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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
finds all publications authored by Maturana and publications that have "Maturana" in their title
Maturana 1974
finds all publications authored by Maturana in 1974
You can directly search for a reference by copy-pasting it. For example,
Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
Unless a word (or phrase) if prefixed with a minus (-) it must be present in all results. Examples:
Glasersfeld Varela
shows all publications Ernst von Glasersfeld and Francisco Varela wrote together.
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finds all publications with
Glasersfeld
and
Jean Piaget
in it.
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-
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cognition -biology
will find entries that have
cognition
in the title but not
biology
.
Enter the surname of an author and a year to find all publications the author wrote in that year:
Glasersfeld 1995
presents all publications Ernst von Glasersfeld published in 1995.
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matches constructivism and constructivist.
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lists only the publications containing this phrase. Without the double quotes it will return all publications containing "biology" and all publications containing "cognition".
All the searches above match author names, titles and years. You can also address single fields:
author:glasersfeld title:reality
shows publications von Glasersfeld wrote on reality;
abstract:second-order
searches all abstracts for "second-order";
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finds all books edited by Watzlawick.
Note there is no space after the colon.
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"Not one, not two"
will return no result although there is
Varela's paper
of this title.
Affifi R. R. (2011) What weston’s spider and my shorebirds might mean for bateson’s mind: Some educational wanderings in interspecies curricula. Canadian Journal of Environmental Education 16: 46–58. https://cepa.info/999
Affifi R. R.
(
2011
)
What weston’s spider and my shorebirds might mean for bateson’s mind: Some educational wanderings in interspecies curricula
.
Canadian Journal of Environmental Education
16: 46–58.
Fulltext at https://cepa.info/999
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Education has institutionalized a process that reifies cultures, ecological communities, and ultimately evolution itself. This enclosure has lessened our sensitivity to the pedagogical (eteragogical) nature of our lived relations with other people and with other living beings. By acknowledging that learning and teaching go on between species, humans can regain an eteragogical sense of the interspecies curricula within which they exist. This article explores interspecies lived curricula through a selection of ideas from ecopragmatist Anthony Weston, and cybernetician Gregory Bateson, and through lived experiences with shorebirds of Lake Ontario. Some gulls and a tern teach the author to enrich and diversify, rather than constrict, the potentiality of life. In so doing, being ecological and being educative become unified concepts.
Relevance:
The publication is concerned with the relational implications between humans and other species of Bateson’s cybernetic theory of learning.
Allen J. W. P. & Bickhard M. H. (2011) Emergent constructivism. Child Development Perspectives 5(3): 164–165. https://cepa.info/4473
Allen J. W. P.
&
Bickhard M. H.
(
2011
)
Emergent constructivism
.
Child Development Perspectives
5(3): 164–165.
Fulltext at https://cepa.info/4473
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Azizinezhad M. & Hashemi M. (2011) Technology as a medium for applying constructivist teaching methods and inspiring kids. Procedia – Social and Behavioral Sciences 28: 862–866. https://cepa.info/5872
Azizinezhad M.
&
Hashemi M.
(
2011
)
Technology as a medium for applying constructivist teaching methods and inspiring kids
.
Procedia – Social and Behavioral Sciences
28: 862–866.
Fulltext at https://cepa.info/5872
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Constructivist teaching is based on constructivist learning theory. This theoretical framework is based on the belief that learning occurs through what a student already knows; this prior knowledge is called a schema. Because all learning should pass through the filter of the pre-existing schemata, constructivists suggest that learning is best accomplished when a student gets actively engaged in the learning process rather than attempting to receive knowledge passively with the teacher avoiding most direct instruction and attempting to lead the student through questions and activities to discover, discuss, appreciate and verbalize the new knowledge (Richards et.al., 2001). Technology is increasingly gaining attention of those who are obsessed with improving teaching and learning. In this research attempts has been made to describe and analyze elementary teachers’ perceptions of using technology as a means for implementing classroom constructivist activities. Doing this, private schools were chosen were every classroom was equipped with a PC for the teacher as well as students. The PCs were networked so that all students could interact with the teacher and other students independently or as a group. Data was gathered through questionnaires from both teachers and students. Findings of the study show that teachers intend to look at the technology provided as an effective tools for developing constructivist practices and for gaining students’ interest. Students are given free rein to be in charge of learning experiences. This method initiates an active and positive learning environment that is technology based, including teamwork while maintaining independence where necessary, which is safe and avoids the anti-motivation effects of being judged. The results show that teachers reported an increase of test scores.
