Toggle navigation
CEPA.INFO
FAQ
BROWSE
Authors
Constructivist Approaches
Background Disciplines
Reading Lists
Latest Fulltext Additions
LOGIN
Chapters in
Epistemology and education
Edited by
C. D. Smock
&
E. Glasersfeld
. Follow Through Publications, Athens GA, 1974.
Publications Found:
7
·
Show All Abstracts
·
Highlight Matches
Search CEPA
» Help with Search
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????????????????????????????????????????????????????????????????????????????????????????????????????????????? ORDER BY 3989
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????) ORDER BY 7543
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????' ORDER BY 4180
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????') ORDER BY 4953
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????' ORDER BY 7206
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????????????????????????????????????????????????????????????????????????????????????????????????????????????? ORDER BY 8748
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f�������������������������������������������������������������������������������������������������������������������������������������������������������������B
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f���������������������������������������������������������������������������������������������������������������������������������������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????????????????????????????????????????????????????????????????????????????????????????????????????????????? ORDER BY 3989#
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????' ORDER BY 4180#
By default, Find returns all publications that contain the words in the surnames of their author, in their titles, or in their years. For example,
Maturana
finds all publications authored by Maturana and publications that have "Maturana" in their title
Maturana 1974
finds all publications authored by Maturana in 1974
You can directly search for a reference by copy-pasting it. For example,
Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
Unless a word (or phrase) if prefixed with a minus (-) it must be present in all results. Examples:
Glasersfeld Varela
shows all publications Ernst von Glasersfeld and Francisco Varela wrote together.
Glasersfeld "Jean Piaget"
finds all publications with
Glasersfeld
and
Jean Piaget
in it.
Prefix with
-
to indicate that this word must not be present in any result:
cognition -biology
will find entries that have
cognition
in the title but not
biology
.
Enter the surname of an author and a year to find all publications the author wrote in that year:
Glasersfeld 1995
presents all publications Ernst von Glasersfeld published in 1995.
Use
*
to match any characters:
constructivis*
matches constructivism and constructivist.
Enclose phrases between double quotes
"
to force phrase search:
"biology of cognition"
lists only the publications containing this phrase. Without the double quotes it will return all publications containing "biology" and all publications containing "cognition".
All the searches above match author names, titles and years. You can also address single fields:
author:glasersfeld title:reality
shows publications von Glasersfeld wrote on reality;
abstract:second-order
searches all abstracts for "second-order";
editor:Watzlawick
finds all books edited by Watzlawick.
Note there is no space after the colon.
Attention: Words of three letters and less are ignored.
"Not one, not two"
will return no result although there is
Varela's paper
of this title.
Ceccato S. (1974) In the garden of choices. In: Smock C. D. & Glasersfeld E. (eds.) Epistemology and education. Follow Through Publications, Athens GA: 123–140. https://cepa.info/3639
Ceccato S.
(
1974
)
In the garden of choices
.
In: Smock C. D. & Glasersfeld E. (eds.)
Epistemology and education
. Follow Through Publications, Athens GA: 123–140.
Fulltext at https://cepa.info/3639
Copy Citation
Gash H. (1974) The constructivist epistemology in John Dewey, Jean Piaget, and Cognitive developmental psychology. In: Smock C. D. & Glasersfeld E. von (eds.) Epistemology and education. Follow Through Publications, Athens GA: 27–44. https://cepa.info/2181
Gash H.
(
1974
)
The constructivist epistemology in John Dewey, Jean Piaget, and Cognitive developmental psychology
.
In: Smock C. D. & Glasersfeld E. von (eds.)
Epistemology and education
. Follow Through Publications, Athens GA: 27–44.
Fulltext at https://cepa.info/2181
Copy Citation
There are a number of important similarities in John Dewey’s and Jean Piaget’s epistemologies. These include their emphasis on cognitive process, their grounding concepts in opertions and their implicit radical epistemology. Dewey’s constructivism is presented in the context of Bridgman’s operationalism each presented as deeper and very different from the operational definition of the contemporary psychology. The paper proposes a consistently radical constructivism as a clarification of views held in the mainstream psychology of the time.
Relevance:
Part of the collection edited by Ernst von Glasersfeld and Charles Smock in 1974 to launch Radical Constructivism.
Key words:
Radical constructivism
,
Dewey
,
Piaget
,
epistemology
,
cognitive structures
,
reality
Glasersfeld E. von (1974) Piaget and the radical constructivist epistemology. In: Smock C. D. & Glasersfeld E. von (eds.) Epistemology and education. Follow Through Publications, Athens GA: 1–24. https://cepa.info/1324
Glasersfeld E. von
(
1974
)
Piaget and the radical constructivist epistemology
.
In: Smock C. D. & Glasersfeld E. von (eds.)
Epistemology and education
. Follow Through Publications, Athens GA: 1–24.
Fulltext at https://cepa.info/1324
Copy Citation
Excerpt:
As we know well enough from our own experience, at that level of elaboration, the “permanence” or “universality” of our cognitive constructs tends to become precarious. But even if it did not, even if we could achieve perfect intersubjective agreement of structures, it still would not get us across the border of the black box, because all it would tell us with certainty is that we, collectively, have found one viable construction. Such a construction becomes no more “real,” in the ontological sense, if we share it – it would still be based solely on signals on our side of the construct we have called “experiential interface,” and on the particular way in which we have categorized, processed, and coordinated these signals as input to, or output from, the construct we have called “universe.”
