This paper reviews Constructivism and the sources of its influence over Israeli educational discourse. Then, it describes examples of Constructivists projects in the teaching of sciences and technology in Israel (Sela, Media Plus), as well as a project that is based on the Constructivist approach to teaching (Together), and several Constructivist experimental schools, followed by a summary of the obstacles to the implementation of such projects. Next, it stresses two basic flaws in the Constructivist view and introduces a post-constructivist educational paradigm, the Autonomy Oriented Education (AOE), which uses ‘reflection on experiments in living’ as its major tool and aims to enable the development of autonomous, belonging and moral individuals.

Key words: constructivism, learning, postmodernity, autonomy, motivation, rationalism, relativism, education.

Constructivist teaching is based on constructivist learning theory. This theoretical framework is based on the belief that learning occurs through what a student already knows; this prior knowledge is called a schema. Because all learning should pass through the filter of the pre-existing schemata, constructivists suggest that learning is best accomplished when a student gets actively engaged in the learning process rather than attempting to receive knowledge passively with the teacher avoiding most direct instruction and attempting to lead the student through questions and activities to discover, discuss, appreciate and verbalize the new knowledge (Richards et.al., 2001). Technology is increasingly gaining attention of those who are obsessed with improving teaching and learning. In this research attempts has been made to describe and analyze elementary teachers’ perceptions of using technology as a means for implementing classroom constructivist activities. Doing this, private schools were chosen were every classroom was equipped with a PC for the teacher as well as students. The PCs were networked so that all students could interact with the teacher and other students independently or as a group. Data was gathered through questionnaires from both teachers and students. Findings of the study show that teachers intend to look at the technology provided as an effective tools for developing constructivist practices and for gaining students’ interest. Students are given free rein to be in charge of learning experiences. This method initiates an active and positive learning environment that is technology based, including teamwork while maintaining independence where necessary, which is safe and avoids the anti-motivation effects of being judged. The results show that teachers reported an increase of test scores.

Key words: constructivist education, leadership, technology in education, technology integration

Discusses the correspondence between constructivist design and the creation of multimedia projects. Argues that if students and teachers are exposed to multimedia presentations and are offered opportunities to participate in workshops or classroom activities using multimedia technology, those with interest will use it to demonstrate content area knowledge, generating further interest among faculty and students.

Key words: active learning, constructivism (learning), educational technology, educational theories, multimedia, multimedia materials, student motivation, student projects, technological literacy.

In this paper, the author has discussed the epistemological and the pedagogical dilemma he faced in the past and that he is still facing within radical and social constructivist paradigms. He built up an understanding of radical constructivism from the works of Ernst von Glasersfeld and social constructivism from the works of Paul Ernest. He introduced the notion of constructivism including both radical constructivism and social constructivism in brief. Then he reconceptualized these forms of constructivism in terms of epistemological and pedagogical motivation leading to a dilemma. He emphasized how the dilemma within these paradigms might impact one’s actions and how resolving this dilemma leads to eclecticism. He summarized that one paradigm world does not function well in the context of teaching and learning of mathematics (and science). Finally, he concluded the dilemma issue with epistemological and pedagogical eclecticism.

Key words: Radical constructivism, social constructivism, epistemological-pedagogical dilemma, epistemological eclecticism, pedagogical eclecticism.

Context: The discipline of knowledge management (KM) begins to understand a) that it should move towards a user-centred, socialized KM and b) which business objectives provide motivation to do so. However, it lacks ideas on how to reach the objective that it suggests and justifies. We contend in this paper that this change requires a more viable understanding of knowledge combined with a suitable model of social interaction, otherwise it will fail. Problem: The problem to be solved is to find a way to blend a model of social interaction and a suitable understanding of knowledge so that together they can contribute to the objective of implementing a “user-centred KM.” In this paper we show a solution articulated in several conceptual and experimental components and phases. Method: We use a systemic and cybernetic approach: systemic analysis of the problem, conception of a cybernetic approach, design of a systemic solution, and its evaluation in an experiment. The main methods used are systems engineering, cybernetic modelling, and knowledge engineering. Results: We propose seven interrelated results: 1. A defect analysis of KM; 2. The concept of knowledge as the “Logic of Experience”; 3. A set of five KM design principles; 4. The principle of “Knowledge Identity”; 5. The model of “Knowledge Cooperation”; 6. The architecture of a user-centred KM system; and 7. Insights from a KM experiment. Implications: Our results are useful for any stakeholder in today’s knowledge economy when they need to understand, design, build, nurture and support an organization’s capacity to learn and innovate for the benefit not only of the company’s financial owners but also of the individuals who work in it. Future research should urgently address the issues of “knowledge identity” and the “knowledge contract” and KM practice should design its next steps for moving towards a user-centred KM in conformity with the principle of “knowledge identity.” The paper links explicitly to radical constructivism and argues in favour of a radical constructivist foundation for KM in which knowledge is seen as the “Logic of Experience.” It also shows how this KM foundation can be extended with a social perspective and by that allow the individual and the social to be conceived of as complementary elements in one single KM system.

Key words: logic of experience, knowledge identity, knowledge cooperation, design for meaning, community of research, user-centred knowledge management

A problem of action selection emerges in complex and even not so complex interactive agents: what to do next? The problem of action selection occurs equally for natural and for artificial agents for any embodied agent. The obvious solution to this problem constitutes a form of representation, interactive representation, that is arguably the fundamental form of representation. More carefully, interactive representation satisfies a criterion for representation that no other model of representation in the literature can satisfy or even attempts to address: the possibility of systemdetectable representational error. It also resolves and avoids myriad other problematics of representation and integrates or opens the door to many additional mental processes and phenomena, such as motivation.

