By Marie Larochelle, Nadine Bednarz, Jim Garrison
This foreign and interdisciplinary selection of chapters offers and discusses the various concerns and academic practices which are touched on by means of constructivism. Drawing on views from a number of various fields (ethics, arithmetic schooling, philosophy, social psychology, technological know-how schooling, social studies), this e-book invitations us to reposition ourselves when it comes to the key currents that experience motivated schooling during this century, particularly pragmatism, genetic epistemology, and social interactionism. The essays demand new mirrored image at the questions which are valuable to the undertaking of schooling and that, specifically, contain the validity of information and kinds of information, the compartmentalization of faculty matters, the mediating function of academics, and, chiefly, the ends of schooling. In so doing, this ebook relaunches the dialogue on constructivism's strength for the social empowerment of teams and participants.
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Pragmatic social constructivism completely rejects what Dewey (1922) calls the "false psychology of original individual consciousness" (p. 62). The primacy of action Embodied action rather than abstract Reason lies at the core of pragmatic social constructivism. For the pragmatist, the "I can do" rather than the "I think" constitutes the (relatively) stable core of personal identity. At the most basic level, the biological organism must act effectively to coordinate itself with the environment that sustains it.
Radical constructivism builds on his insights and makes a clear distinction between this knowledge and the intuitions of poets, artists in general, and mystics. Essentially, it is the same distinction that Cardinal Bellarmine suggested in order to save Galileo from an indictment of heresy. Galileo, he said, could simply present his theories as models designed to work out his predictions, but he was never to claim that they were a true description of an absolute reality, a reality to which only the Church had access through revelation.
Whenever knowledge is considered as an entity to be brought out in a student, it ceases to be a relationship of An epistemology for didactics 31 subject and object and becomes an aspect of the psychological subject. Forming or transforming an element of knowledge always implies cognitively transforming a subject. In addition, if this same element of knowledge is considered as some entity to be transmitted or conveyed, it collapses into the didactics researcher's knowledge. ) and, on the other, epistemological schemata of knowledge.