By Ernst von Glasersfeld
ISBN-10: 0203261550
ISBN-13: 9780203261552
ISBN-10: 0750705728
ISBN-13: 9780750705721
Radical constructivism is a concept of understanding that offers a realistic method of questions about truth, fact, language and human figuring out. It introduces a metamorphosis to many simple rules, and therefore has a profound impression at the common perspective in the direction of the area we adventure. by way of producing expertise of the thinker's energetic function in increase thoughts, the hot orientation liberates the person from spurious tethers and indicates that it truly is finally ourselves who're accountable for what we predict and do. To educators, the e-book means that an important activity isn't to show ready-made wisdom yet to coach the artwork of making it. during this quantity, Glaserfeld bargains a theoretical account of radical constructivism. it really is an elegantly and punctiliously argued account of this epistemological place, delivering a profound research of its recommendations. The e-book strains genealogies of the speculation. the 1st is the constructivist strand within the background of philosophy from the pre-Socratics through Jean Piaget to the current. the second one is his personal highbrow biography, illustrating how a couple of strains of suggestion grew to become synthesised into radical constructivism. Given its different roots, the 1st complete articulation of the idea is probably going to have a power that extends past arithmetic schooling.
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Extra info for Radical Constructivism: A Way of Learning
Sample text
But his insight that the elementary conceptual relations of extension, motion, time, and causation are not supplied by the mere succession of experiences, seems a far more powerful argument to me. The realization that these basic relational building blocks have to be generated by the experiencing subject, wipes out the major rational grounds for the belief that human knowledge could represent a reality that is independent of human experience. For if extension, motion, time, and causation are dependent on the reflective activity of a subject, one cannot describe in human terms what ‘reality’ would be like before it is experienced.
Paul Watzlawick then invited me to write the introductory essay in his The invented reality (German edition, 1981; English, 1984), a book that has done more than any other to spread constructivist ideas. Apart from my immeasurable debt to Leslie Steffe, I owe a great deal to the graduate students who worked with him and to those who took my courses in the Psychology Department. They were a motley lot, because many of them did not come from my department but from philosophy, linguistics, and mathematics education.
In their textbooks, students were warned against the futility of philosophizing. Empiricism (which was usually understood as realism) was the password—and the one thing I did not have was empirical data to show the usefulness of the constructivist approach. It was a great stroke of fortune that Charles Smock brought me together with Leslie Steffe. Once more a meeting profoundly influenced my life and work. Steffe ran a Piagetian research project in the Department of Mathematics Education at the University of Georgia.
Radical Constructivism: A Way of Learning by Ernst von Glasersfeld
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