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By default, Find returns all publications that contain the words in the surnames of their author, in their titles, or in their years. For example,
Maturana
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finds all publications authored by Maturana in 1974
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Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
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Alroe H. F. (2000) Science as systems learning: Some reflections on the cognitive and communicational aspects of science. Cybernetics & Human Knowing 7(4): 57–78. https://cepa.info/3160
Alroe H. F.
(
2000
)
Science as systems learning: Some reflections on the cognitive and communicational aspects of science
.
Cybernetics & Human Knowing
7(4): 57–78.
Fulltext at https://cepa.info/3160
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This paper undertakes a theoretical investigation of the “learning” aspect of science as opposed to the “knowledge” aspect. The practical background of the paper is in agricultural systems research – an area of science that can be characterised as “systemic” because it is involved in the development of its own subject area, agriculture. And the practical purpose of the theoretical investigation is to contribute to a more adequate understanding of science in such areas, which can form a basis for developing and evaluating systemic research methods, and for determining appropriate criteria of scientific quality. Two main perspectives on science as a learning process are explored: research as the learning process of a cognitive system, and science as a social, communicational system. A simple model of a cognitive system is suggested, which integrates both semiotic and cybernetic aspects, as well as a model of self-reflective learning in research, which entails moving from an inside “actor” stance to an outside “observer” stance, and back. This leads to a view of scientific knowledge as inherently contextual and to the suggestion of reflexive objectivity and relevance as two related key criteria of good science.
Key words:
Agriculture
,
cognition
,
communication
,
experiential
,
learning
,
research
,
science
,
self-reflective
,
systemic
Alvarez De Lorenzana J. M. (2000) Closure, open systems, and the modeling imperative. In: Chandler J. & Van de Vijver G. (eds.) Closure: Emergent organizations and their dynamics. New York Academy of Sciences, New York: 91–99.
Alvarez De Lorenzana J. M.
(
2000
)
Closure, open systems, and the modeling imperative
.
In: Chandler J. & Van de Vijver G. (eds.)
Closure: Emergent organizations and their dynamics
. New York Academy of Sciences, New York: 91–99.
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Natural systems cannot be closed to the environment. At the same time there is a necessity for closure in order to build the system. It is this quintessential tension between openness and closure that drives systems to unfold into further stages or levels of growth and development. In other words, the emergence of organization in natural systems is a result of cycles of openness and closure. There are two distinct and complementary ways by which a system will carry over closure while involved in a process of expansion across the environment. These two ways need to be expressed in any formal representation: (1) within a level this will be by means of transitive closure, which is additive; and (2) between levels (i.e., from one level to the next higher level) this requires algebraic closure, which is multiplicative. The former expresses space closure, whereas the latter expresses topological or time closure. The conjunction of these two closures generates a hierarchy of levels. Prior to, and outside of, the system lies semantic closure.
Anchor R. (2000) Whose Autopoiesis? Review of Die Lineatur der Geschichte by Kurt Röttgers. History and Theory 39(1): 107–116. https://cepa.info/6184
Anchor R.
(
2000
)
Whose Autopoiesis? Review of Die Lineatur der Geschichte by Kurt Röttgers
.
History and Theory
39(1): 107–116.
Fulltext at https://cepa.info/6184
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Applefield J. M., Huber R. & Moallem M. (2000) Constructivism in theory and practice: Toward a better understanding. The High School Journal 84(2): 35–53. https://cepa.info/5199
Applefield J. M.
,
Huber R.
&
Moallem M.
(
2000
)
Constructivism in theory and practice: Toward a better understanding
.
The High School Journal
84(2): 35–53.
Fulltext at https://cepa.info/5199
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Although constructivism is a concept that has been embraced my many teachers over the past 1 5 years, the meanings that are attached to this term are varied and often inadequately understood. Teachers need to have a sound understanding of what constructivism means to evaluate its promise and to use it knowledgeably and effectively This paper explicates some of the theoretical background of constructivism and then presents a detailed example in which a traditional classroom lesson and a constructivist version of the same lesson are described and analyzed. Also discussed are pervasive myths and important instructional issues of this widely advocated and increasingly popular philosophical framework for teaching across the entire K-12 curriculum.
Arbib M. A. (2000) Warren McCulloch’s search for the logic of the nervous system. Perspectives in Biology and Medicine 43(2): 193–216. https://cepa.info/2915
Arbib M. A.
(
2000
)
Warren McCulloch’s search for the logic of the nervous system
.
Perspectives in Biology and Medicine
43(2): 193–216.