Key words:
constructivist education
,
leadership
,
technology in education
,
technology integration
Balsemão Pires E. (2011) A individuação da sociedade moderna (The individuation of modern society). Coimbra University Press, Coimbra. https://cepa.info/1139
Balsemão Pires E.
(
2011
)
A individuação da sociedade moderna (The individuation of modern society)
.
Coimbra University Press, Coimbra.
Fulltext at https://cepa.info/1139
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The book uses the method and categories of systems theory (inspired by Niklas Luhmann) in a scrutiny of the evolution of the main semantic trends of modern society and its influence in the formation of the systemic boundaries of the social systems of society. The book is an investigation of the meaning of the functional differentiation according to its semantic symptoms and evolution. In order to reconstruct the semantic evolution of basic modern socio-economic categories the book is divided according to the three classic branches of the political philosophy of the classic tradition, the Aristotelian division also conserved in Hegel’s own distribution of the themes of his “Sittlichkeit” – family, civil society and the state. Thus, in “The Individuation of Modern Society” the author explores the classic notion of oikós and its opposition to the pólis, the evolution of the concept of utility in modern times and its importance to the formation of the modern political economy and the economic system as an autonomous functional system, the idea of “civil society,” its meaning in the Hegelian description of the social modernity, the fragmentation of XVIIIth century civil society according to the use of the term “Entzweiung” in the Hegelian philosophical vocabulary, and the formation of the concept of the nation as a self-referential condition of the political system. The book finishes with a discussion of Niklas Luhmann’s theory of functional differentiation and his concept of the political system.
Relevance:
The book applies second-order cybernetics to the analysis of the evolution of modern social systems, especially in the case of the formation of self-referential conditions for the observation and reproduction of the systems.
Bartesaghi M. (2011) On Making Process Practically Visible, or Moving Constructivism Beyond Philosophical Argumentation. Constructivist Foundations 7(1): 22–24. https://constructivist.info/7/1/022
Bartesaghi M.
(
2011
)
On Making Process Practically Visible, or Moving Constructivism Beyond Philosophical Argumentation
.
Constructivist Foundations
7(1): 22–24.
Fulltext at https://constructivist.info/7/1/022
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Open peer commentary on the target article “From Objects to Processes: A Proposal to Rewrite Radical Constructivism” by Siegfried J. Schmidt.
Upshot:
Schmidt’s “philosophical argumentation” in favor of an action orientation for communication rewrites constructivism in terms of process. Though in support of his proposal, a philosophical argumentation about process works best for illuminating the writer’s own process and orienting readers to his own argument. I propose that arguments about the communication of social actors should make visible the social processes about which they argue.
Bastos M. T. (2011) Niklas Luhmann: A social systems perspective on the Internet. The Altitude Journal 9(1): 1–14. https://cepa.info/385
Bastos M. T.
(
2011
)
Niklas Luhmann: A social systems perspective on the Internet
.
The Altitude Journal
9(1): 1–14.
Fulltext at https://cepa.info/385
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The paper presents a social system’s perspective on the Internet, based mostly upon a radical constructivist approach. It summarizes the contributions of German sociologist Niklas Luhmann and outlines the theoretical boundaries between the theory of social systems and that of media studies. The paper highlights the self-referential nature of the Internet, which is depicted as both a system and an environment by means of a network of serialized selections and passing on of data. Therefore, whereas media theory pictures the Internet as a medium, this paper describes it as a system in regard to its self-referential dynamic, and as an environment in regard to the non-organized complexity of data within the medium. Even though the Internet is hereby depicted as an autopoietic system from a social system’s perspective, the paper does not resort to all the concepts of Luhmann’s theory.
Bednarz N. & Proulx J. (2011) Ernst von Glasersfeld’s Contribution and Legacy to a Didactique des Mathématiques Research Community. Constructivist Foundations 6(2): 239–247. https://constructivist.info/6/2/239
Bednarz N.
&
Proulx J.
(
2011
)
Ernst von Glasersfeld’s Contribution and Legacy to a Didactique des Mathématiques Research Community
.
