a façade separating the space of power’s formulations from that of its operations. Studying the case of an arson attack dating from 1990s Turkey and its recent commemorations, this article argues that space mediates conspiracy theory not just figuratively but also physically and as such serves to catalyze two of its deadliest characteristics: anonymity and non-linear causality. Attending to this mediation requires a shift of focus from what conspiracy theory is to what it does as a spatial practice.
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McKay, Alison, Scott Chase, Kristina Shea, and Hau Hing Chau. "Spatial grammar implementation: From theory to useable software." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 26, no. 2 (April 20, 2012): 143–59. http://dx.doi.org/10.1017/s0890060412000042.
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AbstractCurrently available computer-aided design tools provide strong support for the later stages of product development processes where the structure and shape of the design have been fixed. Support for earlier stages of product development, when both the structure and shape of the design are still fluid, demands conceptual design tools that support designers' ways of thinking and working, and enhance creativity, for example, by offering design alternatives, difficult or not, possible without the use of such tools. The potential of spatial grammars as a technology to support such design tools has been demonstrated through experimental research prototypes since the 1970s. In this paper, we provide a review of recent spatial grammar implementations, which were presented in the Design Computing and Cognition 2010 workshop on which this paper is based, in the light of requirements for conceptual design tools and identify future research directions in both research and design education.
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Latham, Alan. "Topologies and the multiplicities of space-time." Dialogues in Human Geography 1, no. 3 (November 2011): 312–15. http://dx.doi.org/10.1177/2043820611421550.
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Over the past couple of decades, human geography has seen a proliferation in its empirical reach. This proliferation has been associated with a series of ongoing attempts to reconsider the kinds of time-spaces through which the world is made. Responding to Allen (2011) , this article argues that thinking topologically about time-space does not simply add one more spatial register to existing framings of time-space. Rather, in all sorts of ways it challenges these understandings.
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Butler, Tim. "Thinking Global but Acting Local: The Middle Classes in the City." Sociological Research Online 7, no. 3 (August 2002): 50–68. http://dx.doi.org/10.5153/sro.740.
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The paper advances the notion that there is ‘metropolitan habitus’ in large global cities such as London which distinguishes it from other conurbations in the United Kingdom. At the same time, it is argued that whilst London is becoming an increasingly middle-class city, this group is increasingly stratified along socio-spatial lines. Richard Sennett's work The Corrosion of Character is drawn upon to suggest that, to some extent, different gentrification strategies enable the metropolitan middle classes to compensate for the lack of a long term in contemporary middle-class life. Drawing on fieldwork, recently conducted in five gentrified areas of inner London north and south of the Thames, it is suggested that an important aspect of the socio spatial differentiation within the metropolitan middle class is whether it seeks to embrace or escape the contemporary globalization of consumer culture. Although this process is highly nuanced by individual strategies for negotiating the boundaries between the global and the local, which are exemplified by the distinction between residential areas and the centre of London, it is nevertheless suggested that these socio-spatial divisions account for variations within the metropolitan habitus to a greater extent than socio- demographic and occupational divisions which are only weakly associated with the global/non-global dichotomisation. The paper uses both quantitative and qualitative data to look at the different ways in which cultural, economic and social capital are drawn on in the gentrification of each area and how these reflect not only the capabilities but also the proclivities of the different groups concerned. It is suggested that metropolitan habitus is a concept that needs further analysis and research but which has considerable potential explanatory value in accounting for differences between the middle classes in London and other provincial cities and non urban areas.
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Switzer, J. Matt. "Sharing a Birthday Cake." Teaching Children Mathematics 23, no. 9 (May 2017): 526–28. http://dx.doi.org/10.5951/teacchilmath.23.9.0526.
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In this month's problem, students are presented with a scenario in which two friends have to decide how to cut a cake so they each get the same amount. Students use transformations and spatial reasoning to figure out the various ways to cut the cake. Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. Find detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM.
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Cullen, Amanda L., Cheryl L. Eames, Craig J. Cullen, Jeffrey E. Barrett, Julie Sarama, Douglas H. Clements, and Douglas W. Van Dine. "Effects of Three Interventions on Children's Spatial Structuring and Coordination of Area Units." Journal for Research in Mathematics Education 49, no. 5 (November 2018): 533–74. http://dx.doi.org/10.5951/jresematheduc.49.5.0533.
