Constructivism is a theory of learning, which claims that students construct knowledge rather than merely receive and store knowledge transmitted by the teacher. Constructivism has been extremely influential in science and mathematics education, but much less so in computer science education (CSE). This paper surveys constructivism in the context of CSE, and shows how the theory can supply a theoretical basis for debating issues and evaluating proposals. An analysis of constructivism in computer science education leads to two claims: (a) students do not have an effective model of a computer, and (b) computers form an accessible ontological reality. The conclusions from these claims are that: (a) models must be explicitly taught, (b) models must be taught before abstractions, and (c) the seductive reality of the computer must not be allowed to supplant construction of models.

Key words: computer science education, dominant theory, idiosyncratic version, accessible ontological reality, ective model, theoretical basis, seductive reality, store knowledge, mathematics education

The theoretical basis of the interviews reported about here is a Piagetian-like approach to the origin and genesis of cognitive schemata representing mathematical concepts. Such schemata are postulated to reflect the abstract and general structure of material, imagined or mental actions and of relations induced by these actions. The main cognitive tools for the mental construction of such schemata are seen to be: Actions, symbolic representations, prototypes of objects, reflection and abstraction, schematization, generalization. The interviews were devised such that the subjects were guided appropriately in their individual cognitive constructions. The mathematical topics treated are: Place value system, divisibility, word problems, geometric sequence, Riemann integral. In general the results support the view that the individual construction of cognitive schemata is possible and effective in the proposed way.

The application of social constructivist thought and the concept of autopoiesis are discussed in relationship to the clinical practice of psychotherapy. After a brief discussion of these concepts, a theoretical basis for clinical practice is presented, focusing on the idea that human systems are essentially meaning generating systems. The concept of Problem Determined Systems is elaborated. The development of problem definitions, the management of the therapeutic conversation, and revised conceptualisations of the psychotherapeutic endeavour are discussed.

Background(s): Physics, biology, epistemology. Perspectives: Theory of autopoietic systems, Popperian constructivist evolutionary epistemology and the biology of cognition. Context: This paper is a contribution to developing the theories of hierarchically complex living systems and the natures of knowledge in such systems. Problem: Dissonance between the literatures of knowledge management and organization theory and my observations of the living organization led to consideration of the foundational questions: What does it mean to be alive? What is knowledge? How are life and knowledge related? Method: The approach is synthetic and multidisciplinary. A theory of knowledge-based living systems is developed from first principles regarding the behavior of dynamical systems over time to combine the concepts of autopoiesis (after Maturana, not Luhmann), and knowledge (after Popper). Results: Autopoiesis and the construction of knowledge are inseparable aspects of physical phenomena scalable to many levels of organized complexity (e.g., cells, multicellular organisms, organizations, social systems, etc.). The result unifies theories of epistemology, physical dynamics, life, biological evolution, knowledge and social systems. Implications: The results highlight the importance of understanding autopoiesis as first defined by Maturana and Varela as a complex physical phenomenon persisting over time. Autopoietic “self-observation” is not paradoxical. As dynamic physical processes, any internal/external activities relating to “observations” are displaced in time. The worlds that living systems act on are not those observed. “Circularly closed” systems are actually open spirals along the axis of time. Relevance: The paper provides a framework for a unified theory of living systems based on autopoiesis and an evolutionary constructivist theory of knowledge. It provides a strong theoretical basis for a radical constructivism that remains connected to an external reality.

PR’s roots as research subject in communication studies lie within its recognition as a source of journalism. This may explain why PR is still reduced to ist role as an external communicator of organizations. In this article, I will suggest – on a system-theoretical basis – to regard business self-governance, i.e. the influence on the company’s policies, as equiivalent to external self-governance, i.e. the self-presentation capacity of PR. Furthermore, I will suggest understanding PR as difference management of external governance and business self-governance; while the context governance will always be the preferred aspect.

It has been argued that Extended Cognition (EXT), a recently much discussed framework in the philosophy of cognition, would serve as the theoretical basis to account for the impact of Brain Computer Interfaces (BCI) on the self and life of patients with Locked-in Syndrome (LIS). In this paper I will argue that this claim is unsubstantiated, EXT is not the appropriate theoretical background for understanding the role of BCI in LIS. I will critically assess what a theory of the extended self would comprise and provide a list of desiderata for a theory of self that EXT fails to accommodate for. There is, however, an alternative framework in Cognitive Science, Enactivism, which entails the basis for an account of self that is able to accommodate for these desiderata. I will outline some first steps towards an Enactive approach to the self, suggesting that the self could be considered as a form of human autonomy. Understanding the self from an enactive point of view will allow to shed new light on the questions of whether and how BCIs affect or change the selves of patients with LIS.

Key words: locked-in syndrome, enactivism, extended cognition, self autonomy, bci

Open peer commentary on the article “A Cybernetic Approach to Contextual Teaching and Learning” by Philip Baron. Upshot: The target article does an excellent job of describing the theoretical basis of a cybernetic approach to teaching at the university level. In addition, it also describes changes that must occur in the teacher’s perspective and attitude. Yet I am left wondering how any of this can actually happen.

This essay concerns a philosophical examination of the nature of mind and the relevant implications for mental health. Traditionally, realism and constructivism are regarded as two contrastive positions in explaining the nature of mind. While realists take discovery of reality as the main function of mind, constructivists regard it as creation of reality. Hence, epistemologically, realists emphasize on correspondence to reality as the criterion of validity or truth of the mind’s contents, whereas constructivists regard the inner coherence of constructs as the main criterion. inner coherence of constructs or resolving inner conflicts; capability of constructs for adaption to problematic situations; and correspondence to reality as an ideal in the long run are the discussions and aims of this paper. Relevance: This paper deals with theoretical basis of mind and mental health based on constructivist psychology.

Previous results are reviewed and two series of experiments on learning are described, one carried out in the laboratory, and the other in educational institutions. Both series use ‘conversational’ systems which allow mental activities to be described in terms of dialogue and behaviour. Several types of result are reported: (a) the significance of understanding; (b) the existence of, and variations in, learning strategies; (c) the effect of matching and mismatching a teaching strategy to an individual’s learning strategy; (d) the nature and classification of cognitive style; and (e) transfer effects and ‘learning to learn.’ A theoretical basis is developed for a classification of learning styles.

For many years already, not only cultural studies scholars but also a broad public have been deeply interested in the subjects of memory and remembrance. The media, especially television, present a great number of historical movies, documentaries, and discussions concerning the last century, with its two world wars and especially with the Holocaust. Many books have examined the topic of how individuals and societies remember historical events. Yet the broad academic interest in these topics suffers from a remarkable lack of a theoretical foundation. Nearly all the crucial concepts, such as “memory,” “remembrance,” “culture,” and “media,” are rather vague, and the theoretical approaches are incompatible and in many respects normative and incomplete regarding crucial aspects, such as the role of emotions and of the media. In this article I shall thus try to outline a homogeneous theoretical basis for the scholarly discourse on memory and remembrance which is abstract enough to both provide a basis for an interdisciplinary approach to the topic and also allow for empirical studies.