Context: South African public universities are currently undergoing a transitional period as they traverse the sensitive road of curriculum redesign that achieves an inclusive approach to education for the goal of the decolonisation of knowledge. Problem: Many classrooms have students from several cultural backgrounds yet in these spaces there is often a single dominant discourse on offer. An ethical question is raised in terms of what content should be addressed in the classroom. Method: An approach to curricula design as a conversation is presented. The philosophical aspects underlying shifts in epistemology are presented following an eclectic approach to curricula design that embraces second-order science in achieving the ongoing goal of decolonisation. The method used to achieve this goal is conversational heterarchical curriculum design assuming non quidem tabula rasa. Students can act as reference points (Nunataks) for curricula design, thus reducing the abstraction in the syllabus. Results: A heterarchical conversational approach offers a platform whereby social justice may be addressed in the classroom by providing a means by which the students’ own epistemology is embraced within the curriculum as the students provide the trajectory for the course content based on their own epistemology. A dynamic curriculum is then available that has immediate use in the communities that the students reside in. Students demonstrate understanding of the content as it is tied to their own way of knowing. Implications: The benefits of this approach include moving away from defining science according to a realist view. Educators may accept the idea that knowledge is not impartial and that method is tied to epistemology. When the observer is included in science, an awareness arises that theories (at least in the social sciences) affect what is studied, which in turn affects society. Constructivist content: The approach builds on von Foerster’s ideas on reflexivity. Pask’s conversation theory is a vehicle for the attainment of reflexive conversational teaching and learning.

Key words: Adaptation, curriculum design, conversation theory, cybernetics, decolonisation, ethics, heterarchy, nunatak, reflexivity, second-order science, ubuntuism.

Purpose: There is a lack of epistemological considerations in religious studies methodologies, which have resulted in an on-going critique in this field. In addressing this critique, the researcher’s observer effect needs to be actively accounted for owing to the influence of the researcher’s epistemology in the author’s research. This paper aims to answer the question of why a researcher should address one’s epistemology in the research. Design/methodology/approach – Using second-order cybernetics as an approach, observer dependence is exemplified and justified in the context of religious studies research methodology. The research activity is shown as a relational temporal coupling that introduces inter-subjective aspects to the research. The research process is analysed showing the need to provide scope for the researcher’s epistemology in one’s research. Findings: A relational observer-dependent approach to research embraces the epistemology of the researcher and the participants providing equality in the relationship. The research results are thus framed according to the nature of the relationship and are thus not detached. This addresses social justice and reduces troubling truth claims. Research limitations/implications – This first paper focuses on the question of why epistemology should be included in scholarly research. A detailed framework for how scholars may achieve this goal is to be part of the future study and is not presented in this paper. Practical implications: In many positivist approaches there is a motivation to hide the researcher; however, recently there has been a move towards including authors in the first person, realising that science is tied to politics, which does not reach its ideals of objectivity. Cybernetics is presented as an approach to addressing the move from “objective” to “subjective” research. Social implications – Researchers cannot get into the minds of their participants and thus an authorial privileged presentation by the researcher of the participant’s experiences is fraught with epistemological weaknesses. Attempting to own one’s own epistemology could address social justice in research by personalising the research and accounting for the observer effect and the inter-subjective attributes of the research relationship. Originality/value – The principle of observer dependence in cybernetics is not new; however, a research approach that focuses on the nature of knowing and how this may influence one’s research in religious studies is uncommon. It is thus presented here as a viable option to address the critique of epistemologically weak research methodology in religious studies.

Key words: intersubjectivity, research methodology, second-order cybernetics, epistemology, observer dependence, religious studies

Radical constructivism grows out of the belief that knowledge is constructed and legitimated by individuals as they make sense of their experiences in particular contexts and drawing on their own histories. Extending this understanding of learning and ways of knowing to girls as they work in the terrain of science, we argue that honoring student experience as the starting place for science instruction fundamentally alters the nature of science, the purpose of teaching and learning science, and the focus of relationships in science class. The implications for this position are extensive: they suggest that the dynamic relationships between language and cultural background of students and teachers alter the ways in which science education historically has enacted discipline, curriculum and pedagogy. We argue that this is particularly important to understand, for science and science education have historically operated within the masculine domain and working with girls in science in ways that respect their (gendered and cultural) construction of knowledge and their experiences, fundamentally alters the enterprise of science – an idea contradictory to most visions of the purposes of education and current reform efforts in science education, even the most liberal.

Research in mathematics education is a discursive process: It entails the analysis and production of texts, whether in the analysis of what learners say, the use of transcripts, or the publication of research reports. Much research in mathematics education is concerned with various aspects of mathematical thinking, including mathematical knowing, understanding and learning. In this paper, using ideas from discursive psychology, I examine the discursive construction of mathematical thinking in the research process. I focus, in particular, on the role of researchers’ descriptions. Specifically, I examine discursive features of two well-known research papers on mathematical thinking. These features include the use of contrast structures, categorisation and the construction of facts. Based on this analysis, I argue that researchers’ descriptions of learners’ or researchers’ behaviour and interaction make possible subsequent accounts of mathematical thinking.

