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Since the mid 1970s, Ernst von Glasersfeld has had an impact on mathematics and science education through his fundamental insights into the nature of knowledge and knowing. This volume of papers honours his work by building on his model of knowing. The contributions by researchers present constructivism in action, tying the authors' actions regarding practical problems of mathematics and science education, philosophy and sociology to their philosophical constraints, giving meaning to constructivism operationally. The book begins with a retrospective analogy between radical constructivism's emergence and changes in what is thought of as "certain" scientific knowledge. The five remaining sections address broad epistemological issues; the inclusion of ethics with radical constructivism and the questions of what "social interaction" and "self" mean within a constructivist framework; research on instructional design; conceptualizing and designing programmes from a constructivist perspective; and reflections on constructivism in a political arena and on future directions constructivism might take.
Through the book the epistemological perspective of constructivism is debated, contested and clarified, and then applied in a variety of practices and inquiries. It aims to increase understanding of constructivism and Glasersfeld's achievement, and is vibrant evidence of the continued vitality of research in the constructivism tradition.
Since the mid 1970s, Ernst von Glasersfeld has had an impact on mathematics and science education through his fundamental insights into the nature of knowledge and knowing. This volume of papers honours his work by building on his model of knowing. The contributions by researchers present constructivism in action, tying the authors' actions regarding practical problems of mathematics and science education, philosophy and sociology to their philosophical constraints, giving meaning to constructivism operationally. The book begins with a retrospective analogy between radical constructivism's emergence and changes in what is thought of as "certain" scientific knowledge. The five remaining sections address broad epistemological issues; the inclusion of ethics with radical constructivism and the questions of what "social interaction" and "self" mean within a constructivist framework; research on instructional design; conceptualizing and designing programmes from a constructivist perspective; and reflections on constructivism in a political arena and on future directions constructivism might take.
Through the book the epistemological perspective of constructivism is debated, contested and clarified, and then applied in a variety of practices and inquiries. It aims to increase understanding of constructivism and Glasersfeld's achievement, and is vibrant evidence of the continued vitality of research in the constructivism tradition.
Series Editor Preface Paul Ernest Preamble Heinz von FoersterSection I: Knowledge, Language and Communication 1. Problems of Constructivism Ernst von Glaserfeld 2. The Topic of Entity as it Relates to Ernst von Glaserfeld's Constructivism Edmond Wright 3. Ernst von Glaserfeld's Philosophy of Language: Roots, Concepts, Perspectives S.J. SchmidtSection II: Construction of the Self, Ethics and Paideia 4. Constructivism and Paideia Philip Lewin 5. Radical Constructivism: Notes on Viability, Ethics, and other Educational Issues Marie Larochelle 6. Constraints, Paideia, and Occassioning: Can Mathematics Teaching be Part of Paideia? Thomas E. Kieren 7. Epistemological Origins of Ethics Hugh Gash 8. Perspectives on Issues Concerning the Self, Paideia, Constraints and Viability, and Ethics Leslie P. SteffeSection III: Practice of Mathematics Education 9. Students' Constructions: A Necessity for Formalizations in Geometry Jan van den Brink 10. Professional Development in Recovery Education Robert J. Wright 11. Constructivism in Social Context Paul Cobb 12. Perspective on Practice in Mathematics Education Leslie P. StaffeSection IV: Teacher Education in Mathematics and Science 13. Science Teacher Preparation: An Attempt at Breaking the Re-Production Cycle of the Traditional Model of Teaching Jacques Desautels 14. Constructivism, Mathematics Teacher Education, and Research in Mathematics Teacher Development Martin A. Simon 15. Themes and Issues in Mathematics Teacher Education Robert P. Hunting 16. Becoming a Teacher-Researcher in a Constructivist Teaching Experiment Despina Potari 17. Perspectives on Constructivism in Teacher Education Leslie P. StaffeSection V: Reflections and Directions 18. Radical Constructivism: Reflections and Directions Patrick W. Thompson
Leslie P. Steffe, Patrick W. Thompson
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