Constructivism rejects the metaphysical position that “truth”, and thus knowledge in science, can represent an “objective” reality, independent of the knower. It modifies the role of knowledge from “true” representation to functional viability. In this interview, Ernst von Glasersfeld, the leading proponent of Radical Constructivism underlines the inaccessibility of reality, and proposes his view that the function of cognition is adaptive, in the biological sense: the adaptation is the result of the elimination of all that is not adapted. There is (...) no rational way of knowing anything outside the domain of our experience and we construct our world of experiences. In addition to these philosophical claims, the interviewee provides some personal insights; he also gives some suggestions about better teaching and problem solving. These are the aspects of constructivism that have had a major impact on instruction and have modified the manner many of us teach. The process of teaching as linguistic communication, he says, needs to change in a way to involve actively the students in the construction of their knowledge. Because knowledge is not a transferable commodity, learning is mainly identified with the activity of the construction of personal meaning. This interview also provides glimpses on von Glasersfeld’s life. (shrink)

Research into learners' ideas about science suggests that students often have alternative conceptions about important science concepts. Because of this dissatisfaction, constructivism has been adopted as a theoretical framework by many teachers and researchers, and it has had a curricular influence in many countries. Constructivism is much more than an educational doctrine and we are aware that a ‘science war’ about the possibility of objectivity is in progress. ‘Constructivism’ cannot necessary be a package deal: it must be possible to accept (...) educational suggestions deemed useful without buying all the epistemology or the metaphysical implications. The claim that cognitive agents understand the world by constructing mental representations of it can be a shared suggestion for changing science instruction. Many teachers are much more concerned in finding productive teaching methods than about philosophical questions as if knowledge must be considered an objective representation of the real world or not. We have to ponder if some ideas from the constructivist theory of instruction can help instructors to become better teachers. The pragmatic suggestions that come from the constructivist theory of instruction developed by von Glasersfeld, the leading proponent of radical constructivism, could be a good start in this␣search. (shrink)

This paper is on the meaning of egalitarian relationships within democratic spaces. But it is more of an exploratory work than analytical. I propose that we rethink the way we understand democratic relationships and suggest that the notion of human visibility is much more critical for designing our social institutions than are principles of organizing equal participation. -/- By distinguishing between conditions of public order and conditions of public visibility, I hope to show that the problem of democratic stability (and (...) of designing democratic spaces) is not simply a problem of organizing citizens in egalitarian relationships but is first and foremost a problem of public visibility and perception - of first recognizing who is in the public spaces wherein we organize egalitarian relationships. -/- Through the use of theater as metaphor I will try to show that democratic space is best understood as first providing conditions for vivid appearances of citizens to one another, and only then providing conditions for proper performances of citizens in their public relationships. In designing democratic institutions democratic theorists need to pay more attention to those conditions under which humans appear to one another in our public institutions before we concern ourselves with how to regulate human appearances within those institutions. (shrink)

En esta investigación se demuestra que no existe oposición antagónica entre la filosofía andina prehispánica y el desarrollo de la filosofía en general, ni con la filosofía occidental griega en particular, salvo en las formas de su temática especial o la profundización del problema filosófico concreto, por cuanto en ningún caso es contraria a la ley del desarrollo filosófico en general, y de ella debemos entender que los nombres, los términos o los vocablos con que designan los conceptos siendo distintos (...) tienen el mismo contenido y sigue igual lógica de desarrollo. Por ejemplo, “Pacha” resulta una formulación más cercana al concepto científico de espacio/tiempo, por cuanto adelanta la imposibilidad de separar el espacio y el tiempo de los objetos o fenómenos de la realidad objetiva, logrado no como un descubrimiento científico sino como una necesidad de formular el pensamiento acerca de dicho fenómeno, tan semejante a la ciencia moderna. O Cay y Camac, los conceptos de “materia” y de “realidad ideal”, perdidos u ocultos en los textos prehispánicos, son categorías que resuelven los problemas fundamentales de la filosofía, como acerca de “¿Cuál es el “verdadero ser”?”, o acerca de la relación ser y pensar. De igual modo consideramos que el idealismo andino prehispánico no difiere antagónicamente del idealismo griego clásico, contrariamente es posible discutir en el mismo nivel con Platón o con cualquier idealista de la filosofía clásica griega. (shrink)

A thorough historical survey of philosophies of the arts.

Aquí se presenta un avance de la investigación acerca de la filosofíaandina prehispánica que parte de la organización de los fragmentos,textos o relatos hallados en los documentos de extirpación deidolatrías, de las crónicas de los españoles, de los informes de lacasta sacerdotal del virreinato, registrados durante la colonizaciónespañola del Perú. En éste, en lo fundamental, se presenta laargumentación sobre la teoría del pensamiento y los problemasfundamentales de la filosofía. Se trata del contenido monumentaldel pensamiento filosófico andino prehispánico perdido entre laabundancia (...) de argumentos y comunicaciones de carácter religioso,mágico y mítico dominante. Con esto esperamos demostrar que síexistió filosofía en el mundo andino prehispánico según un esquemaacorde a la matriz planteada por la filosofía occidental griega. (shrink)

A thorough historical survey of philosophies of the arts.

