A rising epistemological paradigm in the cognitive sciences – embodied cognition – has been stimulating innovative approaches, among educational researchers, to the design and analysis of STEM teaching and learning. The paradigm promotes theorizations of cognitive activity as grounded, or even constituted, in goal-oriented multimodal sensorimotor phenomenology. Conceptual learning, per these theories, could emanate from, or be triggered by, experiences of enacting or witnessing particular movement forms, even before these movements are explicitly signified as illustrating target content. Putting these theories to practice, new types of learning environments are being explored that utilize interactive technologies to initially foster student enactment of conceptually oriented movement forms and only then formalize these gestures and actions in disciplinary formats and language. In turn, new research instruments, such as multimodal learning analytics, now enable researchers to aggregate, integrate, model, and represent students’ physical movements, eye-gaze paths, and verbal–gestural utterance so as to track and evaluate emerging conceptual capacity. We – a cohort of cognitive scientists and design-based researchers of embodied mathematics – survey a set of empirically validated frameworks and principles for enhancing mathematics teaching and learning as dialogic multimodal activity, and we synthetize a set of principles for educational practice.

In my article, I propose to discuss constructivism and realism in terms of actions instead of doing that in a usual way, in terms of theories, philosophers or general positions. To enable this, I offer two conceptual tools. First, I use modified model of four types of knowledge introduced by Andrzej Zybertowicz. It approaches any knowledge-building process as a cultural game, and recognizes reproduction, discovery, redefinition, and design of a new game. Second, I use Stanislaw Lem’s model of three types of geniuses. I illustrate my approach briefly using examples from Plato, Spinoza and Berkeley.

Key words: Constructivism, realism, cultural theory, actions, knowledge.

This paper defines a theoretical framework aiming to support the actions and reflections of researchers looking for a “method” in order to critically conceive the complexity of a scientific process of research. First, it starts with a brief overview of the core assumptions framing Morin’s “paradigm of complexity” and Le Moigne’s “general system theory.” Distinguishing “methodology” and “method,” the framework is conceived based on three moments, which represent recurring stages of the spiraling development of research. The first moment focuses on the definition of the research process and its sub-systems (author, system of ideas, object of study and method) understood as a complex form of organization finalized in a specific environment. The second moment introduces a matrix aiming to model the research process and nine core methodological issues, according to a programmatic and critical approach. Using the matrix previously modeled, the third moment suggests conceiving of the research process following a strategic mindset that focuses on contingencies, in order to locate, share and communicate the path followed throughout the inquiry. Relevance: This paper provides the readers with a constructivist methodology of research inspired by Morin’s paradigm of complexity and Le Moigne’s general system theory.

Excerpt: Recent experimental work on imitation in infancy has challenged Piaget’s theory and timetable. Two aspects of Piaget’s work have been criticized: his contention that imitation of invisible gestures (i.e., gestures the imitator cannot see when he or she performs them) could not occur until the third quarter of the first year, and his contention that deferred imitation of novel sequences of actions could not occur until the beginning of the second year. The critics have marshalled empirical research that they interpret as showing invisible imitation in the neonatal period and deferred imitation at 6–9 months. This chapter argues that in both areas the empirical criticism of Piaget is not well founded. It removes a source of support for theories that attribute mental representation to young infants. In turn, it provides support for Piagetian theories that see mental representation as evolving gradually in the course of the first year. The chapter starts with a brief summary of Piaget’s theory to provide a context for his work on imitation. This summary is followed by an examination of the work on invisible imitation and deferred imitation.

Neuroscience techniques provide an open window previously unavailable to the origin of thoughts and actions in children. Developmental cognitive neuroscience is booming, and knowledge from human brain mapping is finding its way into education and pediatric practice. Promises of application in developmental cognitive neuroscience rests however on better theory-guided data interpretation. Massive amounts of neuroimaging data from children are being processed, yet published studies often do not frame their work within developmental models – in detriment, we believe, to progress in this field. Here we describe some core challenges in interpreting the data from developmental cognitive neuroscience, and advocate the use of constructivist developmental theories of human cognition with a neuroscience interpretation.

Minimalism is a useful element in the constructivist arsenal against objectivism. By reducing actions and sensory feedback to a bare minimum, it becomes possible to obtain a complete description of the sensory-motor dynamics; and this in turn reveals that the object of perception does not pre-exist in itself, but is actually constituted during the process of observation. In this paper, this minimalist approach is deployed for the case of the recognition of “the Other.” It is shown that the perception of another intentional subject is based on properties that are intrinsic to the joint perceptual activity itself.

