The Movement Of Showing

The Movement of Showing

This book explores the idea shared by Derrida, Hegel, and Heidegger that the value of their thought is not found in its results or conclusions, but in its "movement." All three describe the heart of their work in terms of a pathway, development, or movement that seems to deprive their thought of a solid ground. Johan de Jong argues that this is a structural vulnerability that is the source of its value, tracing Derrida's indirect method from his early to later works, and critically considering his engagements with Hegel and Heidegger. De Jong's analysis locates an affinity among Hegel, Heidegger, and Derrida in a shared distrust of externality and, against the grain of some Levinasian commentaries, argues that Derrida's indirectness results in an ethics of complicity. The Movement of Showing answers a central question that many polemics about continental philosophy and postmodernism revolve around, namely: with which methods does one philosophize responsibly? It shows the difference between critique and polemics, and why simply taking up a position for or against is insufficient in order to think responsibly.

Measured Flow and Tracer-dye Data Showing the Anthropogenic Effects on the Hydrodynamics of South Sacramento-San Joaquin Delta, California, Spring 1996 and 1997

Show Me What You Know

Just like representations in everyday life, this book shows that representations are ubiquitous to science, technology, engineering, and mathematics—the STEM disciplines.“Show Me What You Know” showcases research on representations across a range of STEM disciplines and ages—from children as young as 2 years of age to professional mathematicians. The text highlights the importance of paying close attention to learners’ interpretations and productions of different representations as a source of evidence for what learners understand, and another way for learners to “show us what they know.” The text is organized around four themes: appropriation of representations, making meaning, highlighting, and representations as scaffold and supports. Book Features: Focus on representations in specific STEM disciplines. An examination of how students across different ages engage with, produce, and use representations. Section reflections that serve to broaden our thinking about representations. Graphs, charts, and examples of students’ drawings. Contributors include David W. Carraher, Tina Grotzer, David Hammer, Richard Lehrer, Eduardo Martí, Ricardo Nemirovsky, Tracy Noble, Juan Ignacio Pozo, Leona Schauble, Analúcia D. Schliemann, Judah L. Schwartz, and Beth Warren. Bárbara M. Brizuela is an associate professor in the Department of Education at Tufts University. She is the author of Mathematical Development in Young Children: Exploring Notations. Brian E. Gravel is a lecturer and director of Elementary Education at Tufts University. “We are provided not only with valuable source material for future theoretical development, but with profound encouragement for teachers and researchers to pay close attention to representations as they are generated and interpreted by students.” —From the Foreword by Gerald A. Goldin