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We examine the effects of 3 interventions designed to support Grades 2–5 children's growth in measuring rectangular regions in different ways. We employed the microgenetic method to observe and describe conceptual transitions and investigate how they may have been prompted by the interventions. We compared the interventions with respect to children's learning and then examined patterns in observable behaviors before and after transitions to more sophisticated levels of thinking according to a learning trajectory for area measurement. Our findings indicate that creating a complete record of the structure of the 2-dimensional array—by drawing organized rows and columns of equal-sized unit squares—best supported children in conceptualizing how units were built, organized, and coordinated, leading to improved performance.
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Schmalz, Dana. "Digging Holes and Building Walls: Spatial Imaginations of the Law in Stories by Franz Kafka and Rachel Shihor." Pólemos 16, no. 1 (April 1, 2022): 121–38. http://dx.doi.org/10.1515/pol-2022-2007.
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Abstract Stories shape our thinking about legal relationships and the challenges of law. This paper is interested in the ways, in which spatial constellations are imagined in connection with the law. It analyzes selected stories by Franz Kafka and Rachel Shihor alongside each other. Legal themes permeate these stories. Their fictive dialogue brings forth contrasting imaginations of community, universalism, and human limitations. Starting with their variations on the Tower of Babel story, the paper then discusses Kafka’s “The Great Wall of China”, “Before the Law”, and “The Burrow”, as well as Shihor’s “The Bridge”, “The Bus”, “The Door”, and “Questions”. These stories illuminate Kafka’s and Shihor’s rich, narrative vocabulary of spatial imaginations of the law, and the fruitful contrast of their perspectives.
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Shaladonava, Zh S. "Сategory of the space in humane discourse." Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 65, no. 4 (November 5, 2020): 486–92. http://dx.doi.org/10.29235/2524-2369-2020-65-4-486-492.
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In the article the studies of space in the humanitarian disciplines are considered , their phasing, main vectors and consistent logic of development in the context of the cultural and civilizational experience of mankind are traced. The stable tendency of filling with culturally determined attributes spatial objects and phenomena is noted. It is shown how through the axiological diagnostics of space and its components in philosophy, culturology, humanitarian geography, and literary criticism, the ontological and spiritual world of a person is researched, the national character, typologies of features of mentality are revealed, worldview landmarks and the ways of thinking are concretized. The great heuristic potential of spatial images for the study of the structure, semantics, stylistics and poetics of literary works is emphasized.
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Millard, Chris, and Felicity Callard. "Thinking in, with, across, and beyond cases with John Forrester." History of the Human Sciences 33, no. 3-4 (October 2020): 3–14. http://dx.doi.org/10.1177/0952695120965403.
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We consider the influence that John Forrester’s work has had on thinking in, with, and from cases in multiple disciplines. Forrester’s essay ‘If p, Then What? Thinking in Cases’ was published in History of the Human Sciences in 1996 and transformed understandings of what a case was, and how case-based thinking worked in numerous human sciences (including, centrally, psychoanalysis). Forrester’s collection of essays Thinking in Cases was published posthumously, after his untimely death in 2015, and is the inspiration for the special issue we introduce. This comprises new research from authors working in and across the history of science and medicine, gender and sexuality studies, philosophy of science, semiotics, film studies, literary studies and comparative literature, psychoanalytic studies, medical humanities, and sociology. This research addresses what it means to reason in cases in particular temporal, spatial, or genre-focused contexts; introduces new figures (e.g. Eugène Azam, C. S. Peirce, Michael Balint) into lineages of case-based reasoning; emphasizes the unfinished and unfinishable character of some case reading and autobiographical accounts; and shows the frequency with which certain kinds of reasoning attempted with cases fail (often in instructive ways). The special issue opens up new directions for thinking and working with cases and case-based reasoning in the humanities and human sciences.
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McGregor, JoAnn, and Dominic Pasura. "Introduction." African Diaspora 7, no. 1 (2014): 1–13. http://dx.doi.org/10.1163/18725465-00701001.
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This article examines debates over conflict diasporas’ relationships to the African crises that initially produced them. It investigates the difference that crisis makes to frameworks for thinking about diasporic entanglements with political, economic and cultural change in sending countries. We argue that the existing literature and dominant approaches are partial, ahistorical, and constrained in other ways. The special issue contributes to new strands of scholarship that aim to rectify these inadequacies, seeking historical depth, spatial complexity and attention to moral- alongside political-economies. To achieve these aims, the special issue focuses on one country – Zimbabwe. This introductory article provides an overview of the themes and arguments of the special issue, revealing the multitude of ways in which diasporic communities are imbricated with political-economic, developmental, familial, and religious change in the homeland.
