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Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
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Cardellini L. & Glasersfeld E. von (2006) The foundations of radical constructivism: An interview with Ernst von Glasersfeld. Foundations of Chemistry 8: 177–187. https://cepa.info/1558
Cardellini L.
&
Glasersfeld
E. von
(
2006
)
The foundations of radical constructivism: An interview with Ernst von
Glasersfeld
.
Foundations of Chemistry
8: 177–187.
Fulltext at https://cepa.info/1558
Copy Ref
Constructivism rejects the metaphysical position that “truth,” and thus knowledge in science, can represent an “objective” reality, independent of the knower. It modifies the role of knowledge from “true” representation to functional viability. In this interview, Ernst von
Glasersfeld
, the leading proponent of Radical Constructivism underlines the inaccessibility of reality, and proposes his view that the function of cognition is adaptive, in the biological sense: the adaptation is the result of the elimination of all that is not adapted. There is no rational way of knowing anything outside the domain of our experience and we construct our world of experiences. In addition to these philosophical claims, the interviewee provides some personal insights; he also gives some suggestions about better teaching and problem solving. These are the aspects of constructivism that have had a major impact on instruction and have modified the manner many of us teach. The process of teaching as linguistic communication, he says, needs to change in a way to involve actively the students in the construction of their knowledge. Because knowledge is not a transferable commodity, learning is mainly identified with the activity of the construction of personal meaning. This interview also provides glimpses on von
Glasersfeld
’s life.
Key words:
radical constructivism
,
education
Cobb P. & Glasersfeld E. von (1984) Jean Piaget’s scheme and constructivism. The Genetic Epistemologist 13(2): 9–15.
Cobb P.
&
Glasersfeld
E. von
(
1984
)
Jean Piaget’s scheme and constructivism.
The Genetic Epistemologist
13(2): 9–15.
Copy Ref
Key words:
Jean Piaget
,
radical constructivism
Foerster H. von & Glasersfeld E. von (1999) Wie wir uns erfinden. Eine Autobiographie des radikalen Konstruktivismus [How we invent ourselves: An autobiography of radical constructivism]. Carl Auer, Heidelberg.
Foerster H. von
&
Glasersfeld
E. von
(
1999
)
Wie wir uns erfinden. Eine Autobiographie des radikalen Konstruktivismus [How we invent ourselves: An autobiography of radical constructivism].
Carl Auer, Heidelberg.
Copy Ref
Key words:
radical constructivism
,
history
Italian translation: Come ci si inventa. Rome, Odradek, 2001
Foerster H. von & Glasersfeld E. von (2001) Come ci si inventa. Odradek, Rome.
Foerster H. von
&
Glasersfeld
E. von
(
2001
)
Come ci si inventa.
Odradek, Rome.
Copy Ref
Gash H. & Glasersfeld E. von (1978) Vico (1668–1744): An early anticipator of radical constructivism. The Irish Journal of Psychology 4(1): 22–32. https://cepa.info/1344
Gash H.
&
Glasersfeld
E. von
(
1978
)
Vico (1668–1744): An early anticipator of radical constructivism.
The Irish Journal of Psychology
4(1): 22–32.
Fulltext at https://cepa.info/1344
Copy Ref
Vico’s constructivist epistemology is compared with that of Piaget with a view to clarifying Piaget’s theory of knowledge. Piaget’s interpreters often show a lack of concern with the metaphysical foundations of cognitive structures. Vico’s emphasis on the limitations of human knowledge, therefore, is helpful in avoiding interpretive inconsistency. In Vico’s and in Piaget’s radical constructivism, knowledge is non-ontological in the sense that no claims may be made about the relation between cognitive structures and reality. Structural adequacy is derived from the consistency of the self-referencing cognitive system.
Key words:
radical constructivism
,
history
Glasersfeld E. (1990) Environment and education. In: Steffe L. P. & Wood T. (eds.) Transforming children’s mathematics education. Lawrence Erlbaum, Hillsdale NJ: 30–38.
Glasersfeld
E.
(
1990
)
Environment and education.
In: Steffe L. P. & Wood T. (eds.)
Transforming children’s mathematics education
. Lawrence Erlbaum, Hillsdale NJ: 30–38.
Copy Ref
Glasersfeld E. (1990) Scheidewege des Verstehens / Watersheds of understanding [German version]. In: Weber G. & Simon F. B. (eds.) Carl Auer: Geist or ghost. Carl Auer Verlag, Heidelberg: 22–43. https://cepa.info/5513
Glasersfeld
E.
(
1990
)
Scheidewege des Verstehens / Watersheds of understanding [German version].
In: Weber G. & Simon F. B. (eds.)
Carl Auer: Geist or ghost
. Carl Auer Verlag, Heidelberg: 22–43.
Fulltext at https://cepa.info/5513
Copy Ref
Glasersfeld E. (1993) Questions and answers about radical constructivism. In: Tobin K. (ed.) The practice of constructivism in science education. Lawrence Erlbaum Associates, Hillsdale NJ: 23–38.
Glasersfeld
E.
(
1993
)
Questions and answers about radical constructivism.
In: Tobin K. (ed.)
The practice of constructivism in science education
. Lawrence Erlbaum Associates, Hillsdale NJ: 23–38.
Copy Ref
The questions I try to answer in the pages that follow were raised after talks I gave at the National Association for Research in Science Teaching (NARST) meeting in Atlanta, GA (April 1990) and at an American Association for the Advancement of Science (AAAS) symposium in Washington, D. C. (February 1991). Given the time limitation at both occasions, I could address only a small selection. While reviewing the whole collection at a later date, I found that the material could be roughly divided into three subject areas. I begin with the specifically epistemological ones, then consider those that concern the problem of social interaction, and I end with some implications the constructivist orientation might have for teachers and the philosophy of instruction. Because the answers I give are not derived from an established dogma butspringfrom my subjective point of view, the reader will find a certain amount of overlapping between the three sections. I would like to claim that this is inevitable because, in my experience, once one shifts to the constructivist orientation, everything one thinks and does changes in a way that seems remarkably similar and coherent. Let me emphasize a point I have made in many of my papers: constructivism, as far as I am concerned, is one possible way of thinking. It is a model, and models, no matter how useful they may prove, must never be claimed to be “true. "
Glasersfeld E. von (1962) First draft of an English input procedure for mechanical translation. Methodos 14(54): 47–79. https://cepa.info/1295
Glasersfeld
E. von
(
1962
)
First draft of an English input procedure for mechanical translation.
Methodos
14(54): 47–79.
Fulltext at https://cepa.info/1295
Copy Ref
Key words:
cybernetics
,
machine translation
Glasersfeld E. von (1962) Towards the mechanical construction of correlational nets. CETIS Report No 42. European Atomic Energy Community - EURATOM, Brussels.
Glasersfeld
E. von
(
1962
)
Towards the mechanical construction of correlational nets.
CETIS Report No 42. European Atomic Energy Community - EURATOM, Brussels.
Copy Ref
Key words:
machine translation
,
philosophy of language
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