RADICAL CONSTRUCTIVISM,9780750705721

RADICAL CONSTRUCTIVISM

by
Edition: 1st
ISBN13: 9780750705721
ISBN10: 0750705728
Format: Nonspecific Binding
Pub. Date: 1996-06-01
Publisher(s): Routledge
List Price: $69.10

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Summary

In this volume, Glaserfeld offers a theoretical account of radical constructivism. It is elegantly and thoroughly argued account of this epistemological position, providing a profound analysis of its concepts. The book traces two genealogies of the theory. The first is the constructivist strand in the history of philosophy from the pre-Socratic via Jean Piaget to the present. The second is his own intellectual biography, illustrating how a number of lines of thought became synthesized into radical constructivsm. Given its diverse roots, the first full articulation of the theory is likely to have an influence that extends beyond mathematics education.

Table of Contents

Preface by Series Editor xi
Preface xiii
Acknowledgments xv
List of Figures
xvi
Growing up Consructivist: Languages and Thoughtful People
1(23)
Which Language Tells It `as It Is'?
2(1)
The Wrong Time in Vienna
3(1)
Growing Roots in Dublin
4(2)
Interdisciplinary Education
6(1)
A Close Look at Meanings
7(1)
The American Connection
8(1)
Introduction to Psychology
9(2)
Collaboration with a Chimpanzee
11(1)
Discovering Piaget
12(1)
From Mental Operations to the Construction of Reality
13(2)
A Decisive Friendship
15(2)
Teaching Experiments
17(1)
The Spreading of Constructivist Ideas
18(1)
Retirement and a New Beginning
19(1)
Support from Physics and Philosophy of Science
20(4)
Unpopular Philosophical Ideas: A History in Quotations
24(29)
Objectivity Put in Question
25(1)
The Pre-Socratics
26(1)
Theological Insights
27(1)
Modern Science Widens the Rift
28(2)
A Failure and an Achievement of Descartes
30(1)
Locke's Forgotten Reflection
31(1)
The Exaggeration of the `Blank Slate'
32(1)
A Reinterpretation of Berkeley
33(1)
Hume's Deconstruction of Perceptual Relations
34(2)
Bentham and Vico --- Pioneers of Conceptual Analysis
36(2)
Kant's `Transcendental Enterprise'
38(3)
A Re-assessment of Causality
41(1)
New Fuel for Instrumentalism
42(3)
Hypotheses and Fictions
45(1)
The Foundation of Language Analysis
46(2)
Conclusion
48(5)
Piaget's Constructivist Theory of Knowing
53(23)
The Biological Premise
54(2)
Active Construction
56(1)
Beginnings
57(1)
The Construction of Experiental Reality
58(2)
Individual Identity
60(2)
Assimilation
62(2)
From Reflexes to Scheme Theory
64(1)
Accommodation
65(2)
The Concept of Equilibration
67(1)
Learning
68(1)
Different Types of Abstraction
69(2)
Stages of Development
71(1)
The Observer and the Observed
72(1)
Experience and Reality
73(1)
Conclusion
74(2)
The Construction of Concepts
76(13)
Analysis of Operations
79(1)
The Concept of Change
80(2)
The Concept of Motion
82(2)
Generating Individual Identity
84(2)
Space and Time
86(1)
Conclusion
87(2)
Reflection and Abstraction
89(24)
Reflection
90(1)
Abstraction
91(1)
Generalization
92(1)
The Notion of Re-presentation
93(1)
Re-presenting Past Experiences
94(1)
Recognition
95(1)
The Need of an Agent
96(2)
Meaning as Re-presentation
98(1)
The Power of Symbols
99(1)
Piaget's Theory of Abstraction
100(1)
Form and Content
101(2)
Four Kinds of Abstraction
103(2)
The Question of Awareness
105(3)
Operational Awareness
108(1)
Conclusion
109(1)
Philosophical Postscript
110(3)
Constructing Agents: The Self and Others
113(16)
The Illusion of Encoded Information
115(1)
The Reality of Experience
116(2)
Analysis of Empirical Construction
118(1)
The Question of Objectivity
119(1)
Corroboration by Others
120(1)
The Elusive Self
121(2)
The Notion of Environment
123(1)
The Perceived Self
124(1)
Sensory Clues
125(1)
Reflected Images
126(1)
The Social Self
126(2)
Conclusion
128(1)
On Language, Meaning, and Communication
129(17)
The Semantic Basis
130(3)
Language Games
133(1)
The Construction of Meaning
134(2)
Language and Reality
136(2)
Theory of Communication
138(1)
How We May Come to Use Language
139(2)
To Understand Understanding
141(2)
Why Communication? Why Language?
143(3)
The Cybernetic Connection
146(14)
Declaration of the American Society for Cybernetics
146(4)
Feedback, Induction, and Epistemology
150(2)
A Learning Mechanism
152(1)
Cognitive Development
153(1)
The Inductive Basis of Instrumental Learning
153(2)
Negative Feedback as `Information'
155(2)
The Nature of Hypothetical Models
157(3)
Units, Plurality and Number
160(16)
An Elusive Definition
160(3)
Things and Units
163(1)
Conception Rather than Perception
164(3)
The Attentional Model
167(1)
An Iteration of Pulses
168(2)
The Genesis of Plurality
170(1)
The Abstract Concept of Number
171(2)
The `Pointing Power' of Symbols
173(1)
Mathematical Certainty
174(2)
To Encourage Students' Conceptual Constructing
176(17)
What Is Our Goal?
176(2)
Teaching Rather than Training
178(1)
Environmental Stimuli
179(1)
Reinforcement
179(2)
The Deceptive Character of Language
181(2)
The Orienting Function
183(1)
Perceptual Materials
184(1)
A Geometric Point
185(1)
The Need to Infer Students' Thinking
186(2)
Help Rather than Instruction
188(2)
Fostering Reflection
190(1)
The Secret of `Social' Interaction
191(1)
A Final Point
192(1)
References 193(12)
Index of Names 205(4)
Subject Index 209

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