Abraham T. H. (2012) Transcending disciplines: Scientific styles in studies of the brain in mid-twentieth century America. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 43(2): 552–568. https://cepa.info/3935
Much scholarship in the history of cybernetics has focused on the far-reaching cultural dimensions of the movement. What has garnered less attention are efforts by cyberneticians such as Warren McCulloch and Norbert Wiener to transform scientific practice in an array of disciplines in the biomedical sciences, and the complex ways these efforts were received by members of traditional disciplines. In a quest for scientific unity that had a decidedly imperialistic flavour, cyberneticians sought to apply practices common in the exact sciences – mainly theoretical modeling – to problems in disciplines that were traditionally defined by highly empirical practices, such as neurophysiology and neuroanatomy. Their efforts were met with mixed, often critical responses. This paper attempts to make sense of such dynamics by exploring the notion of a scientific style and its usefulness in accounting for the contrasts in scientific practice in brain research and in cybernetics during the 1940s. Focusing on two key institutional contexts of brain research and the role of the Rockefeller and Macy Foundations in directing brain research and cybernetics, the paper argues that the conflicts between these fields were not simply about experiment vs. theory but turned more closely on the questions that defined each area and the language used to elaborate answers.
Abrahamson D., Nathan M. J., Williams-Pierce C., Walkington C., Ottmar E. R., Soto H. & Alibali M. W. (2020) The future of embodied design for mathematics teaching and learning. Frontiers in Education 5: 147. https://cepa.info/7086
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.
Accame F. (2007) Ernst von Glasersfeld and the Italian Operative School. Constructivist Foundations 2(2-3): 18–24. https://cepa.info/23
Purpose: Appreciating the relationship between Sylvio Ceccato and Ernst von Glasersfeld, both as people and in their work. Approach: historical and personal accounts, archeological approach to written evidence. Findings: Ceccato’s work is introduced to an English speaking audience, and the roots of Glasersfeld’s work in Ceccato’s is explored. Flaws in Ceccato’s approach are indicated, together with how Glasersfeld’s work overcomes these, specially in language and automatic translation, and what became Radical Constructivism. Conclusion: Glasersfeld willingly acknowledges Ceccato, who he still refers to as the Master. But Ceccato’s work is little known, specially in the English speaking world. The introduction, critique and delineation of extension and resolution of Ceccato’s ideas in Glasersfeld’s work is the intended value of the paper.
Ackermann E. K. (2004) Constructing knowledge and transforming the world. In: Tokoro M. & Steels L. (eds.) A learning zone of one’s own: Sharing representations and flow in collaborative learning. IOS Press, Amsterdam: 15–37. https://cepa.info/3894
The first part of this paper examines the differences between Piaget’s constructivism, what Papert refers to as“constructionism,” and the socio-constructivist approach as portrayed by Vygotsky. All these views are developmental, and they share the notion that people actively contribute to the construction of their knowledge, by transforming their world. Yet the views also differ, each highlighting on some aspects of how children learn and grow, while leaving other questions unanswered. Attempts at integrating these views [learning through experience, through media, and through others] helps shed light on how people of different ages and venues come to make sense of their experience, and find their place – and voice – in the world. Tools, media, and cutural artifacts are the tangible forms, or mediational means, through which we make sense of our world and negociate meaning with others. In the second part of this paper, I speak to the articulations between make-believe activities and creative symbol-use as a guiding connection to rethink the aims of representations. Simulacrum and simulation, I show, play a key role besides language in helping children ground and mediate their experience in new ways. From computer-based microworlds for constructive learning (Papert’s turtle geometry, TERC’s body-syntonic graphing), to social virtual environments (MUDing). In each case, I discuss the roles of symbolic recreation, and imaginary projection (people’s abilities to build and dwell in their creations) as two powerful heuristic to keep in touch with situations, to bring what’s unknown to mind’s reach, and to explore risky ideas on safe grounds. I draw implications for education.
Ackermann E. K. (2010) Constructivism(s): Shared roots, crossed paths, multiple legacies. In: Clayson J. & Kalas I. (eds.) Constructionist approaches to creative learning, thinking and education: Lessons for the 21st century. Proceedings of Constructionism 2010. Comenius University, Bratislava: 1–9. https://cepa.info/6082
This paper examines the shared roots and crossed paths between Jean Piaget’s constructivism, what Seymour Paper refers to as “constructionism,” and socio-cultural theories as epitomized by Lev Vygotsky. We do so in the light of more situated, pragmatic, and ecological approaches to human cognition. All these views are developmental (stressing the genesis children’s interests and abilities over time), experiential (in the sense that knowledge is rooted in sensori-motor activity) and interactionist (people are seen as constructing their knowledge by transforming the world). Yet, the views also differ, each highlighting some aspects of how children grow and learn, while leaving other questions unanswered. Piaget’s main contribution was to flesh out what is common in children’s ways of thinking at different stages of their cognitive development and, more important, how consistent, robust, and generally “adapted” their views are. The theory stresses the progressive de-contextualization of knowledge (from here-and-now to then-and-there) and identifies some of the hidden mechanisms (internal reorganizations) that drive human cognitive development. Papert, in contrast, stresses how individuals learn in context and how they use their own – and other people’s – externalizations as objects to think with, especially as their convictions break down. His approach is more situated. Papert is particularly interested the role of new media in human learning. Both Papert and Vygotsky shed light on the articulations between direct and mediated experience (from action and tool-use to enactments, language, and symbol-use). Yet Vygotsky and the Russian school have paid much closer attention to the role of caring adults and peers in a child’s initiation to her culture. They remind us that it takes a whole village to raise a child. Integrating the views helps rethink how children come to make sense of their experiences, and how they find their own places – and voices – in the world. At once world-makers, world-readers, and dwellers in the world, human infants are granted from birth with the abilities to optimize exchanges with people and things by moving in and out of contexts, by shifting perspectives, and by switching roles or standpoint. They are extraordinary learners, and much can be learned from them. Lastly, while mostly inner-driven and curious, children need caring adults, secure grounds, and engaging peers and props to thrive and grow. Tools, media, and cultural artifacts are the tangible forms through which they explore their surrounds, express their thoughts, and share the fun with others – and the traces left by those who came before (cultural heritage) become a terrain for newcomers to create their paths.
