Castoriadis’s encounter with autopoiesis was a decisive factor for his philosophical trajectory. Its influence can be seen on four interconnected levels of his thought: his reconsideration of Greek sources for his later interpretation of trans-regional being as self-creating; his rethinking of objective knowledge; his ventures into philosophical cosmology; and his re-evaluation of the living being, especially in light of his dialogue with Varela. In brief, Castoriadis’s engagement with autopoiesis was significant for his shift towards an ontology of radical physis. His shift to radical physis does not point so much to a rejection of the project of autonomy, however, as, paradoxically, its simultaneous radicalization and relativization.

Over the past decades many teaching strategies have been proposed by various educators to improve education of all students including students with special needs. No single one of these proposed teaching strategies meets the needs of all students. The new Every Student Succeeds Act, successor to No Child Left behind Law, which transfers oversight from federal level back to states, could be a benefactor for constructivism and special education. Educators are also optimistic that the new Every Student Succeeds Act will be better for vulnerable students in special education because it will introduce more flexibility in how individual states carry out evaluation of students and teachers. In addition, it will provide more flexibility on testing and adapt the curriculum to student’s needs. It would further reduce time and energy for students preparing for standardized tests or statewide exams. It will also end “Adequate Yearly Progress” – a measure that required schools to show test score gains. Constructivist teaching philosophy is all about accepting student autonomy where student thinking drives the lessons, where dialogue, inquiry, and puzzlement are valued and assessing student learning is in the context of teaching. It helps teachers to draw on new ideas as they make decisions about which teaching techniques are most appropriate for all students to learn. Now is the time to revisit the great debate of constructivism versus teacher-centered instruction and special education. Time has come to effectively explore our educational system and examine the core unit of the whole enterprise, the textbook, the classroom, a setting that is often dominated by teacher talk and students listen.

Key words: constructivist teaching strategies, student with special needs, academic outcomes, students with learning disabilities, positive learning, policy makers, indirect instruction, every student succeeds act.

The aim of this paper is to reconsider some of the stakes involved in the dialogue between sciences and between scientists, considering it as a complex and critical learning process. Dialogue – as conversation, expression, performance and negotiation – can be conceived in several ways. It carries both an epistemic and an experiential side. It involves simultaneously heterogeneous theories and identities. Because it involves fragmented scientific languages, it also requires a shared vision. But above all, what seems critical to acknowledge is that dialogue is a matter of transformation. And because transformation is also a matter of learning, the promotion of dialogue between sciences should be perceived as a virtuous spiral involving: instrumental learning (to dialogue), communicational learning (what we mean by dialoguing) and emancipatory learning (to challenge our core assumptions about dialogue and sciences). Considering the evolution of sciences as a double process embedded in the production of knowledge and the self-development of researchers raises the question of how to conceive simultaneously the relationships between these two major stakes. From a practical point of view, considering scientific dialogue as a lifelong learning process would finally suggest the management of forums like the World Knowledge Dialogue (WKD) as a privileged educational opportunity to be designed following what is known about science as a social practice and about researchers as adult learners. Based on the first edition of this forum, four suggestions are finally considered: favoring heterogeneity; valorizing formal knowledge as well as lived experience; acknowledging the learning dimension involved in the process of sharing; and confronting professional experience with knowledge produced about sciences. Inspired by Edgar Morin’s constructivist and non-dualistic position, this paper explores its practical stakes by revisiting the practice of transdisciplinary research and by considering the relationships between the process of knowledge construction and researchers’ self-development as a lifelong learning process.

In 1996 Varela established the neurophenomenology research programme (NRP). This project was not designed to solve what Chalmers has defined as the hard problem, but rather to offer a methodological remedy for this problem. The NRP seeks to bridge the explanatory gap by creating a reciprocal dialogue between the firstperson perspective on the one hand and third-person perspective on the other. Yet, twenty years after Varela’s NRP kicked off, it seems that the explanatory gap is still very much alive. This paper argues that as long as subjective experience remains at least somewhat inaccessible, we will not be able to bridge this gap.

