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Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
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Glasersfeld E. von (1995) A constructivist approach to teaching. In: Steffe L. P. & Gale J. (eds.) Constructivism in education. Erlbaum, Hillsdale: 3–15. https://cepa.info/1460
Glasersfeld
E. von
(
1995
)
A constructivist approach to teaching
.
In: Steffe L. P. & Gale J. (eds.)
Constructivism in education
. Erlbaum, Hillsdale: 3–15.
Fulltext at https://cepa.info/1460
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Excerpt:
The development of a constructivist theory of knowing has been the focus of my interest for several decades. It was a philosophical interest that arose originally out of work concerning first the structure and semantics of several languages and later cognitive psychology. The title of this chapter, therefore, may need an explanation. Rosalind Driver, Reinders Duit, Heinrich Bauersfeld, and Paul Cobb, can speak about teaching from their own immediate experience, whereas I have never taught any of the subjects that you are experts in. So when I focus on the theory of constructivism, you may wonder why on earth a proponent of such a very peculiar theory of knowing should have anything to say about education in mathematics or science. It is a question I have often asked myself. If all goes well, you will see some justification at the end of my essay.
Key words:
radical constructivism
,
education
Glasersfeld E. von (1995) A rejoinder to Otte. Philosophy of Mathematics Newsletter 8: 18–19. https://cepa.info/1463
Glasersfeld
E. von
(
1995
)
A rejoinder to Otte
.
Philosophy of Mathematics Newsletter
8: 18–19.
Fulltext at https://cepa.info/1463
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Key words:
radical constructivism
,
philosophy
,
mathematics
Glasersfeld E. von (1995) Aspekte einer konstruktivistischen Didaktik [Aspects of constructivist didactics]. In: Lehren und Lernen als konstruktive Tätigkeit. Regional Institute for school and secondary education, Soest: 7–14. https://cepa.info/1467
Glasersfeld
E. von
(
1995
)
Aspekte einer konstruktivistischen Didaktik [Aspects of constructivist didactics]
.
In:
Lehren und Lernen als konstruktive Tätigkeit
. Regional Institute for school and secondary education, Soest: 7–14.
Fulltext at https://cepa.info/1467
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Key words:
radical constructivism
,
education
Chapter 12 in
Glasersfeld E. von & Pisani P. (1970) The Multistore parser for hierarchical syntactic structures
Glasersfeld E. von (1995) Conceptions et connaissances (Review of book by Giordan, Girault & Clément). Didaskalia 6: 180–181. https://cepa.info/1469
Glasersfeld
E. von
(
1995
)
Conceptions et connaissances (Review of book by Giordan, Girault & Clément)
.
Didaskalia
6: 180–181.
Fulltext at https://cepa.info/1469
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Key words:
education
,
communication
Glasersfeld E. von (1995) Die Wurzeln des “Radikalen” am Konstruktivismus. In: Fischer H. R. (ed.) Die Wirklichkeit des Konstruktivismus. Carl Auer, Heidelberg: 35–45. https://cepa.info/1464
Glasersfeld
E. von
(
1995
)
Die Wurzeln des “Radikalen” am Konstruktivismus
.
In: Fischer H. R. (ed.)
Die Wirklichkeit des Konstruktivismus
. Carl Auer, Heidelberg: 35–45.
Fulltext at https://cepa.info/1464
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Key words:
history
,
philosophy
,
radical constructivism
Glasersfeld E. von (1995) Introduction: Aspects of constructivism. In: Fosnot C. T. (ed.) Constructivism: Theory perspectives, and practice. Columbia University, Teacher College Press: 3–7.
Glasersfeld
E. von
(
1995
)
Introduction: Aspects of constructivism
.
In: Fosnot C. T. (ed.)
Constructivism: Theory perspectives, and practice
. Columbia University, Teacher College Press: 3–7.
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Key words:
radical constructivism
,
education
Glasersfeld E. von (1995) Learning Mathematics: Constructivist and interactionist theories of mathematical development (Book Review). Zentralblatt für Didaktik der Mathematik 27(4): 120–123. https://cepa.info/1465
Glasersfeld
E. von
(
1995
)
Learning Mathematics: Constructivist and interactionist theories of mathematical development (Book Review)
.
Zentralblatt für Didaktik der Mathematik
27(4): 120–123.
