Open peer commentary on the article “A Cybernetic Computational Model for Learning and Skill Acquisition” by Bernard Scott & Abhinav Bansal. Upshot: The paper is an admirable example of first-order cybernetics. It does not appear to be developed as part of the constructivist paradigm and of second-order cybernetics. It neglects research as the context that generates problems of observation.

Open peer commentary on the article “I Can’t Yet and Growth Mindset” by Fiona Murphy & Hugh Gash. Abstract: Murphy and Gash’s target article offers an important emphasis on emotional and relational dimensions as part of a radical constructivist paradigm to challenge failure identity, fixed notions of intelligence and to go beyond social learning theory. This commentary seeks to expand their conceptual framework further as part of a spatial turn for constructivism to focus on background relational space and systems of relation. Concentric and diametric spatial systems are proposed as background foundational conditions for framing systems and meaning with regard to inclusion and exclusion in education.

This study analyzes the optimization of the cognitive map, as knowledge and understanding tool that complies with constructivist paradigm. The experiment carried out on a group of subjects, formed of students – future teachers within the University of Craiova has shown the advantages and disadvantages of the cognitive map in studying some of the subjects enclosed in the curriculum plan of the teaching training module. The results obtained by the students of the experimental group confirmed the research objectives and hypotheses. We succeeded in demonstrating the fact that using this tool in the activities developed with students contributes to the optimization of their school results. As well, it has also been confirmed the connection between the optimization of activities in pairs or small groups, based on collaboration, in a faster understanding of concepts of scientific contents and in solving some misunderstandings that the students had related to these contents. The results obtained lead at the same time to new perspectives in studying this subject related to academic learning.

Key words: teaching, constructivist paradigm, teaching-educative alternative, graphic organizers, cognitive map, independent activity, activity based on collaboration.

This chapter explores the move toward a constructivist paradigm and collaborative knowledge construction in the broader institutional context of education.

The central thesis of this paper is that most versions of epistemological relativism and constructivism fall into two categories which I call “noncontroversial” versus “controversial.” The former holds that beliefs about reality are constructed by the mind and are relative to various frameworks: history, culture, and individual circumstances. Controversial constructivist relativism holds, by contrast, that truth itself is constructed by the mind and is relative to various frameworks including those Kuhn (1970) calls “paradigms.” Controversial constructivist relativism tends to exert a detrimental influence on psychoanalysis by undermining the search for truth in both theory and clinical practice. Arguments are presented to show that controversial constructivist relativism (CCR) is untenable whereas noncontroversial constructivist relativism (NCR) is trivial in the sense that nobody disputes it. Hoffman’s social-constructivist paradigm (endorsed by Gill) is untenable to the extent that it espouses CCR. Although both Hoffman and Gill explicitly reject CCR in some of their statements, other statements appear to embrace CCR. They can resolve this logical inconsistency by retracting those statements that endorse CCR but at the cost of rendering the social-constructivist paradigm epistemologically trivial. These same arguments apply to the issue of relativism in hermeneutics and postmodernism.

Key words: psychoanalysis, science, social constructivism, epistemology, fact, reality, empirical, validation, hermeneutics, postmodernism

Begin with the assertion that life is a narrative and human beings are inherent narrators, storytellers, and, of course, participants in their own emerging plots / discuss therapy as a rehearsing scenario for the construction and deconstruction of stories / introduce hermeneutics as an alternative to a basic dialogic tension between the narrative and narrator, object and subject, knower and known / contrast 3 paradigms from the cognitive-behavioral tradition – behavioral, cognitive, and constructivist – in terms of their notions of textuality, selfhood, and ontology and epistemology / argue that the constructivist paradigm provides a hermeneutic alternative that allows the conceptualization of humans as neither objects nor subjects, but as projects – that is, embodied metaphors whose eminent task is to exist through understanding and to understand through existence

This paper criticizes radical constructivism of the Glasersfeld type, pointing out some contradictions between the declared radical principles and their theoretical and practical development. These contradictions manifest themselves in a frequent oscillation between solipsism and realism, despite constructivist claims to be an anti-realist theory. The paper also points out the contradiction between the relativism of the radical constructivist principles and the constructivist exclusion of other epistemological or educational paradigms. It also disputes the originality and importance of the radical constructivist paradigm, suggesting the idea of an isomorphism between radical constructivist theory and contemplative realism. In addition, some pedagogical and scientific methodological aspects of the radical constructivist model are examined. Although radical constructivism claims to be a rational theory and advocates deductive thinking, it is argued that there is no logical deductive connection between the radical principles of constructivism and the radical constructivist ideas about scientific research and learning. The paper suggests the possibility of an ideological substratum in the construction and hegemonic success of subjective constructivism and, finally, briefly advances an alternative realist model to epistemological and educational radical constructivism.

This paper deals with personal development in its social contexts. It demonstrates how personal development works and appears in communication. Therefore there will be an analysis implemented which is based on system-theoretical propositions of the social sciences which reveals the reciprocal relation between consciousness and communication. The evidence of communication will be explained in different models and under different aspects, e.g., learning and socialization, paradoxical operations and forms of development. The constructive character of identity and reality will be discussed in its sociobiological origins. As a result “knowledge” will be redefined as an intentionally directed contingent way of perceiving and acting. It leads to the conclusion that personal development is an irreversible process which becomes evident by the expansion of personal choices in the code of truth and love as ecological criteria. Relevance: The publication demonstrates an interdisciplinary approach based on the general language of cybernetics and systems theory. The method is taken from Maturana’s way of explaining how science works and it comes to conclusions which makes evident why the constructivist paradigm may be useful for humanity and society.

New media technologies, changing student learning styles and high employer expectations in a tightening job market necessitate innovation and constant adaptation of journalism and public relations teaching materials. Building on a constructivist paradigm, this essay proposes a service-based, collaborative approach to teaching that involves students, peers, employers and faculty. It offers a model, strategies and a case study using this teaching style. Faculty, students and employers benefit from departments that maintain a good relationship with key stakeholders and incorporate convergent media into course assignments. Collaboration and service learning also are essential to keeping up with emerging trends. Relevance: The paper addresses how to implement a constructive approach in service-learning projects.

Key words: Collaborative, constructivist, journalism, media convergence, public relations, service learning, stakeholders

Upshot: We acknowledge that our model can be implemented with different reinforcement learning algorithms. Subsystem formation has been successfully demonstrated on the basal level, and in order to show full subsystem formation in the communication system at least both intentional utterances and acceptance/rejection need to be implemented. The comments about intrinsic vs extrinsic rewards made clear that this distinction is not helpful in the context of the constructivist paradigm but rather needs to be replaced by a critical reflection on whether one has truly created autopoietic agents or just an engineering system.