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Ferretti, Annalisa. "La metafora del bambino dentro l'adulto nella concezione psicoanalitica." PSICOANALISI, no. 1 (July 2009): 59–68. http://dx.doi.org/10.3280/psi2009-001004.
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- The Author explores the metaphorical dimensions implicit in the idea that there is an adult (i.e. the patient) and a child inside him. She traces two of these dimensions, a spatial one and a temporal one. After remembering that in psychoanalysis many theoretic formulations appeal to spatial metaphors, in the lack of a specific psychoanalytic thinking on the consequences of the use of metaphors of the inside and the outside, she goes over again some of the stages of recent psychoanalytic thought on the temporal dimension of this metaphor and, thus, on the relationship between the child of the past and the patient of the present and on the different ways of conceptualizing this relationship today.Parole chiave: Bambino, adulto, passato, presente, metafora,"dentro e fuori"Key words: Child, adult, past, present, metaphor, "inside and outside"
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Sheller, Mimi. "From spatial turn to mobilities turn." Current Sociology 65, no. 4 (March 27, 2017): 623–39. http://dx.doi.org/10.1177/0011392117697463.
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This article reflects on the contributions of the late John Urry to sociology and to its spatial turn especially by developing the new mobilities paradigm. The proposition of this monograph issue of Current Sociology is that space has not yet been appropriately incorporated into sociology. But although partially true, Urry argued that this misses the significance of ‘the mobilities turn’ that swept through and incorporated the spatial turn within sociology but also within other disciplines. Tracing the spatial turn back to the 1980s, the article describes how the new mobilities paradigm grew out of and extended emerging theorizations of space. It argues that Urry’s work advanced a sociology of space though his focus on mobile spatializations and relational space. This included the distribution of agency between people, places, and material assemblages of connectivity; a broader shift in the spatial imagination of mobilities towards ‘non-representational’ social theory; the emergence of new methodologies that were more eclectic, experimental, creative, and linked to arts, design, and public policy; and lastly a renewed interest in geo-ecologies, the political economy of resource flows, and the global mobilities of energy, capital, and material objects as constitutive of spatial complexity. The new mobilities paradigm furthered the spatial turn in social sciences in many crucial ways, and John Urry’s body of work on mobilities and its influence on countless adjacent research areas have spread that spatial thinking far and wide.
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Mujib, Mujib, and Mardiyah Mardiyah. "Kemampuan Berpikir Kritis Matematis Berdasarkan Kecerdasan Multiple Intelligences." Al-Jabar : Jurnal Pendidikan Matematika 8, no. 2 (December 25, 2017): 187. http://dx.doi.org/10.24042/ajpm.v8i2.2024.
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Based on the cognitive development of junior high school students began to be able to think formal, able to think the high level of mathematical thinking or high-level mathematical thinking, and mathematical thinking with a low order or low-level mathematical thinking). The research method used is descriptive qualitative. Taking the subject in this study is to use purposive sampling techniques. Being the subject of research is the students of SMP PGRI Class VII as much as 35 Bandar Lampung academic year 2017/2018. Data technique used is test method, questionnaire, observation, and interview. Data analysis is done descriptively qualitative. This research looks at mathematical thinking based on students' multiple intelligences. Students are Linguistic Intelligence, Logic-Mathematics and Spatial Intelligence. Each intelligence of multiple intelligences capable of reading the problem well, able to store information, images of different mathematical symbols. Being able to understand what to do, have ideas to math symbols. Students can make mathematical formulas clearly, able to differentiate, equate, integrate, classify between variables analyze, summarize, criticize, predict, compose, build, plan, discover, renew, ner, strengthen, beautify, compose. Students who have the tendency of intelligence Linguistic Intelligence how to translate keywords used word for word more compiled. Logical-Mathematical Intelligence. the methods used in solving mathematical problems are seen more structured results, and Intelligence Intelligences ways used with cultural patterns.
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Ricket, Allison L. "Teaching Land as an Extension of Self: The Role of Ecopsychology in Disrupting Capitalist Narratives of Land and Resource Exploitation." Radical Teacher 119 (April 17, 2021): 14–20. http://dx.doi.org/10.5195/rt.2021.706.