Fulltext at https://cepa.info/1465
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Key words:
mathematics
,
education
Glasersfeld E. von (1995) Radical constructivism: A way of knowing and learning. Falmer Press, London. https://cepa.info/1462
Glasersfeld
E. von
(
1995
)
Radical constructivism: A way of knowing and learning
.
Falmer Press, London.
Fulltext at https://cepa.info/1462
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This book gives a definitive theoretical account of radical constcuctivism., a theory of knowing that provides a pragmatic approach to questions about reality, truth, language and human understanding, The chapter are: (1) “Growing up Constructivist: Languages and Thoughtful People,” (2) “Unpopular Philosophical Ideas: A History in Quotations,” (3) “Piaget’s Constructivist Theory of Knowing,” (4) “The Construction of Concepts,” (5) “Reflection and Abstraction,” (6) “Constructing Agents: The Self and Others,” (7) “On Language, Meaning, and Communication,” (8) “The Cybernetic Connection,” (9) “Units, Plurality and Number,” and (10) “To Encourage Students” Conceptual Constructing."
Key words:
philosophy
,
radical constructivism
,
cognition
,
communication
German translation: (1996) Radikaler Konstruktivismus: Ideen, Ergebnisse, Probleme. (375 pages, also contains articles from the 1950s). Suhrkamp, Frankfurt am Main, Italian translation: (1998) Il costruttivismo radicale: Una via per conoscere ed imparare. (193 pages). Cultura e science, Società Stampa Sportiva, Milan, Portugese translation: (1996) Construtivismo radical, una forma de cohecer e aprender. Instituto Jean Piaget, Lisbon, Korean translation: (1999) Won Mi Publisher, Korea
Glasersfeld E. von (1995) Sensory experience, abstraction, and teaching. In: Steffe L. P. & Gale J. (eds.) Constructivism in education. Erlbaum, Hillsdale: 369–383. https://cepa.info/1461
Glasersfeld
E. von
(
1995
)
Sensory experience, abstraction, and teaching
.
In: Steffe L. P. & Gale J. (eds.)
Constructivism in education
. Erlbaum, Hillsdale: 369–383.
Fulltext at https://cepa.info/1461
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Excerpt:
In short, understanding is something all of us have to build up for ourselves. In this respect, understanding is not unlike a physical skill. For instance, if beginners stand on skis for the first time, it is quite useless to tell them what they should do to go down a slope. They have two unwieldy contraptions strapped to their feet, that make them lose their balance at the least provocation. They are paralyzed and quite unable to do anything. This state is similar to the state students get into when they are faced with arithmetical symbols for the first time (and the paralysis immobilizes them again when they have to face algebra)
Key words:
philosophy
,
cognition
,
education
,
experience
German translation: Chapter 11 in
Glasersfeld E. von & Pisani P. (1970) The Multistore parser for hierarchical syntactic structures
Glasersfeld E. von & Lochhead J. (1995) La formation d’une communauté scientifique à l’age de l’électronique. In: Giordan A., Martinand J.-L. & Raichvarg D. (eds.) Que savons-nous des savoirs scienitifiques et techniques? Proceedings of the 17th international meeting on communication, education, and the scientific and industrial cultures, 1995. Centre Jean Franco, Chamonix: 47–50. https://cepa.info/1466
Glasersfeld
E. von
&
Lochhead J.
(
1995
)
La formation d’une communauté scientifique à l’age de l’électronique
.
In: Giordan A., Martinand J.-L. & Raichvarg D. (eds.)
Que savons-nous des savoirs scienitifiques et techniques? Proceedings of the 17th international meeting on communication, education, and the scientific and industrial cultures,
1995
. Centre Jean Franco, Chamonix: 47–50.
Fulltext at https://cepa.info/1466
Copy Citation
Chez l’institut TERC (Teacher Education Research Center) nous sommes en train d’éxaminer les possibilités de la discussion électronique dans la communauté des enseignants en science. Le projet “LABNET” facilite le dialogue sur les méthodes d’enseignement dans un cadre de 500 enseignants de physique. Nous présentons un exemple de conversation électronique qui démontre la naissance d’une nouvelle idée comme résultat de la réflexion immédiate stimulée par ce moyen de communication. English: At the TERC Institute (Teacher Education Research Center) we are in the process of investigating the possibilities of electronic discussion in th commuinity of science teachers. The LABNET project facilitates dialogue on teaching methods among a group of 500 physics teachers. As an example, we are here presenting the birth of a new idea that resulted from the kind of immediate reflection that is enhanced by this means of communication.
Key words:
science
,
communication
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