Fulltext at https://cepa.info/2915
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Excerpt:
As a young man worrying about the fundamental questions of philosophy, metaphysics, and epistemology, McCulloch set himself the goal of developing an “experimental epistemology”: how can one really understand the mind in terms of the brain? More particularly, he sought to discover “A Logical Calculus Immanent in Nervous Activity.” The present paper will seek to provide some sense of McCulloch’s search for the logic of the nervous system, but will also show that his papers contain contributions to experimental epistemology which provide great insight into the mechanisms of nervous system function without fitting into the mold of a logical calculus. Moreover, McCulloch was not only a scientist but also a storyteller, poet, and memorable “character. ” I will thus interleave a number of characteristic anecdotes into the more objective attempts at scientific history that follow.
Aviram A. (2000) Beyond constructivism: Autonomy-oriented education. Studies in Philosophy and Education 19(5/6): 465–489. https://cepa.info/6702
Aviram A.
(
2000
)
Beyond constructivism: Autonomy-oriented education
.
Studies in Philosophy and Education
19(5/6): 465–489.
Fulltext at https://cepa.info/6702
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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.
Bagheri Noaparast K. (2000) Constructs and words. Constructivism in the Human Sciences 5(1): 65–70. https://cepa.info/1058
Bagheri Noaparast K.
(
2000
)
Constructs and words
.
Constructivism in the Human Sciences
5(1): 65–70.
Fulltext at https://cepa.info/1058
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What is the main characteristic of constructive explanation? In other words, what is the nature of a construct and, consequently, what kind of relationship is there between constructs and behavior? Kelly stated that a “psychological response is initially and basically the outcome of a construing act." (1955) Somewhere else, he asserts it more clearly: “Since they construe them differently, they will anticipate them differently and will behave differently as a consequence of their anticipations.” (Kelly, 1963, p. 90) The relationship between constructs and “psychological response” could be considered in terms of either “causation” or “implication."
Relevance:
This paper deals with the relation between constructs and words in George Kelly’s personal construct psychology.
Baines L. A. & Stanley G. (2000) “We want to see the teacher”: Constructivism and the rage against expertise. Phi Delta Kappan 82(4): 327–330. https://cepa.info/5747
Baines L. A.
&
Stanley G.
(
2000
)
“We want to see the teacher”: Constructivism and the rage against expertise
.
Phi Delta Kappan
82(4): 327–330.
Fulltext at https://cepa.info/5747
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The momentum of the constructivist movement has had a profound effect on how prospective teachers are educated and on how they perceive the duties of a teacher, according to Mr. Baines and Mr. Stanley, who argue that students deserve a chance to learn at the elbow of an expert
Barclay M. W. (2000) The inadvertent emergence of a phenomenological perspective in the philosophy of cognitive psychology and psychoanalytic developmental psychology. Journal of Theoretical and Philosophical Psychology, 20(2): 140–166. https://cepa.info/7447
Barclay M. W.
(
2000
)
The inadvertent emergence of a phenomenological perspective in the philosophy of cognitive psychology and psychoanalytic developmental psychology
.
Journal of Theoretical and Philosophical Psychology,
20(2): 140–166.
Fulltext at https://cepa.info/7447
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Excerpt:
The phenomenological perspective described by M. Merleau-Ponty, particularly in his Phenomenology of Perception (1962), seems to be emerging in the context of contemporary developmental research, theories of communication, metaphor theory, and cognitive neuroscience. This emergence is not always accompanied by reference to Merleau-Ponty, however, or appropriate interpretation. In some cases, the emergence of the perspective seems rather inadvertent. The purpose of this essay is to ferret out some of the points which contemporary thinking has in common with Merleau-Ponty’s phenomenology. Though it may appear that the examples chosen for this essay might be scrutinized separately, the thread that ties them together is Merleau-Ponty’s work.
Baum A. & Scholl A. (2000) Wahrheit und Wirklichkeit. Was kann die Journalismus-forschung zur journalistischen Ethik beitragen? [Truth and reality: A contribution of journalism research to the field of journalistic ethics]. In: Schicha C. & Brosda C. (eds.) Medienethik zwischen Theorie und Praxis. Normen für die Kommunikationsgesellschaft [Media ethics between theory and practice. Norms for a communication society]. https://cepa.info/1869
Baum A.
&
Scholl A.
(
2000
)
Wahrheit und Wirklichkeit. Was kann die Journalismus-forschung zur journalistischen Ethik beitragen? [Truth and reality: A contribution of journalism research to the field of journalistic ethics]
.
In: Schicha C. & Brosda C. (eds.)
Medienethik zwischen Theorie und Praxis. Normen für die Kommunikationsgesellschaft [Media ethics between theory and practice. Norms for a communication society]
.
Fulltext at https://cepa.info/1869
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Key words:
journalism
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