Key words:
Jean Piaget
,
radical constructivism
German translation: Chapter 9 in
Glasersfeld E. von (1987) Wissen, Sprache und Wirklichkeit
, Reprinted as: Chapter 6 in
Glasersfeld E. von (1987) The construction of knowledge: Contributions to conceptual semantics
, Reprinted as chapter 7 in
Glasersfeld E. von (2008) Key works in radical constructivism. Edited by M. Larochelle
Glasersfeld E. von & Smock C. D. (1974) Introduction. In: Smock C. D. & Glasersfeld E. (eds.) Epistemology and education. Follow Through Publications, Athens GA: xi–xxiv. https://cepa.info/3638
Glasersfeld E. von
&
Smock C. D.
(
1974
)
Introduction
.
In: Smock C. D. & Glasersfeld E. (eds.)
Epistemology and education
. Follow Through Publications, Athens GA: xi–xxiv.
Fulltext at https://cepa.info/3638
Copy Citation
Excerpt:
The purpose of this collection of essays is to suggest an alternative way of looking at knowledge, knowledge acquisition and the process of cognition. The approach is neither easy nor comfortable. It involves the demolition of several concepts which are part of our civilization’s “common sense. ” Many will argue we cannot do without these concepts. But, constructivism does offer a theoretical explanation for the strange and disheartening fact that knowledge, no matter how clear and obvious it may be to the knower, cannot be simply communicated. It does this on the strength of a radical reassessment of the concept of knowledge, a reassessment which, though it is by no means a philosophical novelty, is contrary to the mainstream of philosophical tradition.
Powers W. T. (1974) Applied epistemology. In: Smock C. D. & Glasersfeld E. (eds.) Epistemology and education. Follow Through Publications, Athens GA: 84–98. https://cepa.info/7845
Powers W. T.
(
1974
)
Applied epistemology
.
In: Smock C. D. & Glasersfeld E. (eds.)
Epistemology and education
. Follow Through Publications, Athens GA: 84–98.
Fulltext at https://cepa.info/7845
Copy Citation
Excerpt:
It may be that Piaget has for several decades suffered an extreme of misunderstanding of his position – or it may be that in his direct approach to the growth of perceptual organization, he has been applying new principles without having organized them into an “official” statement. The subject of this chapter is another approach that has converged to the same general conclusions from a totally different starting point: cybernetics. In this case the epistemological principles have emerged in an explicit form simply as a consequence of following out the logic of a behavioral model. The model on which I have been working is an offshoot of cybernetics using almost the oldest and least sophisticated of cybernetic concepts: feedback of behavioral outputs to sensory inputs, through the environment. Through a rigorous, and some might say obsessive, application of a simple control-system unit of behavioral organization, I have constructed what seems on first inspection to be a purely hardware model of how behavior works, the kind of model that would make any engineer feel secure.
Silverman P. (1974) Radical constructivism in psychological explanation: A synthesis of negative feedback and operationism. In: Smock C. D. & Glasersfeld E. (eds.) Epistemology and education. Follow Through Publications, Athens GA: 99–122. https://cepa.info/3640
Silverman P.
(
1974
)
Radical constructivism in psychological explanation: A synthesis of negative feedback and operationism
.
In: Smock C. D. & Glasersfeld E. (eds.)
Epistemology and education
. Follow Through Publications, Athens GA: 99–122.
Fulltext at https://cepa.info/3640
Copy Citation
Excerpt:
The radical constructivist philosophy serves as an epistemological framework for a discussion of the role of feedback in theories of behavior and for the application of operational analyses to cognition. It posits that biological organisms build their “realities” or “environments” and respond to those constructions. The environment, then, is a model which is internally organized and which cannot be directly known. The philosophical origins of this position lie in Bishop Berkeley’s rationalist dissociation of sensible object and material object (which is unknowable). As an epistemology, radical constructivism cannot be defended with “evidence” derived from empirical findings since evidence is itself the product of the constructor. Rather, the test of constructivism lies in the generation of a system of formal descriptions of the psychological processes by which the organism constructs a world. As will be shown, these formal descriptions are subject to tests.
Key words:
Solipsism
,
feedback
,
mind-body problem
,
purposiveness
Smock C. D. (1974) Constructivism and principles for instruction. In: Smock C. D. & Glasersfeld E. (eds.) Epistemology and education. Follow Through Publications, Athens GA: 141–173. https://cepa.info/3641
Smock C. D.
(
1974
)
Constructivism and principles for instruction
.
In: Smock C. D. & Glasersfeld E. (eds.)
Epistemology and education
. Follow Through Publications, Athens GA: 141–173.
Fulltext at https://cepa.info/3641
Copy Citation
Excerpt:
Everybody “knows” what is wrong with education… Few have the courage to face two fundamental questions involved: (1) what is the purpose of the institution of public education, and (2) what is the nature of knowledge. Failure to deal with the first leads to tinkering with trivial elements of a complex societal institution that should be a mechanism for guiding change (whether of the child or society) while unwillingness to confront the second produces, at best, temporary excitement about “innovation” and, of course, keeps thousands of people in higher education and the federal government busy… The purpose of this essay relates to the second point and explicates certain issues relevant to implications of one’s view of the nature of knowledge for instruction of children.
Key words:
Genetic epistemology
,
cognitive development
,
operational structures
,
experience
,
equilibration
,
figurative thought
Export result page as:
CF Format
·
APA
·
BibTex
·
EndNote
·
Harvard
·
MLA
·
Nature
·
RIS
·
Science
Please provide us with your
feedback/evaluation/suggestions