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Ecopsychology, which investigates the human-nature relationship, draws on marginalized ways of knowing such as Native American Shamanism, “whole earth thinking,” and the dynamic feminine (Gomez & Kanner, 1995). Impediments of literal classroom walls and systemic bias against unquantifiable course outcomes limits traditional pedagogy. Traditional pedagogical approaches to environmental curriculum reinforce perceived helplessness in the face of capitalist forces which identify land only as explotiable “other” (hooks, 2011). This paper describes a university English classroom's radical Ecopedagogy without spatial impedences and state policed “standards” that no longer enforce normative identity constructs. In this Ecopedagogy, students explore Biophilia, which awakens a powerful, dormant identity, expanding the self to include the entire biosphere.
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Burrows, Roger, and Caroline Knowles. "The “HAVES” and the “HAVE YACHTS”." Cultural Politics 15, no. 1 (March 1, 2019): 72–87. http://dx.doi.org/10.1215/17432197-7289528.
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In the decade between 2007 and 2017 London changed fundamentally. This article is about how the actions of the transnational über- wealthy — the “have yachts” — impinged on the life- worlds of the “merely wealthy” — “the haves.” As the authors explore the conceptual utility of gentrification as a way of thinking about these seismic urban changes, they conclude that profound socio- spatial changes and new intensities in the financialization of housing, neighborhood tensions, and cultural dislocations are reshaping London as a plutocratic city and the lives of those who live there in historically unprecedented ways. The concept of “super- gentrification,” the authors argue, does not adequately frame these circumstances.
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Ellem, Bradon. "Geographies of the labour process: automation and the spatiality of mining." Work, Employment and Society 30, no. 6 (July 10, 2016): 932–48. http://dx.doi.org/10.1177/0950017015604108.
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Productive ways of thinking about work have emerged from the recent engagement between scholars in employment relations and human geography without any sustained attention to the spatiality of the labour process itself. Arguing that where work literally ‘takes place’ is important, this article explores the spatial nature of the labour process through an examination of automation in one of the world’s largest transnational mining companies, Rio Tinto. To read the labour process in spatial terms, work must be understood in the context of global production networks, the peculiarities of national ‘space economies’ and arguments about the claimed ‘hyper-mobility’ of globalized capital as well as labour geography itself. In this case, automation and a reworking of the geography of the labour process in an industry often seen as constrained by physical geography have implications for assessing labour’s agency and power amid more general changes to the spatiality of work.
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Bell, Rebecca. "Untrammelled ways: Reflecting on the written text, nourishment and care in online teaching." Journal of Writing in Creative Practice 15, no. 2 (September 1, 2022): 126–38. http://dx.doi.org/10.1386/jwcp_00034_1.
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As the COVID-19 pandemic gathered momentum in 2020, it became clear that online teaching spaces risked a distancing from the embodied knowledge so necessary to creative education. Teaching written texts to creative practitioners is a process that calls for alternative spatial and visual literacies, for ontological methods, for honouring experience and reflection – especially in a neo-liberal climate of higher education. In my teaching practice, as well as writing and painting practices, I like so many others have sought spaces for nourishment during this era. Through my teaching and a collaborative research group, one space in which I located this was via hope. This is a time to ask if we can use this moment in history to encourage thinking in an untrammelled manner and to move more freely in the unfamiliar, to transform the classroom; to seek materiality as a method of interpretation, even online; to encourage fearlessness, plurality and relationality; to use craft methods; and to enter a space of care and emotional openness. This contribution will consider creative allyship between staff and students, with the written text as a place of beginning. This is a deliberately open-ended, exploratory, personal and reflective piece of writing, gathered during teaching and research from 2020 to 2022. ‘Ways of Writing’ are explored both through the method of this article as well as its content.
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Makulin, Artem V. "Social “Coordinate Axes” and Coordinate Thinking in Humanities Research." Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences, no. 3 (June 10, 2022): 126–36. http://dx.doi.org/10.37482/2687-1505-v188.
