Open peer commentary on the article “Music as Semiotic Eigenbehavior” by Douglas Walter Scott. Upshot: An alternative semiotics of music grounded in a neuropsychological framework is outlined. The purposes and effects of music listening are to modulate internal psychological states rather than to support externalized actions. Von Foerster’s eigenbehaviors are discussed in the context of self-constructing purposive percept-coordination-action systems and Piaget’s theory of equilibration.

The present article analyses the signficance and relevance of dialectic in Piaget’s and Vigotsky’s psychological studies. On one hand, it highlights the common dialectical methodology present in units of analysis in research. On the other hand, it focuses on the peculiar features dialectic acquires within both authors’ explanation of psychological development. Lastly, a characterization of dialectic features based on previous analysis is introduced. The present article argues against the unique dialectic and its a priori features in Developmental Psychology and Human Sciences areas. It also justifies its diversity in relation to the subject matters under investigation as well as the existence of certain limits in the use of that category in empirical research. The use of dialectics requires the adoption of diverse forms regarding different issues and theoretical focuses.

Key words: dialectic, unit of analysis, contradiction, dialectic inference, equilibration.

Learning to perceive is faced with a classical paradox: if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the “laws” of sensorimotor contingencies (SMCs) In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget’s theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget’s theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level.

Context: In spite of its advantages and its ability to make valid responses to objections, radical constructivism is not mainstream. Problem: Extolling the virtues of radical constructivism and responding logically to the objections does not work. We know this from the evidence of many attempts. Our theoretical stance, radical constructivism, also suggests this approach is not likely to have much influence on realists. We cannot transmit understanding in the signals with which we attempt to communicate. How can we in radical constructivism enable those outside of RC to understand our explanation of human knowing? Method: Examine our understanding of radical constructivism itself, because it is an explanation of how, why and under what circumstances people change their understandings of their experiential worlds. Results: We must find ways to direct the attention of others to situations that they cannot explain with their existing understanding of the world. Then we must create conditions conducive to their revising and testing new understandings for fit with the evidence of their experience. Implications: Since radical constructivism is a theory of human knowing, it tells us how humans develop knowledge, hence it is an answer to the questions central to this special issue. This answer is not one to be used to win in debates with realists. Radical constructivism gives us an answer to the problem of engaging realists in understanding our position, but strategies consistent with radical constructivism are not easily carried out. Developing and executing such strategies is the work at hand.

Key words: history of science, paradigm change, physics education research, realism, folk theory of teaching, cognitive equilibration

O’Loughlin critiqued Piagetian constructivism and urged that science educators adopt a sociocultural constructivism in its place. The central thesis of this response is that Piaget’s revisions of his theory in the 10 years prior to his death offer a new model of equilibration that is contemporary and helpful as we rethink science education. Further, it is argued that decentering is an important human attribute – a necessary aspect of the scientific process. The sociocultural model is critiqued as nihilistic, culturally relative, and dangerous when placed in the context of real science classrooms.

This book is an update of the workshop that introduced the work of Jean Piaget to the science teaching community in the U.S. The result of Robert Karplus’ introduction of Piaget’s theory and observations to the Physics community have resulted in the formation of a whole new sub-discipline named physics education research (PER). The theoretical underpinnings of Piaget’s theory of cognitive equilibration are described and contrasted with the work of Vygotsky. Piaget’s ideas spawned a number of Piagetian-based course programs in institutions of higher education in the U.S. which are described in the book. Examples of work in disciplines beyond the sciences from such programs are given.

At the end of my talk at the symposium in Paderborn, Humberto MATURANA raised the question of “goals.” The discussion that followed was not conclusive and the question, I felt, was left hanging in the air. Since it is an important question and particularly relevant to any theory of equilibration, I shall try to begin this written version of my talk by explaining the connections I see between the concepts of perturbation, equilibration, and goal-directedness.

Key words: radical constructivism, cognition

Editor’s abstract: Piaget makes a distinction between development and learning – development being a spontaneous process tied to embryogenesis, learning being provoked by external situations. He proceeds to discuss the concept of an operation as an interiorized action linked to other operations in a structure. Four stages of development are enumerated – sensori-motor, pre-operational, concrete operations, and formal operations. Factors explaining the development of one structure of operations from another are discussed – maturation, experience, social transmission, and equilibration. Equilibration is defended as the most fundamental factor. Commenting on the inadequacy of the stimulus-response approach to understanding learning, Piaget presents evidence negating the effectiveness of external reinforcement in hastening the development of operational structures. These operational structures can be learned only if one bases the learning on simpler, more elementary structures – only if there is a natural relationship and development of structures. The learning of these structures is held to follow the same basic laws as does their natural development, i.e., learning is subordinated to development. Piaget concludes that the fundamental relation involved in development and learning is assimilation, not association.

That Piagetian epistemology has the dynamics of knowledge growth as its core consideration predetermines a need to consider it as potentially applicable to teaching. This paper addresses that need by first outlining the Piagetian theory of equilibration and then applying it to the construction of methods of teaching science.

Key words: teaching science, paper address, knowledge growth, piagetian theory, core consideration.

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