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Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
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Affifi R. R.
What weston’s spider and my shorebirds might mean for bateson’s mind: Some educational wanderings in interspecies curricula.
Canadian Journal of Environmental Education
Fulltext at http://cepa.info/999
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.
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.
Child Development Perspectives
A individuação da sociedade moderna (The individuation of modern society).
Coimbra University Press, Coimbra.
Fulltext at http://cepa.info/1139
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.
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.
On Making Process Practically Visible, or Moving Constructivism Beyond Philosophical Argumentation.
Fulltext at http://cepa.info/235
Open peer commentary on the target article “From Objects to Processes: A Proposal to Rewrite Radical Constructivism” by Siegfried J. Schmidt.
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.
Niklas Luhmann: A social systems perspective on the Internet.
The Altitude Journal
Fulltext at http://cepa.info/385
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.
Ernst von Glasersfeld’s Contribution and Legacy to a Didactique des Mathématiques Research Community.
Fulltext at http://cepa.info/206
During the 1980s, Ernst von Glasersfeld’s reflections nourished various studies conducted by a community of mathematics education researchers at CIRADE, Quebec, Canada.
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.
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.
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.
The Semantics of the Fundamental Elements of Language in Ernst von Glasersfeld’s Work.
Fulltext at http://cepa.info/202
The constructivist approach to the definition (or analysis) of the fundamental meanings of language in Ernst von Glasersfeld’s work.
Has this approach achieved better results than other approaches?
Review of a book chapter by von Glasersfeld that is devoted to the analysis of the concepts of “unity,” “plurality” and “number.”
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.
Addressing modernity. Social systems theory and U.S cultures.
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.
Success factors for community learning: A constructivist perspective.
In: Barolomé A. et al. (eds.) Self-regulated learning in technology enhanced learning environments: Problems and promises. Shaker Verlag, Aachen: 105–112.
Fulltext at http://cepa.info/439
Community learning in TELEs (Technology Enhanced Learning Environments) is supported by several kinds of online community interactions, for example in forums and wikis. I suggest that a radical constructivist theory of knowledge could shed new light on these written interactions and provide some relevant benefits to social SRL (Self-Regulated Learning) in a CSCL (Computer Supported Cooperative Learning) environment. After a short introduction to my radical constructivist perspective, I present practical recommendations for written community interactions interpreted in the light of that perspective. I conclude by linking them to demands that CSCL imposes onto SRL.
Bettoni M. C.
Constructing a Beginning in 1985.
Fulltext at http://cepa.info/198
Meeting Ernst von Glasersfeld for the first time in 1985, when about 70% of his work had still to be conceived, written and published, was a great stroke of fortune for me; it was based on my collaboration with Silvio Ceccato that had started in 1981 and it profoundly influenced my contributions to radical constructivism in the following 25 years of our friendship.
Presenting the details of how it all began can shed a light on the development of constructivist ideas.
Anecdotes from 1979 to 1985 about how I came to meet Silvio Ceccato in Milan in 1981 and the influence of these events on preparing the 1985 meeting with Ernst von Glasersfeld, also in Milan.
The article describes the timeline of 50 years of publications by von Glasersfeld, an anecdote about a connection between Ceccato and the University of Zurich in the 60s, the attempt to present Ceccato’s ideas as compatible and complementary with the neuroscience discourse in 1985, von Glasersfeld’s opinion about this attempt, and this attempt’s potential influence on the emergence of a new concept in neuroscience, “EEG microstates.”
The events and facts reported in the article help us to understand some aspects of an early phase in the development of radical constructivism, especially the relationship between Ceccato, von Glasersfeld and other members of the Italian Operational School such as Bruna Zonta, Felice Accame, and the author himself.
history of science
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