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A. Quale [9]Andreas Quale [4]
  1. A. Quale (2014). Author's Response: Ethics: A Non-Cognitive Dimension in Radical-Constructivist Epistemology. Constructivist Foundations 9 (2):277-282.
    Upshot: All my commentators have focused, with varying emphasis, on issues related to: (a) cognitive vs. non-cognitive knowledge, (b) the role of the social environment, and (c) ethical responsibility. These issues are addressed in this response.
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  2. A. Quale (2014). Ethics: A Radical-Constructivist Approach. Constructivist Foundations 9 (2):256-261.
    Context: The theory of radical constructivism offers a tool for the evaluation of knowledge in general: especially with regard to its epistemic and ontological character. This applies in particular to knowledge that is non-cognitive, such as, e.g., ethical convictions. Problem: What impact can radical constructivism have on the topic of ethics? Specifically, how can ethical issues be resolved within a radical-constructivist epistemic approach? Method: I extend the theory of radical constructivism to include also items of non-cognitive knowledge. This makes it (...)
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  3. A. Quale (2012). On the Role of Constructivism in Mathematical Epistemology. Constructivist Foundations 7 (2):104-111.
    Context: the position of pure and applied mathematics in the epistemic conflict between realism and relativism. Problem: To investigate the change in the status of mathematical knowledge over historical time: specifically, the shift from a realist epistemology to a relativist epistemology. Method: Two examples are discussed: geometry and number theory. It is demonstrated how the initially realist epistemic framework – with mathematics situated in a platonic ideal reality from where it governs our physical world – became untenable, with the advent (...)
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  4. A. Quale (2010). Objections to Radical Constructivism. Constructivist Foundations 6 (1):12-18.
    Context: A number of objections that are frequently raised in the literature against radical constructivism, including: the charge of solipsism, allegations of self-refutation, social and moral reservations, and the accusation that RC cannot explain the success of science. Problem: These four objections are sought to be refuted. Results: 1. Solipsism is only troublesome against the background of a realist ontological perspective. 2. The truth-value of any proposition is only defined relative to some ontological context, thus self-refutation, as constituting a logical (...)
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  5. Alexander Riegler & Andreas Quale (2010). Editorial: Can Radical Constructivism Become a Mainstream Endeavor? Constructivist Foundations 6 (1):1-5.
    Context: Despite many obvious advantages (radical) constructivism has over other philosophies it has failed to become a mainstream philosophy that is widely taught and discussed. Problem: What are the reasons for this failure? Can we identify issues that make it difficult for scholars to accept and even embrace radical constructivist ideas? What is the best way to characterize, explain, and eventually refute objections? Method: By collecting articles from both proponents and opponents of radical constructivism the editors of the special issue (...)
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  6. A. Quale (2008). Is Ontology Necessary? Constructivist Foundations 3 (2):81-82.
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  7. A. Quale (2008). The Issue of Reductionism. A Radical Constructivist Approach to the Philosophy of Physics. Constructivist Foundations 4 (1):43-49.
    Purpose: To examine the role of reductionism in the theoretical development of modern physics -- more specifically, in the quest for a complete unification of physical theory -- from the perspective of radical constructivism (RC). Approach: Some central features of the impact of RC on philosophy of physics are pointed out: its position of scientific relativism, with important implications for the validation of scientific propositions; and the notion of sharing constructed knowledge among individual knowers and its consequences for science teaching. (...)
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  8. A. Quale (2007). Arguments That Miss the Mark. Constructivist Foundations 3 (1):15-15.
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  9. A. Quale (2007). Radical Constructivism – Clear and Compelling. Review Of: Ernst von Glasersfeld (2007) Key Works in Radical Constructivism. Constructivist Foundations 3 (1):52-52.
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  10. A. Quale (2007). The Epistemic Relativism of Radical Constructivism: Some Implications for Teaching the Natural Sciences. Constructivist Foundations 2 (2-3):107-113.
    Purpose: The relativism inherent in radical constructivism is discussed. The epistemic positions of realism and relativism are contrasted, particularly their different approaches to the concept of truth, denoted (respectively) as "truth by correspondence" and "truth by context." I argue that the latter is the relevant one in the domain of science. Findings: Radical constructivism asserts that all knowledge must be constructed by the individual knower. This has implications for teaching, here imagined as a sharing of knowledge between teacher and students: (...)
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  11. Andreas Quale (2007). Radical Constructivism, and the Sin of Relativism. Science and Education 16 (3-5):231-266.
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  12. Stein Dankert Kolstø, Berit Bungum, Erik Arnesen, Anders Isnes, Terje Kristensen, Ketil Mathiassen, Idar Mestad, Andreas Quale, Anne Sissel Vedvik Tonning & Marit Ulvik (2006). Science Students' Critical Examination of Scientific Information Related to Socioscientific Issues. Science Education 90 (4):632-655.
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  13. Andreas Quale (2002). The Role of Metaphor in Scientific Epistemology: A Constructivist Perspective and Consequences for Science Education. Science and Education 11 (5):443-457.
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