Graduate studies at Western
Education and Culture 23 (1):7-26 (2007)
|Abstract||: Interactive constructivism and its implications for education will be introduced in four steps. (1) The context of the approach and its relation to other constructivist developments will be discussed. (2) I will examine essential pragmatic criteria in the tradition of John Dewey that are relevant for interactive constructivism. (3) More decisively than Dewey interactive constructivism launches a meta-theoretical distinction between observers, participants, and agents. (4) Communication as a chief dimension of education can be analyzed out of three perspectives: the symbolic, the imaginative, and the real. Educators must recognize that their interaction with learners includes great demands not only in practical application/implementation but also in theoretical reflection|
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