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This article describes the methods of graphic modelling of social phenomena and the general ideological foundation of visual-spatial thinking on the basis of coordinate and matrix analysis. The paper presents the cases of applying the coordinate axes method in social and political philosophy, which determine the variable vectors of understanding the social in general and its individual elements in particular. Specifically, the experience of synthesizing social matrices and coordinate axes is considered not only as a convenient way to visualize some of the points of socio-philosophical analysis, but also as a methodology for mental experimentation aimed at expanding the range of views on the chosen issue. coordinate modelling is analysed by the author as an important methodological technique in the study of social phenomena, overcoming the abyss of interdisciplinarity. This makes it possible to draw conclusions by analogy by transferring cognitive methodological structures that are neutral in terms of content from one field of knowledge to another, thereby providing fresh perspectives on the existing patterns of thinking and on the analysis of social phenomena. This paper does not claim to present a holistic study of the problems of the formalized representation of socio-philosophical concepts using the graphic language of axes and matrices, but simply points out possible ways of heuristic mediation of complex theoretical constructs by elements of graphic modelling. The article concludes by underlying the importance of using graphic techniques while working with information, concepts and theories for heuristic interpretation and epistemological restructuring of socio-philosophical problems.
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Mozgot, Svetlana. "Phenomenon of Spatial Representations in Music: Psychophysiological Aspects." Scientific and analytical journal Burganov House. The space of culture 16, no. 1 (March 10, 2020): 144–56. http://dx.doi.org/10.36340/2071-6818-2020-16-1-144-156.
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Summary: The article is devoted to exploration of the functions of visual thinking in the formation of spatial representations in human knowledge, which help to recognize the meanings of musical compositions. The purpose of this work is to study “visual” ways of spatial perception of musiсal works, in which eye-mindedness of the composer is implemented in specific operation by expressive means of music. Methods of hermeneutics, comparativistics, musicological analysis and interdisciplinary approach are used to realize this purpose. Principles of visual perception – simplicity and influence of geometric form on emotional properties of the object in music – are regarded as an example to show how they act. Principle of simplicity is evident in the organization of the form of “second plan” which unites multiple-part structures in music, tonal development, according to the type of “the highest order functions”. Influence of geometric form on emotional properties of the object in music is defined by the correlation of statics and dynamics in the development of a musical work; in semantics of geometrical figures “visualizing” in the graphic of melodic line or form of texture, which is supported by musical examples. We draw the conclusions that the existence of these principles in music helps to structure and store information about music in simple mental models, which are easy to recall. Interaction of means of musical expression gradually forms an in the consciousness of the listener, which contains certain spatial and visual characteristics, helping to recognize its real prototype, its artistic sense and meanings. Finally, the ontology of the category of space itself causes availability of a number of universal laws that ensure the convergence of different types of art in the act of artistic creativity and perception. It can be stated that the process of musical perception is dependent on the proceeding and results of different kinds of thinking, which are based on the already available knowledge about the reality and specifics of its reflection. Important components in perception are the nature of the organization of thought processes – attention, imagination, memory; the pace at which thought operations are performed – analysis, synthesis, comparison, generalization, concretization and abstraction, and a variety of other internal human properties and qualities. Understanding these patterns is possible not only based on the study of human psychophysiology, but also, on the contrary, through the study of the principles of the impact of art on man in an interdisciplinary aspect.
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Brednyova, V. P. "WAYS OF FORMING PROFESSIONAL GRAPHIC COMPETENCE OF FUTURE ARCHITECTS." Regional problems of architecture and urban planning, no. 14 (December 29, 2020): 167–72. http://dx.doi.org/10.31650/2707-403x-2020-14-167-172.
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In the article actuality of research of questions of reformation is certain in the system of higher education, including from the point of view of improvement of modern principles of teaching of graphic disciplines creation of that assists forming of professional graphic competence students of architectural specialties. The forward process of improvement of educational activity produces new requirements to educating, in particular to his quality constituent, in this connection there is a necessity of development of mechanisms of the permanent monitoring of progress. The European model of education on the nearest future plugs in itself one of directions beginning such type of educating, that is characterized the considerable volume of independent work and active bringing in of students of creative specialties to the real projects, already from the first course, that it is impossible without steady skills individual graphic competence. In the last few years the circle of tasks that can be decided by graphic methods broadened, from meaningfulness of graphic disciplines that mortgage bases of the spatial thinking is accordingly enhance able therefore. The aim of our study is to analyze and summarize the results of experiments on the effect of quality of graphic competence of students which contributes to the effectiveness of their professional development. Long-term practice of teaching and exchange of experience in the methodology of graphic disciplines has shown that the formation of professional competence is impossible without a thorough study of the foundations of graphic literacy, whose essence lies in the study of the discipline Descriptive Geometry. Graphic education is a process, which leads to student’s gaining knowledge and skills of work with graphical information. The development of the ability to correctly perceive, create, store and transmit different graphical information about objects, processes and phenomena is the task of graphic training of professional education. Professional knowledge is objective necessary knowledge and abilities that is highly sought by future practical activity.
