Piaget and the radical constructivist epistemology.
In: Smock C. D. & Glasersfeld E. von (eds.) Epistemology and education. Follow Through Publications, Athens GA: 1–24.
Fulltext at http://cepa.info/1324
List owner’s comment: In this seminal paper, Ernst von Glasersfeld introduced a new interpretation of Jean Piaget, which he called “radical constructivism.” He defined cognition as “a constitutive activity which, alone, is responsible for every type or kind of structure an organism comes to know” – hence “radical” (Glasersfeld 1974: 10). Amalgamating various strands of philosophical thought, he pushed for a change in how the terms knowledge and communication should be understood – a change of “drastic nature” that “involves the demolition of our everyday conception of reality,” (Glasersfeld 1974: 2) and that would, as von Glasersfeld claimed in various papers afterwards, affect the “fundamental presuppositions of the traditional theories of education” (Glasersfeld 1983: 41). (From Riegler A.
An introduction to radical constructivism.
In: Watzlawick P. (ed.) The invented reality. Norton, New York: 17–40.
Fulltext at http://cepa.info/1279
List owner’s comment: This is the "classical" introduction to Radical Constructivism in which Ernst von Glasersfeld describes the motivation and philosophical concepts that lead to the formulation of his constructivism. The text is a well-written introduction that can be easily understood by readers without philosophical background.
Editorial. The Constructivist Challenge.
Constructivist Foundations 1(1): 1–8.
Fulltext at http://cepa.info/1
List owner’s comment: This is the editorial I wrote for the journal Constructivist Foundations to provide it with the appropriate argumentative basis needed to define constructivism in a pluralistic way. It categorizes constructivist work within a three-dimensional space: 1. The disciplines involved, ranging from physics to biology to education, 2. The approach reflecting the large number of constructivist approaches that have been developed by philosophers and scientists without necessarily paying much attention to historical or contemporary parallels.