Constructivist Foundations
6(2): 239–247.
Fulltext at https://constructivist.info/6/2/239
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Context:
During the 1980s, Ernst von Glasersfeld’s reflections nourished various studies conducted by a community of mathematics education researchers at CIRADE, Quebec, Canada.
Problem:
What are his influence on and contributions to the center’s rich climate of development? We discuss the fecundity of von Glasersfeld’s ideas for the CIRADE researchers’ community, specifically in didactique des mathématiques. Furthermore, we take a prospective view and address some challenges that new, post-CIRADE mathematics education researchers are confronted with that are related to interpretations of and reactions to constructivism by the surrounding community.
Results:
Von Glasersfeld’s contribution still continues today, with a new generation of researchers in mathematics education that have inherited views and ideas related to constructivism. For the post-CIRADE research community, the concepts and epistemology that von Glasersfeld put forward still need to be developed further, in particular concepts such as subjectivity, viability, the circular interpretative effect, representations, the nature of knowing, errors, and reality.
Implications:
Radical constructivism’s offspring resides within the concepts and epistemology put forth, and that continue to be put forth, through a large number of new and different generations of theories, thereby perpetuating von Glasersfeld’s legacy.
Key words:
radical constructivism
,
mathematics education
,
viability
,
reification
,
representation
Benedetti G. (2011) The Semantics of the Fundamental Elements of Language in Ernst von Glasersfeld’s Work. Constructivist Foundations 6(2): 213–219. https://constructivist.info/6/2/213
Benedetti G.
(
2011
)
The Semantics of the Fundamental Elements of Language in Ernst von Glasersfeld’s Work
.
Constructivist Foundations
6(2): 213–219.
Fulltext at https://constructivist.info/6/2/213
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Context:
The constructivist approach to the definition (or analysis) of the fundamental meanings of language in Ernst von Glasersfeld’s work.
Problem:
Has this approach achieved better results than other approaches?
Method:
Review of a book chapter by von Glasersfeld that is devoted to the analysis of the concepts of “unity,” “plurality” and “number.”
Results:
The constructivist approach to the semantics of the fundamental elements of language (some of which are fundamental for sciences too) seems to have produced positive results; moreover these are in a field where other approaches have produced results that do not objectively seem satisfactory.
Key words:
semantics
,
numbers
,
mental operations
,
attention
,
language
Bergman M. (2011) Beyond the Interaction Paradigm? Radical Constructivism, Universal Pragmatics, and Peircean Pragmatism. The Communication Review 14(2): 96–122. https://cepa.info/5409
Bergman M.
(
2011
)
Beyond the Interaction Paradigm? Radical Constructivism, Universal Pragmatics, and Peircean Pragmatism
.
The Communication Review
14(2): 96–122.
Fulltext at https://cepa.info/5409
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In this article, the author examines Colin Grant’s recent criticism of the so-called “interaction paradigm” and Jürgen Habermas’s universal pragmatics. Grant’s approach, which is presented as an open challenge to communication theories grounded in philosophical conceptions of communality and dialogue, can be construed as an exemplar of a radical constructivist approach to vital questions of contingency and incommensurability in communication studies. In response, the author outlines a classical pragmatist approach to the problem areas identified by Grant, with the aim of outlining how a pragmatist outlook can offer promising theoretical alternatives to universal pragmatics and radical constructivism. It is argued that moderate Peircean pragmatism, appropriately interpreted, can provide a philosophical platform capable of addressing issues of contingency, uncertainty, and autonomy in communication theory without succumbing to incommensurabilism, traditional objectivism, or nominalistic individualism.
Bergthaller H. & Schinko C. (2011) Addressing modernity. Social systems theory and U.S cultures. Rodopi, Amsterdam.
Bergthaller H.
&
Schinko C.
(
2011
)
Addressing modernity. Social systems theory and U.S cultures
.
Rodopi, Amsterdam.
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Gathering essays from a group of cultural and literary scholars, sociologists, and philosophers, Addressing Modernity reassesses the claims of American exceptionalism by setting them in the context of Luhmann’s conception of modernity, and explores how social systems theory can generate new perspectives on what has often been described as the first thoroughly modern nation. As a study of American society and culture from a Luhmannian vantage point, the book is of interest to scholars from both American Studies and social systems theory in general.
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