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Moore, Brandy D., Patricia J. Brooks, and Laura A. Rabin. "Comparison of diachronic thinking and event ordering in 5- to 10-year-old children." International Journal of Behavioral Development 38, no. 3 (February 11, 2014): 282–92. http://dx.doi.org/10.1177/0165025414520806.
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Two main theoretical constructs seek to describe the elaborated sense of time that may be a uniquely human attribute: diachronic thinking (the ability to think about the past and use that information to predict future events) and event ordering (the ability to sequence events in temporal order). Researchers utilize various tasks to measure the emergence and refinement of diachronic thinking and event ordering in children and to document significant development in these skills during middle childhood. The current study investigated the relationship between performance on tasks of diachronic thinking and event ordering in 90 children (5;0–10;10) to determine whether these tasks tap overlapping cognitive processes. Specifically, we examined the extent to which the various measures were inter-correlated and related to measures of language and intelligence. A principal-components analysis yielded two factors. Factor 1 was positively associated with all measures, including age, language, and intelligence. Factor 2 (uncorrelated with age, language, and intelligence) distinguished the synthesis task from spatial and labeling tasks. Overall, results suggest that diachronic thinking and event ordering are not unified constructs. Rather, the multiple measures designed to assess these constructs tap into somewhat different ways of keeping track of time, and are distinguished by the extent to which they rely on knowledge of conventional time patterns and require flexibility in manipulating and synthesizing temporal sequences. Implications for how researchers conceptualize and assess time concepts are discussed and directions for future research are outlined.
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Pauschinger, Dennis. "Working at the edge: Police, emotions and space in Rio de Janeiro." Environment and Planning D: Society and Space 38, no. 3 (November 1, 2019): 510–27. http://dx.doi.org/10.1177/0263775819882711.
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Rio de Janeiro’s police officers habitually work on the edge of a border – between rationalised and ordered routines on one hand, and risk, disorder and incipient violence on the other. The article argues that this edge has distinct emotional components and concrete spatial consequences for the production of the city as a bordered space. Conceptually, the article combines spatial thinking about the production of territoriality with an emotional understanding of the police as ‘edgeworkers’ grounded in cultural criminology. Empirically, this piece uses ethnographic material from research with ordinary civil police officers and Special Forces in Rio. Across three empirical sections, the article explores police emotions and their significant spatial effects. First, the article mobilises the metaphor of ‘drying ice’ that police officers use to symbolise their everyday struggle with Rio’s urban conflict, and which leads them to produce spaces of secrecy. Second, the article shows how the police consider their job to be a vocation, a stance which simultaneously produces spaces of exposure. Finally, the Special Forces’ activities are compared to those of soldiers in war zones, assessing how the officers as edgeworkers find ways of escaping their emotional dilemma, thereby producing the city as a space of war.
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Sam, Christabel Aba. "Decolonizing the Postcolony: Of Men, Spatial Politics and the New Nation in wa Thiongo‟s Wizard of the Crow." Asemka: A Bi-Lingual Literary Journal of University of Cape Coast, no. 10 (September 1, 2020): 154–71. http://dx.doi.org/10.47963/asemka.vi10.280.
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The advent of democracy – and in particular multi-party democracy – was thought to be relieving for Africa, especially in terms of the desire to undo the damage of colonialism. A careful look at Postcolonial Africa today, relative to the desire for economic and political freedom, reveals conditions that suggest that not much progress has been made. Ngugi wa Thiongo‘s Wizard of the Crow blatantly explores Africa‘s complicity in a seemingly cyclic colonization in the 21st century and its attendant consequences for the total liberation of Postcolonial Africa. Employing Bakhtin‘s theory of the carnival and other such concepts as polyphony and the grotesque, this paper examines the correlation between masculine representations, spatial re-organization and futurity as alternative ways in thinking about Africa‘s future. The result of the analysis is that the correlation between forms of communities and forms of masculinities is an indication of a vision of hope for Postcolonial Africa.
