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fulltext:"Man, having within himself an imagined world of lines and numbers, operates in it with abstractions just as God in the universe, did with reality"
fulltext:"Man, having within himself an imagined world of lines and numbers, operates in it with abstractions just as God in the universe, did with reality"
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Windschitl M. (2002) Framing constructivism in practice as the negotiations of dilemmas: An analysis of the conceptual, pedagogical, cultural and political challenges facing teachers. Review of Educational Research 72(2): 131–175. https://cepa.info/4705

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Classroom teachers are finding the implementation of constructivist instruction far more difficult than the reform community acknowledges. This article presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience. In this context, “constructivism in practice” is a concept situated in the ambiguities, tensions, and compromises that arise among stakeholders in the educational enterprise as constructivism is used as a basis for teaching. In addition to providing a unique theoretical perspective for researchers, the framework is a heuristic for teachers, providing critical questions that allow them to interrogate their own beliefs, question institutional routines, and understand more deeply the forces that influence their classroom practice

Key words: constructivism, reform, teacher knowledge, teaching.

Woods B. S. & Murphy P. K. (2002) Thickening the discussion: Inspecting constructivist theories of knowledge through a Jamesian lens [Representations: External memory and technical artefacts]. Educational Theory 52(1): 43–59.

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The popular notion that “Science” is forced on the mind ab extra, and that our interests have nothing to do with its constructions, is utterly absurd. The craving to believe that the things of the world belong to kinds which are related by inward rationality together, is the parent of Science as well as of sentimental philosophy; and the original investigator always preserves a healthy sense of how plastic the materials are in his hands.’

Zahavi D. (2002) First-person thoughts and embodied self-awareness: Some reflections on the relation between recent analytical philosophy and phenomenology. Phenomenology and the Cognitive Sciences 1: 7–26.

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The article examines some of the main theses about self-awareness developed in recent analytic philosophy of mind (especially the work of Bermúdez), and points to a number of striking overlaps between these accounts and the ones to be found in phenomenology. Given the real risk of unintended repetitions, it is argued that it would be counterproductive for philosophy of mind to ignore already existing resources, and that both analytical philosophy and phenomenology would profit from a more open exchange.

Zaretzky A. N. & Letelier J. C. (2002) Metabolic networks from (M, R)-systems and autopoiesis perspective. Journal of Biological Systems 10(3): 265–280.

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This paper is the first one of a series devoted to the analysis of metabolic networks. Its aim is to establish the theoretical framework for this analysis. Two different lines of research are considered: the one about metabolism-repair systems ((M, R), introduced by Robert Rosen as an abstract representation of cell metabolic activity, and the concept of autopoiesis developed by Humberto Maturana and Francisco Varela. Both concepts have been recently connected by Letelier et al., determining that the set of autopoietic systems is a subset of the set of general abstract (M, R) systems. In fact, every specific (M, R) system is an autopoietic one, being the boundary, which specifies each system as a unity, the main element of autopoietic systems which is not formalized in Rosen’s representation. This paper introduces the definition of boundary – a physical boundary and a functional one – for (M, R) systems in the context of a representation using category theory. The concept of complete (M, R) system is also introduced by means of a process of completion in categories which is functorial, natural and universal.

Key words: (m, r) systems, autopoiesis, relational biology, metabolic networks, theory of categories.

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