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H. Gash [9]Hugh Gash [3]
  1. Hugh Gash (forthcoming). Constructivism, Truth and Reality. Foundations of Science:1-3.
    This commentary to Nescolarde-Selva and Usó-Doménech’s (Reality, systems and impure systems. Foundations of Science 2013) links ideas in their paper to radical constructivism and raises two questions. (1) Would it be helpful to substitute the constructivist notion of viability for the traditional notion of truth with its connotations of relating language and reality? (2) Is the link made to issues in ontological philosophy important since the implicit constructivist epistemology of the paper considers mathematical ideas are just as real as ideas (...)
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  2. Hugh Gash (forthcoming). Fixed or Probable Ideas? Foundations of Science:1-2.
    This commentary on Nescolarde-Selva and Usó-Doménech (Found Sci, 2013) raises questions about the dynamic versus static nature of the model proposed, and in addition asks whether the model might be used to explain ethical flexibility and rigidity.
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  3. Josué Antonio Nescolarde-Selva, Josep-Lluis Usó-Doménech & Hugh Gash (forthcoming). A Theorical Point of View of Reality, Perception, and Language. Complexity:n/a-n/a.
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  4. H. Gash (2014). Modelling Realities. Constructivist Foundations 9 (2):240-241.
    Open peer commentary on the article “Info-computational Constructivism and Cognition” by Gordana Dodig-Crnkovic. Upshot: Gordana Dodig-Crnkovic proposes that radical constructivism and info-computational (IC) processes have a synergy that can be productive. Two issues are proposed here: can constructivism help IC to model creative thinking, and can IC help constructivism to model conflict resolution?
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  5. H. Gash (2014). Radical Constructivism Is Neutral. Constructivist Foundations 9 (2):271-273.
    Open peer commentary on the article “Ethics: A Radical-constructivist Approach” by Andreas Quale. Upshot: Andreas Quale in his article defends radical constructivism (RC) from the accusation of being guilty of being ethically neutral. His defence is based on a distinction between clearly communicable cognitive knowledge and less easily communicable value-laden non-cognitive knowledge. The position taken in this commentary is that RC is a process and provides a way of understanding values. To condemn RC for ethical neutrality is to confuse process (...)
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  6. H. Gash (2011). Moving Forward From Radical or Social Constructivism to a Higher Level Synthesis. Constructivist Foundations 7 (1):20-21.
    Open peer commentary on the target article “From Objects to Processes: A Proposal to Rewrite Radical Constructivism” by Siegfried J. Schmidt. Upshot: Siegfried J. Schmidt’s timely article offers a fresh look at radical constructivism with an emphasis on contextually and culturally located action as an expression of knowing. Perhaps it remains cautious in making connections with neighbouring philosophical approaches. Two areas that are largely unmentioned are the issue of viability and the conceptual analysis, which remained largely on the sidelines in (...)
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  7. H. Gash (2011). Maturana's Theory and Interpersonal Ethics. Constructivist Foundations 6 (3):363-369.
    Context: Maturana’s views on cognitive processes and explaining have ethical implications. The aim of this paper is to link ethics and epistemology to facilitate thinking about how to promote respect between different viewpoints through mutual understanding. Method: Maturana’s views on ethics are outlined in three domains: the personal, the interpersonal, and the societal. Results: The ethical implications that emerge around the notion of reality with or without parenthesis, the concept of the legitimate other, and Maturana’s conjectures about the origins of (...)
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  8. H. Gash (2011). Remembering Ernst von Glasersfeld. Constructivist Foundations 6 (2):168-171.
    Context: This article describes the educational and personal context in which the author met Ernst von Glasersfeld at the University of Georgia in 1975. Problem: The aim is to situate von Glasersfeld’s work from 1975 in its context and show how some of the well-known strands of this work emerged and their implications in many fields. Method: The social context of the educational scene in the 1960s and 1970s is described together with a variety of incidents and plans and seminars (...)
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  9. A. Riegler & H. Gash (2011). Legacy of a Great Thinker. Editorial for the Commemorative Issue for Ernst von Glasersfeld. Constructivist Foundations 6 (2):135-137.
    Context: On 12 November 2010, Ernst von Glasersfeld passed away. He was one of the most important, if not the most important, proponents of constructivist philosophy. Problem: In his life Ernst influenced many other scientists and philosophers. By whom was he himself influenced; who shaped his intellectual development? By collecting contributions from those who knew him closely or have an excellent understanding of radical constructvism we aim at presenting a cartography of the past and current state of affairs of radical (...)
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  10. H. Gash (2010). Realities in Radical Constructivism. Commentary on Johnson's “Footprints in the Sand”. Constructivist Foundations 6 (1):100-101.
    Context: Johnson argues that because radical constructivism requires social constraints and therefore ontological assumptions, it is no different from constructive realism, which is comparatively mainstream. Results: While the distinction between these approaches appears slim, our concepts are not independent of us, and may need to change in spite of established traditions. Implications: Perhaps radical constructivism cannot be mainstream because it is essentially concerned with epistemological origins of concepts and consequently is not practical enough for the received consensus.
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  11. H. Gash (2009). What You Always Wanted to Know About Constructivist Education… Review of “Constructivist Instruction: Success or Failure?” Edited by Sigmund Tobias & Thomas M. Duffy. [REVIEW] Constructivist Foundations 5 (1):64 - 65.
    Upshot: Is education about memorising or about making meaning? Critics of constructivist instruction argue that it is more efficient to teach directly. However, there is an empowering engagement to making meaning and teachers need to know how to guide students in this process.
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