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Skiba, Marta, Anna Bazan-Krzywoszańska, Wojciech Eckert, Maria Mrówczyńska, and Małgorzata Sztubecka. "Searching for new development in areas of the city." E3S Web of Conferences 45 (2018): 00080. http://dx.doi.org/10.1051/e3sconf/20184500080.
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The reason of shaping and building cities is primarily to improve the quality of life of inhabitants. Changes in space in cities concern not only their basic functioning principles but also the transformation of structures and systems (green areas, communications andother). Regardless, spatial policy is based on the continuous search for new services and economic activity to raise standards. The article describes a study which makes an attempt to identify the main desired features that can be taken into account while formulating concepts for planning and designing a prospective city. The study was intended to analyze terms promoted in literature or labels of a desired city, that shape the aspirations of future inhabitants. The city's image-building activities concern the future measured in economic, social and environmental effects. Modelling the future potential concepts of a city development as part of planning for its development, is one of the ways of thinking about the future. Using mathematical and spatial models for this purpose, we acquire knowledge on the possible variants of the city development, as well as measurable effects of this type of phenomena
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Ingram, Toni. "(Un)romantic Becomings." Girlhood Studies 15, no. 2 (June 1, 2022): 71–88. http://dx.doi.org/10.3167/ghs.2022.150206.
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Popular culture and media often portray school balls and proms as romantic spaces and having a date is perceived as the norm. While gender(ed) and heterosexual discourses continue to shape young people’s experiences, girls’ understandings of the school ball do not necessarily conform to dominant ideas. In this article, I draw on a new materialist ontology of sexuality to explore the relations in-between girls, dates, and the school ball. I examine ball-girl-date encounters as sexuality-assemblages comprising bodies, spatial-material arrangements, practices, and imaginings. In this frame, sexuality is conceptualized as becoming via an array of material-discursive, human, and more-than-human forces. I consider how ball-girl capacities and desires become emergent and contingent, opening up ways of thinking about girls and the school ball beyond popular cultural constructions.
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Telicki, Marcin. "Tuwim and 'The Chorus of Idle Footsteps'." Acta Universitatis Lodziensis. Folia Litteraria Polonica 36, no. 6 (May 30, 2017): 197–207. http://dx.doi.org/10.18778/1505-9057.36.14.
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General aim of the article is to show city in Julian Tuwim’s poetry oppositely to older perspectives. Mostly critics write about his poems that they contain images of urban life and reflections of sociocultural change. I invert this traditional order and try to prove that city is created and seen by new ways of thinking – that the city is modified (not poetics first). I use Michele Certeau’s ideas, because they are similar to Tuwim’s literary praxis. Certau writes about “walking in the city” creating by language (rhetorical devices named synecdoche and asyndeton). Moreover, Certeau describes three types of “spatial requirements”: creating own space, non-time instead of tradition and appearing of new subject (common and anonymous). Reading Tuwim with Certeau’s theses gives a new look into modern city and his literary representations.
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Bremner, Lindsay. "Planning the 2015 Chennai floods." Environment and Planning E: Nature and Space 3, no. 3 (November 6, 2019): 732–60. http://dx.doi.org/10.1177/2514848619880130.
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This paper approaches the floods of 2015 in Chennai, Tamil Nadu, India, as the consequence of policies, plans and procedures that, over many years, had erased monsoon water and wetness from the city and its imaginary. In order to do this, it examines a number of plans that authorized spatial development in Chennai from the early 20th century onwards. It approaches them as urban cosmograms, in which heterogeneous entities were accommodated, congealed, concealed or expelled in the description of the urban territory and the composition of the urban world. The paper undertakes this analysis in order to deepen understanding of the relations between spatial planning, capitalist urbanization and the more-than-human vitalities of the monsoon. It approaches the flood waters that rose and fell in 2015 as a cosmopolitical situation and cause for thinking, which, putting people in the presence of the monsoon and its potency in new ways, forced them to confront the precariousness of their co-existence with it and experiment with ways to re-compose the urban monsoonal world differently. This discussion draws from Stenger’s notion of cosmopolitics as a mode of collective practice that proceeds in the company of those who would otherwise be likely to be disqualified as having idiotically nothing to propose, including the more-than-human. The paper makes some critical observations about these experiments and concludes by speculating on whether planning itself might be envisaged as a more inclusive, cosmopolitical project.
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Fuery, Kelli. "Empty Time as Traumatic Duration: Towards a Cinematic Aevum." Film-Philosophy 24, no. 2 (June 2020): 204–21. http://dx.doi.org/10.3366/film.2020.0139.
