Publication 6487

Kivinen O. & Ristele P. (2003) From constructivism to pragmatist conception of learning. Oxford Review of Education 29(3): 363–375. Fulltext at https://cepa.info/6487
This paper contributes to the debate on constructivist learning theory. We contrast the constructivist notion of activity that identifies ‘active’ with ‘conscious’ and ‘intentional’ with John Dewey’s habitual conception of action, knowing and learning by doing. As regards language and truth, we defend an anti-representationalist conception that sees words as tools of communication and coordination rather than representations reflecting reality. To compare our Deweyan pragmatist conception of learning with contemporary viewpoints associated with constructivism, we examine and criticise the notions of ‘knowledge building’ and ‘metacognition’. Finally, we consider what Deweyan ideas about learning and growth might mean for education in the twenty-first century.

Similar publications:

Log in to view a list of similar publications
Local

External

External

The publication has not yet bookmarked in any reading list

You cannot bookmark this publication into a reading list because you are not member of any
Log in to create one.

There are currently no annotations

To add an annotation you need to log in first

Download statistics

Log in to view the download statistics for this publication
Export bibliographic details as: CF Format · APA · BibTex · EndNote · Harvard · MLA · Nature · RIS · Science