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.

Excerpt: Our purpose in this chapter is to propose that the concept of reflective abstraction can be a powerful tool in the study of advanced mathematical thinking, that it can provide a theoretical basis that supports and contributes to our understanding of what this thinking is and how we can help students develop the ability to engage in it.

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.

Along with a socially urgent impetus for revolutionary reform of an educational environment appropriate to the 21st century society, constructivism is highlighted in various fields related to education as an alternative educational ideology and approach. Despite its radical shift from traditional learning environments, and the diverse interpretation and understanding among scholars on the nature of constructivism, constructivism surely has brought out meaningful changes and developments in understanding how people learn. In light of this context, the present study aims to retrospectively review the last decade of constructivism, which will be followed by a brief prospective on its future in the next decade, simultaneously taking into account expectations as to how constructivism can stand firm as a theoretical basis for the digital age.

Key words: constructivism, constructivist research, constructivism in korea

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.