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Frank Kermode uses the term aevum to question the links between origin, order, and time, associating experience with spatial form. Without end or beginning, aevum identifies an intersubjective order of time where we participate in the “relation between the fictions by which we order our world and the increasing complexity of what we take to be the ‘real’ history of that world”; being “in-between” time is a primary quality of the aevum. Regarding cinema, aevum identifies this third duration as emotional experience, occuring as traumatic time. It facilitates thinking beyond lived temporal experience of everyday life to a philosophy of experience that accounts for alternative sensoria of time, similar to the traumatic encounter. The cinematic aevum is equally not of the material, corporeal world; concurrently associating human reality with the myths of the human condition. To say that a cinematic aevum exists following traumatic scenes, is to specify a visual “time-fiction” in film, to recognise a spatial form that belongs neither to the finite time of the film's narrative, or of the “eternal” time outside the film's diegesis, but participates in the order (and linking) of both. Wilfred Bion's psychoanalytic works are used to discuss the traumatic symptom of “empty time”: the inability to recollect, to make links between memory and experience, demonstrating a version of empty time that works as an external violence to spectator perception. Bion's theories offer fresh psychoanalytic perspective on trauma and its relationship to time by challenging classical ways of thinking about inner and outer perception.
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Yakoupov, A. N. "MUSIC COMMUNICATION: WAYS OF REPRODUCTION AND CHANNELS OF PERCEPTION OF MUSIC (historical and analytical view)." Arts education and science 1, no. 2 (2020): 53–61. http://dx.doi.org/10.36871/hon.202002006.
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In the article the means of musical communication and their evolution are considered in the historical and analytical aspect. There are two types of communication tools: acoustic, using the airspace as a channel for transmitting encoded information, and visual, which include stage design, allowing to perceive music as a kind of theatrical performance, and musical notation, graphically fixing all the components of the musical text. As the earliest means of nonwritten communication, the oral method is put forward, a vivid example of which is folklore, often called the musical memory of generations. Other examples of oral communication are cult music, improvisation and musical meditation. It is stated that musical writing, in particular, musical notation, and later printing tools have created conditions for overcoming spatial and temporal barriers to the spread of music. The next step is the invention of technical sound recording, which opened a new era in the development of communications. Magnetic recording of the visual series made it possible to create concert films and opera films. Even greater involvement of people in the process of musical communication was facilitated by the appearance of electronic and mechanical means of recording music. The emergence of new opportunities in the field of sound dynamics control, its timbre, influenced the development of musical thinking. A new industry of "production" has emerged with the involvement of professional musicians who own modern recording equipment and specialize in the production of "artificial" musical products. This process was accompanied by the formation of a new audience of listeners who preferred recording to live sound.
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Honta, Victoria. "IDENTIFICATION OF GAPS IN SPATIAL AWARENESS DEVELOPMENT TESTS AND MEANS OF THEIR ELIMINATION." EUREKA: Social and Humanities 2 (March 31, 2019): 50–56. http://dx.doi.org/10.21303/2504-5571.2019.00872.
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The article examines the existing methods for checking spatial awareness on the basis of which seven of the most common defects of test content are detected, which automatically grow into a gap in the spatial awareness development tests (SADT). The work describes ways to minimize the effect of gaps in the test, or complete elimination by the proposed and proven methods. There was found the essence of the analogy of various SADT and the direct application of general and innovative testing principles as means of overcoming the gaps. The cases, where overcoming of the gaps is the basis for the development of spatial awareness and spatial thinking, were identified. There was systematically reviewed the module of unprocessed, missed tasks in the test, which led to a detailed analysis and investigation of the representation of graphic material in the tasks. Mini-testing of the influence of the graphic component on the speed and quality of the accomplishment of spatial tasks was carried out. The results of the mini-test showed the smallest number of errors in the cubic traditional model and the traditional model with use of shadows, indicating their successful use in the created training and evaluation course «PROSTIR-UA». Also, there was illustrated the necessity after processing of the test results, there was presented an example of the use of a block diagram of a combined algorithm of the spatial awareness development test, in the final stage of which, for the test taker, a recommendation base of the necessary auxiliary tasks is made, based on the results of the testing. The presented study aims to offer advanced approaches to existing methods and methods of motivating students to effectively use spatial awareness development tests and new tools for expanding and applying spatial knowledge.