In the context of the question of the emergence of mind in evolution the present paper argues that the concept of linguistic motivation, through the theory of embodiment in cognitive semantics, can be connected with the concept of motivation in ethology. This connection is established through Lakoff and Johnson’s embodied cognitive semantics on the one hand and on the other hand through the theory of biosemiotics. The biosemiotics used is based on C. S. Peirce´s semiotics and the work of J. von Uexkull. Motivation will in this context be understood as a decisive factor in determining which kind of interpretant a living system constructs when perturbed by a significant disturbance in its signification sphere. From this basis the concept of sign stimuli in Ethology, based on the concept of innate release response mechanism (IRM,) is paralleled with the concept of embodied metaphorical categorization based on the concept of idealized cognitive models (ICM). It is realized that we are dealing with motivation on two different levels, that of the linguistic and that of the perceptual-behavioral level. The connection is made through pragmatic language and sign theory viewing language as getting its meaning through language games integrated in cultural life forms and animals signs to get their meaning through sign games and natural life forms. Further connection is made through the common insight of the significant role of embodiment to create signification through the construction of a signification sphere. The later concept is a Peircian biosemiotic conceptualization of von Uexkull’s orginal Umwelt concept.

This paper discusses various suggestions for a philosophical framework for a trans-disciplinary information science or a semiotic doctrine. These are: the mechanical materialistic, the pan-informational, the Luhmanian second order cybernetic approach, Peircian biosemiotics and finally the pan-semiotic approach. The limitations of each are analysed. The conclusion is that we will not have to choose between either a cybernetic-informational or a semiotic approach. A combination of a Peircian-based biosemiotics with autopoiesis theory, second order cybernetics and information science is suggested in a five-levelled cybersemiotic framework. The five levels are 1) a level of Firstness, 2) a level of mechanical matter, energy and force as Secondness, 3) a cybernetic and thermodynamic level of information, 4) a level of sign games and 5) a level of conscious language games. These levels are then used to differentiate levels of information systems, sign and language games in human communication. In our model Maturana and Varela’s description of the logic of the living as autopoietic is accepted and expanded with Luhmann’s generalization of the concept of autopoiesis, to cover also to psychological and socio-communicative systems. Adding a Peircian concept of semiosis to Luhmann’s theory in the framework of biosemiotics enables us to view the interplay of mind and body as a sign play. I have in a previous publication (see list of references) suggested the term “sign play” pertaining to exosemiotics processes between animals in the same species by stretching Wittgenstein’s language concept into the animal world of signs. The new concept of intrasemiotics designates the semiosis of the interpenetration between biological and psychological autopoietic systems as Luhmann defines them in his theory. One could therefore view intrasemiotics as the interplay between Lorenz’ biological defined motivations and Freud’s Id, understood as the psychological aspect of many of the natural drives. In the last years of the development of his theory, Lorenz worked with the idea of how emotional feedback introduced just a little learning through pleasurable feelings into instinctive systems because, as he reasoned, there must be some kind of reward of going through instinctive movements, thus making possible the appetitive searching behaviour for sign stimuli. But he never found an acceptable way of modelling motivation in biological science. I am suggesting a cybersemiotic model to combine these approaches, defining various concepts like thought-semiotics, phenosemiotic and intrasemiotics, combining them with the already known concepts of exosemiotics, ecosemiotics, and endosemiotics into a new view of self-organizing semiotic processes in living systems. Thus a new semiotic level of description is generated, where mind-body interactions can be understood on the same description level.

Key words: Cybersemiotics, cybernetics, semiotics, information, self-organisation

This article investigates how a motivational module can drive an animat to learn a sensorimotor cognitive map and use it to generate flexible goal-directed behavior. Inspired by the rat’s hippocampus and neighboring areas, the time growing neural gas (TGNG) algorithm is used, which iteratively builds such a map by means of temporal Hebbian learning. The algorithm is combined with a motivation module, which activates goals, priorities, and consequent activity gradients in the developing cognitive map for the self-motivated control of behavior. The resulting motivated TGNG thus combines a neural cognitive map learning process with top-down, self-motivated, anticipatory behavior control mechanisms. While the algorithms involved are kept rather simple, motivated TGNG displays several emergent behavioral patterns, self-sustainment, and reliable latent learning. We conclude that motivated TGNG constitutes a solid basis for future studies on self-motivated cognitive map learning, on the design of further enhanced systems with additional cognitive modules, and on the realization of highly adaptive, interactive, goal-directed, cognitive systems. The system essentially constructs a spatial reality. At the same time it learns to interact with this reality, driven by its internal motivations (Hullian drives).

This paper outlines two ideas. The first proposes a basic high-level neuropsychological and neurophenomenological cybernetic framework for discussing the structure of mind and experience. The second is that much, perhaps even most, informational processes in the brain are inherently temporal in nature, i.e. that they are subserved by temporal neural codes. To paraphrase Mari Reiss Jones, in the study of mind and brain, “time is our lost dimension” (Jones 1976). In this view, there is pervasive, common temporal structure in the internal neural representations that subserve both perception and action. This common temporal structure permits perception to facilitate, inform, and even bootstrap action, and vice versa. Time structure in perception, action (movement, behavior), cognition, affect, motivation (drives, goals), and memory may allow these different mental faculties to mutually influence one another.