The present paper wants to show the extent to which prosody, or best, prosodies, as Firth (1948) put it, contribute in their own and specific ways to enaction, at various levels of operational closure. On the one hand prosodies (stress, accent, melody) are linked to speech and exchange in a non-escapable fashion, as opposed to gesture for example. Hearing speech implies hearing syllables, tones, intensity variations; it does not imply seeing face or gesture (though one may object the language-dependency of prosody – gesture pairings). Simon & Auchlin (2004) described the independent timings of parameters, such as pitch range, height and intensity, speech rate: the first two or three syllables of speech alone inform on speaker sex, age, mood, investment in speech, importance of speech for her, or intentionality; the meaning of the whole utterance is obtained much later, thus the first flow somehow frames the second which, in turn, may allow blending with previously accessed information. In that way, linguistic meaning incorporates prosodic manifestations. On the other hand, one of the most basic prosodic dimensions, namely speech rate (articulation rate + pauses) is properly speaking a shared dimension between speaker and hearer: no one can hear slowly, or more rapidly than the speaker speaks. Speech rate is properly un-escapable, or necessarily shared dimension in dialogue. Indeed, interpreting is constantly anticipating – but anticipations timing still depends upon speech rate. Note that speech rate is also un-escapable for the observer, provided (s) he enacts the discourse, turning herself into a participant in the piece of interaction (s) he wants to describe (Auchlin, 1999). Sharing the temporal grid, i. e. entering it, is essential to such now. Indeed, interactionists’ work (P. Auer, E. Couper-Kuhlen, F. Müller; M. Selting; J. Local, i. a.) precisely describe verbal interactions’’ ballet temporality. Yet, their descriptive claim, which constrains empirical work, deliberately rejects any kind of theoretical conclusion or generalization; and their need to '‘objectively’’ describe speech events firmly contradicts what is mandatory for the enactive approach, namely the epistemological experientialist turn, first posited by Lakoff & Johnson (1980). The present paper examines a couple of emblematic cases of prosodic enacting meaning experience that should contribute to grounding the concept, both on its epistemological and its empirical sides.

Open peer commentary on the article “Towards a Dialogue Among Constructivist Research Programs” by Gastón Becerra & José Antonio Castorina. Upshot: The target article claims that constructivism should be regarded as a manifold movement, but not as a unique philosophical doctrine. This commentary evaluates the legitimacy of this claim.

Open peer commentary on the article “The Banathy Conversation Methodology” by Gordon Dyer, Jed Jones, Gordon Rowland & Silvia Zweifel. Upshot: I compare two closely related methodologies: the Banathy Conversation Methodology (BCM) and Structured Dialogic Design (or Structured Democratic Dialogue, SDD.

This paper analyzes Humberto Maturana’s understanding abour the objectivity of scientific knowledge through a critical dialogue with other contemporary epistemological constructivist theories. The two subjects discussed are the relations between knowledge-reality and knowledge-society, which are the most common senses that guide the philosophical discussion about objectivity. This paper also includes a systematization of the main theses of Matuana’s biology of cognition, and a brief evaluation of the role of the notion of “autopoiesis” for the understanding of objectivity.

Key words: autopoiesis, objectivity, constructivism, epistemology, humberto maturana.

In this article, the author examines Colin Grant’s recent criticism of the so-called “interaction paradigm” and Jürgen Habermas’s universal pragmatics. Grant’s approach, which is presented as an open challenge to communication theories grounded in philosophical conceptions of communality and dialogue, can be construed as an exemplar of a radical constructivist approach to vital questions of contingency and incommensurability in communication studies. In response, the author outlines a classical pragmatist approach to the problem areas identified by Grant, with the aim of outlining how a pragmatist outlook can offer promising theoretical alternatives to universal pragmatics and radical constructivism. It is argued that moderate Peircean pragmatism, appropriately interpreted, can provide a philosophical platform capable of addressing issues of contingency, uncertainty, and autonomy in communication theory without succumbing to incommensurabilism, traditional objectivism, or nominalistic individualism.

This paper is a practical guide to neurophenomenology. Varela’s neurophenomenological research program (NRP) aspires to bridge the gap between, and integrate, first-person (1P) and third-person (3P) approaches to understanding the mind. It does so by suggesting a methodological framework allowing these two irreducible phenomenal domains to relate and reciprocally support the investigation of one another. While highly appealing theoretically, neurophenomenology invites researchers to a challenging methodological endeavor. Based on our experience with empirical neurophenomenological implementation, we offer practical clarifications and insights learnt along the way. In the first part of the paper, we outline the theoretical principles of the NRP and briefly present the field of 1P research. We speak to the importance of phenomenological training and outline the utility of cooperating with meditators as skilled participants. We suggest that 1P accounts of subjective experience can be placed on a complexity continuum ranging between thick and thin phenomenology, highlighting the tension and trade-off inherent to the neurophenomenological attempt to naturalize phenomenology. We then outline a typology of bridges, which create mutual constraints between 1P and 3P approaches, and argue for the utility of alternating between the bridges depending on the available experimental resources, domain of interest and level of sought articulation. In the second part of the paper, we demonstrate how the theory can be put into practice by describing a decade of neurophenomenological studies investigating the sense of self with increasing focus on its embodied, and minimal, aspects. These aspects are accessed via the dissolution of the sense-of-boundaries, shedding new light on the multi-dimensionality and flexibility of embodied selfhood. We emphasize the evolving neurophenomenological dialogue, showing how consecutive studies, placed differently on the thin-to-thick 1P continuum, advance the research project by using the bridging principles appropriate for each stage.