Key words: sensory-motor, dynamics, perception, minimalism

Constructivism is an approach to knowledge and learning that focuses on the active role of knowers. Sanchez and Loredo propose a classification of constructivist thinkers and address what they perceive to be internal problems of present-day constructivism. The remedy they propose is a return to the genetic constructivism of James Mark Baldwin, Jean Piaget and Lev Vygotsky. In this article we first raise the question of whether thinkers like Baldwin, Vygotsky, Maturana and Varela are adequately depicted as constructivists, and subsequently argue that constructivism is caught in an overly epistemic version of the subject/object dichotomy. We then introduce a genetic logic that is not based on the Hegelian dialectics of negation and mediation, but rather on the idea of the recursive consensual coordination of actions that give rise to stylized cultural practices. We argue that a genuinely genetic and generative psychology should be concerned with the multifarious and ever-changing nature of human “life” and not merely with the construction of knowledge about life. Relevance: The article deals with perceived “internal” problems of constructivist approaches and proposes a genetic and generative psychology that is centrally concerned with human life-as-lived and not merely with life-as-known. The article furthermore raises the question whether key thinkers like Vygotsky, Maturana and Varela and are adequately depicted as constructivists.

Key words: Constructivism, genetic logic, generativity, expressivism, enactivism.

Context: For many people, religion and/or spiritual experiences are an important part of their daily lives - shaping their thinking and actions. Studying these experiences relies on qualitative religious studies (RS) research that engages respondents on a deeply personal level. Problem: Researchers are unable to provide an apolitical, value-free approach to research. There lacks a rigorous methodological approach to qualitative RS research that addresses this epistemological obstacle. This is particularly relevant when studying a cohort with radically different beliefs from the researcher. Method: Researcher coupling is presented as a topic that defines the researcher and her participants as a systemic entity. By demonstrating how the researcher’s worldview is tied to her research, an argument for personalised and relational observer-dependent research is presented. Five reflexive questions are proposed as a starting point for personalised research to demonstrate the relational and intersubjective nature of this activity. Results: By linking the researcher to her research and changing the goal of research from independent and objective research to one that is relational and contextual, the scholar can report on her research in an ethical and socially just manner by linking her worldview to her research. Implications: The traditional research activity is redefined as one that should embrace the scholar’s worldview instead of attempting to hide it. The scientific ideals of independence and objectivity are replaced by interdependence and hence a proposal is made for personalised research that embraces the intersubjective nature of this activity. This proposal is meant to alleviate some of the epistemological weaknesses in RS. This paradigm shift promotes rigour as a qualifier for methodology including changes to how research is categorised. Constructivist content: Margaret Mead’s ideas of observer dependence in anthropological research and how the observer constructs her research findings are discussed. The circularity that exists in this relational context is analysed according to Bradford Keeney’s ideas on recursion and resultant future behavioural correction. Ranulph Glanville’s ideas of intersubjectivity and his concept of “in the between” are used as a foundation for the researcher-participant relationship. Ross Ashby’s notion of experimenter coupling is used as a basis for researcher coupling.

Key words: Epistemology, ethics, personalised and relational research, religious studies, rigour, research methodology, worldview.

The attempt to define living systems in terms of goal, purpose, function, etc. runs into serious conceptual difficulties. The theoretical biologists Humberto Maturana and Francisco Varela realized that any such attempt cannot capture what is distinctive about them: their autonomy and unity. Goal, purpose, etc. always define the system in terms of something extrinsic, whereas living systems are unique because they maintain their unitary continuity of pattern despite the ceaseless turnover of their components. So, system-closure is a prerequisite of their adequate conceptual comprehension. Maturana and Varela themselves found that system-closure pertains exclusively to their organization, i.e. the set of relations among system-components which unify them. For living systems this comprises the relation between the system-components and the processes which they undergo. This relation is self-referential because it is closed, i.e. it essentially (re)produces itself. \\While this model worked very well in the biological domain, attempts to extend it to the social domain met with serious conceptual obstacles. The reason for this is that Maturana did not make a consistent enough application of it. He understood the components of social systems biologically (individuals, persons, etc.) and the relations between them socially (language). This inconsistency ruptured the system’s organizational closure. Consequently organizational closure (autopoiesis) can be maintained only when both the components of social systems and their processes are of the same type: social. This interpretation can be found in the work of Niklas Luhmann who recognizes that the components of social systems are not persons, individuals, actors or subjects but communicative actions themselves. This preserves the organizational closure of the system and permits the concept of autopoiesis to be used as a powerful instrument of social analysis.

Key words: Autopoiesis, communication, meaning, organization, social systems, structure.

In this paper, the author has discussed the epistemological and the pedagogical dilemma he faced in the past and that he is still facing within radical and social constructivist paradigms. He built up an understanding of radical constructivism from the works of Ernst von Glasersfeld and social constructivism from the works of Paul Ernest. He introduced the notion of constructivism including both radical constructivism and social constructivism in brief. Then he reconceptualized these forms of constructivism in terms of epistemological and pedagogical motivation leading to a dilemma. He emphasized how the dilemma within these paradigms might impact one’s actions and how resolving this dilemma leads to eclecticism. He summarized that one paradigm world does not function well in the context of teaching and learning of mathematics (and science). Finally, he concluded the dilemma issue with epistemological and pedagogical eclecticism.

Key words: Radical constructivism, social constructivism, epistemological-pedagogical dilemma, epistemological eclecticism, pedagogical eclecticism.