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Table Of Contents

Which Language Tells It ‘as It Is’?
The Wrong Time in Vienna
Growing Roots in Dublin
Interdisciplinary Education
A Close Look at Meanings
The American Connection
Introduction to Psychology
Collaboration with a Chimpanzee
Discovering Piaget
A Decisive Friendship
Teaching Experiments
The Spreading of Constructivist Ideas
Retirement and a New Beginning
Support from Physics and Philosophy of Science
Objectivity Put in Question
The Pre-Socratics
Theological Insights
Modern Science Widens The Rift
A Failure and an Achievement of Descartes
Locke’s Forgotten Reflection
The Exaggeration of the ‘Blank Slate’
A Reinterpretation of Berkeley
Hume’s Deconstruction of Conceptual Relations
Kant’s ‘Transcendental Enterprise’
A Re-assessment of Causality
New Fuel for Instrumentalism
Hypotheses and Fictions
The Foundation of Language Analysis
Conclusion
The Biological Premise
Active Construction
Beginnings
The Construction of Experiential Reality
Individual Identity
Assimilation
From Reflexes to Scheme Theory
Figure 3.1: Pattern of Action Scheme
Accommodation
The Concept of Equilibration
Learning
Different Types of Abstraction
Stages of Development
The Observer and the Observed
Experience and Reality
Analysis of Operations
The Concept of Change
The Concept of Motion
Figure 4.2: Diagram of the English Verb ‘to Arrive’
Figure 4.3: Diagram of the Italian Verb ‘Arrivare’
Generating Individual Identity
Space and Time
Reflection
Abstraction
Generalization
The Notion of Re-presentation
Re-presenting Past Experiences
Recognition
The Need of an Agent
Meaning as Re-presentation
The Power of Symbols
Piaget’s Theory of Abstraction
Form and Content
Four Kinds of Abstraction
The Question of Awareness
Operational Awareness
Philosophical Postscript
The Illusion of Encoded Information
The Reality of Experience
Analysis of Empirical Construction
The Question of Objectivity
Corroboration by Others
The Elusive Self
The Notion of Environment
The Perceived Self
Sensory Clues
Reflected Images
The Social Self
The Semantic Basis
Figure 7.1: The Semantic Connection (after de Saussure)
Language Games
The Construction of Meaning
Language and Reality
Theory of Communication
How We May Come to Use Language
To Understand Understanding
Why Communication? Why Language?
Declaration of the American Society for Cybernetics1
Feedback, Induction, and Epistemology2
Figure 8.1: The Feedback Loop (after Powers)
A Learning Mechanism
Cognitive Development
The Inductive Basis of Instrumental Learning
Negative Feedback as ‘Information’
The Nature of Hypothetical Models
An Elusive Definition
Things and Units
Conception Rather than Perception
The Attentional Model
An Iteration of Pulses
The Genesis of Plurality
The Abstract Concept of Number
The ‘Pointing Power’ of Symbols
Mathematical Certainty
What Is Our Goal?
Teaching Rather than Training
Environmental Stimuli
Reinforcement
The Deceptive Character of Language
The Orienting Function
Perceptual Materials
A Geometric Point
The Need to Infer Students’ Thinking
Help Rather than Instruction
Fostering Reflection
The Secret of ‘Social’ Interaction
A Final Point
References
Index of Names
Subject Index
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Radical Constructivism

Radical Constructivism

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Published by Juancho Sotillo
Radical constructivism
Radical constructivism

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Published by: Juancho Sotillo on Dec 18, 2012
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