Schematic educational abstractions are actively absorbed and productive

Evidence

The new curriculum presupposes that formal logic is something you already possess when you think, but does not explain how it is to be acquired, so that in practice it is assumed to be innate. Formal logic is like grammar: it is assimilated in a “living” way even if the actual learning process has been necessarily schematic and abstract. … The relation between these educational forms and the child’s psychology is always active and creative, just as the relation of the worker to his tools is active and creative. A calibre is likewise a complex of abstractions, but without calibration it is not possible to produce real objects—real objects which are social relations, and which implicitly embody ideas. — Antonio Gramsci, Selections from the Prison Notebooks, 368

Categorization

• XREF: connects to: Didactic abstractions are necessary and do not mislead learners — Antonio Gramsci, Selections from the Prison Notebooks, 367; Concepts occupy a cognitively preferred level of abstraction used in hypotheses — Gary Goertz, Social Science Concepts and Measurement, 158; Functionalized, schematized language loses its capacity to express rich significance — Rolf Wiggershaus, The Frankfurt School: Its History,…, 532 (+5 more)
• yield-rescued: below the book’s yield-target cutoff, included anyway for connecting to: Didactic abstractions are necessary and do not mislead learners — Antonio Gramsci, Selections from the Prison Notebooks, 367; Concepts occupy a cognitively preferred level of abstraction used in hypotheses — Gary Goertz, Social Science Concepts and Measurement, 158; Functionalized, schematized language loses its capacity to express rich significance — Rolf Wiggershaus, The Frankfurt School: Its History,…, 532 (+5 more)

Broader Connections

• Functionalized, schematized language loses its capacity to express rich significance #complicates (0.78) — Rolf Wiggershaus, The Frankfurt School, 532
• Treating the classroom as static and repeatable serves institutionalized domination #complicates (0.75) — bell hooks, Teaching to Transgress, 314
• Teaching is continual reinterpretation rather than transmission of fixed content #complicates (0.72) — Yves Citton, The Ecology of Attention, 267