Ackermann E. K. (2015) Author’s Response: Impenetrable Minds, Delusion of Shared Experience: Let’s Pretend (“dicciamo che io ero la mamma”). Constructivist Foundations 10(3): 418–421. https://cepa.info/2169
Upshot: In view of Kenny’s clinical insights, Hug’s notes on the intricacies of rational vs. a-rational “knowing” in the design sciences, and Chronaki & Kynigos’s notice of mathematics teachers’ meta-communication on experiences of change, this response reframes the heuristic power of bisociation and suspension of disbelief in the light of Kelly’s notion of “as-if-ism” (constructive alternativism. Doing as-if and playing what-if, I reiterate, are critical to mitigating intra-and inter-personal relations, or meta-communicating. Their epistemic status within the radical constructivist framework is cast in the context of mutually enriching conversational techniques, or language-games, inspired by Maturana’s concepts of “objectivity in parenthesis” and the multiverse.
Anderson M., Deely J., Krampen M., Ransdell J., Sebeok T. A. & von Uexküll T. (1984) A semiotic perspective on the sciences: Steps toward a new paradigm. Semiotica 52(1/2): 7–47.
Semiotics has itself thrived in a generative atmosphere of specialization and synthesis. Now, in an expanding intellectual universe, we converge with several other strains of scholarship. In this brief paper, we not only acknowledge this convergence and complementarity, but actively welcome the emerging rapprochement, which we interpret as representing a radical shift in scientific paradigm. This conceptual revolution transcends a dichotomous Cartesian, analytic view of the world, in the direction of a view embracing the whole, respecting complexity, and fostering synthesis.
Angel S. A., López-González M. A., Moreno-Pulido A., Corbella S., Compañ V. & Feixas G. (2012) Bibliometric review of the repertory grid technique: 1998-2007. Journal of Constructivist Psychology 25(2): 112–131. https://cepa.info/889
This bibliometric review covers the scientific production with or about the repertory grid technique between 1998 and 2007. The analysis of previous reviews suggests the need for a more careful and broad process of bibliographic research. With this aim, 24 bibliographic sources were used to cover a wide range of specialties. We began with the drawing up of an explicit protocol in which the research terms were detailed. Then the bibliographic sources were consulted, taking into account a specification of inclusion and exclusion criteria. As a result of this process, 973 references were obtained: 468 were journal papers, 335 book chapters, 108 doctoral theses and 62 books. The review also evaluates the types of documents found, the evolution of the number of works published, the repertory grid’s fields of application and the degree of openness to other disciplines. The most relevant authors, their affiliations, their countries and the publication language are also revealed in this article, as well as the major journals contributing to disseminate the work done with this technique. Relevance: Since Kelly created his personal construct theory (PCT), the repertory grid technique (RGT) has been the most well-known instrument used not only by researchers and practitioners within PCT but also across a variety of disciplines and approaches. In the present work, we try to portray a recent picture of the status of the RGT using bibliometric analysis.
Arbib M. A. (2018) From cybernetics to brain theory, and more: A memoir. Cognitive Systems Research 50: 83–145.
While structured as an autobiography, this memoir exemplifies ways in which classic contributions to cybernetics (e.g., by Wiener, McCulloch & Pitts, and von Neumann) have fed into a diversity of current research areas, including the mathematical theory of systems and computation, artificial intelligence and robotics, computational neuroscience, linguistics, and cognitive science. The challenges of brain theory receive special emphasis. Action-oriented perception and schema theory complement neural network modeling in analyzing cerebral cortex, cerebellum, hippocampus, and basal ganglia. Comparative studies of frog, rat, monkey, ape and human not only deepen insights into the human brain but also ground an EvoDevoSocio view of “how the brain got language.” The rapprochement between neuroscience and architecture provides a recent challenge. The essay also assesses some of the social and theological implications of this broad perspective.
Arístegui R. (2017) Enaction and neurophenomenology in language. In: Ibáñez A., Lucas Sedeño L. & García A. M. (eds.) Neuroscience and social science: The missing link. Springer, New York: 471–500. https://cepa.info/5711
This chapter situates the conception of language (and communication) in enaction in the context of the research program of the cognitive sciences. It focuses on the formulation of the synthesis of hermeneutics and speech acts and the vision of language according to the metaphor of structural coupling. The exclusion of expressive speech acts in this design is problematized. An examination is offered of the critical steps to the theory of language as a reflection and the linguistic correspondence of cognitivism. We examine the foundations of the proposal in the line of language and social enaction as emergent phenomena which are not reducible to autopoiesis but which constitute a new neurophenomenological position in the pragmatic language dimension. A proposal is made for the integration of hermeneutic phenomenology with genetic and generative phenomenology in social semiotics. The inclusion of expressive speech acts based on the functions of language in the Habermas–Bühler line is also addressed. An opening is proposed of enaction to the expressive dimension of language and meaning holism with the referential use of language.