Key words: Mathematical thinking, research methodology, discursive psychology, contrast structures, descriptions, epistemology

Context: During the 1980s, Ernst von Glasersfeld’s reflections nourished various studies conducted by a community of mathematics education researchers at CIRADE, Quebec, Canada. Problem: What are his influence on and contributions to the center’s rich climate of development? We discuss the fecundity of von Glasersfeld’s ideas for the CIRADE researchers’ community, specifically in didactique des mathématiques. Furthermore, we take a prospective view and address some challenges that new, post-CIRADE mathematics education researchers are confronted with that are related to interpretations of and reactions to constructivism by the surrounding community. Results: Von Glasersfeld’s contribution still continues today, with a new generation of researchers in mathematics education that have inherited views and ideas related to constructivism. For the post-CIRADE research community, the concepts and epistemology that von Glasersfeld put forward still need to be developed further, in particular concepts such as subjectivity, viability, the circular interpretative effect, representations, the nature of knowing, errors, and reality. Implications: Radical constructivism’s offspring resides within the concepts and epistemology put forth, and that continue to be put forth, through a large number of new and different generations of theories, thereby perpetuating von Glasersfeld’s legacy.

Key words: radical constructivism, mathematics education, viability, reification, representation

The development o f learning theories has continued since the acceptance o f constructivism with enactivism being one emerging theory. Some influences on this development include criticisms of constructivism, ideas about Cartesian dichotomies, consideration of non- cognitive knowing, notions from phenomenology, and the neural biological work which emphasises evolutionary or Darwinian notions and systems theory. This paper, based on the literature,puts some ofthese interrelated influences together to introduce enactivism.

Open peer commentary on the target article “Arguments Opposing the Radicalism of Radical Constructivism” by Gernot Saalmann. First paragraph: I appreciate Saalmann’s recognition that “there are considerable differences amongst the authors” and that these “have changed their opinions in the course of time” (§3); but given this, what are the consequences for an outline of the theses of radical constructivism (RC)? Which approach is best for outlining a theory of knowing under these hindering conditions? My suggestion would be to use a method specifically developed for this kind of situation and to present it explicitly, or, if it does not yet exist, to develop one.

Open peer commentary on the article “Applying Radical Constructivism to Machine Learning: A Pilot Study in Assistive Robotics” by Markus Nowak, Claudio Castellini & Carlo Massironi. Upshot: Applying radical constructivism to machine learning is a challenge that requires us to dive very deeply into its theory of knowing and learning. We need to clarify its fundamental concepts, if possible, in operational terms. This commentary aims at outlining how this kind of clarification could look in the case of 3 such concepts: (a) the construction of experiential reality; (b) learning as a constructive activity; (c) the viability of conceptual structures.

Context: Varela’s neurophenomenology was conceived from the outset as a criticism and dissolution of the “hard problem” of the physical origin of consciousness. Indeed, the standard (physicalist) formulation of this problem is what generates it, and turns it into a fake mystery. Problem: Such a dissolution of the “hard problem” is very demanding for researchers. It invites them to leave their position of neutral observers/thinkers, and to seek self-transformation instead. It leaves no room for the “hard problem” in the field of discourse, and rather deflects it onto the plane of attitudes. As a consequence, it runs the risk of being either ignored or considered as a dodge. How can we overcome this obstacle and restore the argumentative impact of neurophenomenology? Method: I propose a metaphysical compensation for the anti-metaphysical premise of the neurophenomenological dissolution of the “hard problem.” Yet, this alternative metaphysics is designed to keep the benefit of a shift from discourse to ways of being - this is the latent message of neurophenomenology. Results: A dynamical and participatory conception of the relation between body and consciousness is formulated, with no concession to standard positions such as physicalist monism and property dualism. This conception is based on Varela’s formalism of “cybernetic dialectic” and on a geometrical model of self-production. It is in close agreement with Merleau-Ponty’s “intra-ontology: an engaged ontological approach of what it is like to be, rather than a discipline of the contemplation of beings. Implications: Taking neurophenomenology seriously implies a radical shift in our way of tackling the “hard problem” of consciousness. There is no question here of theorizing about the neuro-experiential correlation but of including it in a chain of resonance and continuous research that amplifies our lived life. Even metaphysics partakes in this shift. Constructivist content: The article advocates a critical stance towards standard realist approaches to the science and philosophy of mind. A complete reversal of the hierarchy of ontological priorities between physical objects and consciousness is proposed, in the spirit of Husserl’s Crisis of the European Sciences. Then, the obvious but usually overlooked relation between being conscious and knowing consciousness is emphasized. Keywords: Neurophenomenology, phenomenology, consciousness, experience, mind-body problem, quantum mechanics, neutral monism, panpsychism, Merleau-Ponty.

Upshot: A “natural constructivist” attempt to explain the practice of knowing and other mental talk by showing how these practices have “naturally” emerged, where this natural emergence is in a realist home rather than a constructivist one.