This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents’ and teachers’ evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their (...) parents’ and teachers’ evaluations. Third, the role of the preschool children’s social emotional competence in their emotional and behavioral problems, and learning outcomes was investigated building the regression and mediation models. The sample consisted of 507 preschool children and their parents and teachers. Both informants completed the Strengths and Difficulties Questionnaire and Social Skills Improvement System Social-Emotional Learning Brief Scales, and teachers reported on each child’s learning outcomes. When comparing both informants’ evaluations, positive associations were found between teacher and parental evaluations of prosocial behavior and emotional, and behavioral difficulties of preschool children, as well as self-management. Parents evaluated their children higher than teachers in conduct problems, hyperactivity, prosocial behavior, and total difficulty, while teachers evaluated children higher than parents in social emotional competence. According to teachers, the social emotional competence of preschool children was negatively correlated to all difficulty scales, and positively related to the prosocial behavior scale. The demographic variables, as well as parental socioeconomic status and children’s belonging to a vulnerable group were not found to be significantly associated with the preschool children’s learning outcomes. However, social emotional competence remains a significant variable in teacher-rated learning outcomes of preschool children even if sociodemographic variables are controlled. Our findings indicate that a higher level of social emotional competence and lower levels of social, emotional, and behavioral difficulties are related to a higher preschoolers’ academic learning in their teachers’ evaluation. This suggests the importance of early facilitation of social emotional competence as a key factor for academic success and more positive behavioral outcomes. (shrink)

The main purpose of this paper is to investigate the role of social and emotional learning skills and resilience in explaining mental health in male and female adolescents, during the COVID-19 pandemic. Three self-report questionnaires were administered to 778 participants aged between 11 and 16 years and recruited from 18 schools in Northern Italy. The SSIS-SELb-S and the CD-RISC 10 assessed SEL and resilience skills respectively, while the Strengths and Difficulties Questionnaire was used to measure mental health in terms of (...) internalizing problems, externalizing problems, and prosocial behavior. We found that SEL and resilience skills were positively and significantly associated with each other, negatively associated with internalizing and externalizing problems, and positively related to prosocial behavior. Three linear regression analyses showed the significant role of resilience, age, and gender in explaining the variance of internalizing problems; the significant role of SEL skills, resilience, age, and gender in explaining the variance of externalizing problems; and the role of SEL skills, age, and gender in explaining prosocial behavior. Importantly, we found that resilience fully mediated the relationship between SEL skills and internalizing problems, partially mediated the relationship between SEL skills and externalizing problems and didn't mediate the relationship between SEL skills and prosocial behavior. The paper concludes with a discussion of the limitations of the study as well as its practical implications. (shrink)

This study explored the evidence of validity of internal structure of the 12-item Functional Assessment of Chronic Illness Therapy—Spiritual Wellbeing Scale in Brazilian adolescents with chronic health conditions. The study involved 301 Brazilian adolescents with cancer, type 1 diabetes mellitus, or cystic fibrosis. Exploratory Factor Analysis, Confirmatory Factor Analysis, and Item Response Theory were used to test the internal structure. Reliability was determined with Cronbach’s Alpha and McDonald’s Omega. The EFA suggested a one-dimensional scale structure in contrast to the original (...) 2-factor model or the 3-factor model which were not reproduced in the current CFA. All quality indicators for the EFA one-factor exceeded the required criteria. The FACIT-Sp-12 for adolescents yielded strong evidence for a 1-factor model and with good reliability. (shrink)

The SSIS SEL Brief Scales are multi-informant measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries. The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SELb Scales. Results indicated that SSIS SELb Composite scores demonstrated expected positive concurrent (...) and predictive relationships with scores from the Connor-Davidson Resilience Scale and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire. Although there were a few exceptions, these patterns generally were consistent across informants and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SELb Scales. Limitations and future research directions are discussed. (shrink)

This paper addresses the modern crisis of the philosophical project that conceived of literature as mathesis universalis. In the digital universe, literature maintains its relationship with truth, which is no longer considered as transcending the process of knowing, but as given in unity with it. The new statute of the text is captured well by Carlo Sini’s idea of “foglio-mondo” (“world-page”). Sini suggests that the desacralized text is not situated “outside” of truth; it does not become, as happens in many (...) postmodern thinkers, play, deceit, and gratuitous narration. Rather, “foglio-mondo” is the text freed from the tutelage of transcendental truth to become an “event” of truth. Questo intervento affronta il problema della crisi moderna del progetto filosofico della letteratura come mathesis universalis. Nell'universo digitale la letteratura mantiene il suo rapporto con la verità che non viene più considerata trascendente il processo della conoscenza, ma data in unità ad esso. Il nuovo statuto del testo è bene indicato dall'espressione di Carlo Sini “foglio-mondo." Il testo desacralizzato non viene a situarsi per Sini “fuori” dalla verità, non diventa, come in tanti pensatori postmoderni, gioco, menzogna, narrazione gratuita. Il “foglio-mondo” è piuttosto il testo che si è liberato dalla tutela della verità trascendente per diventare “evento” di verità. (shrink)

L'articolo cerca di rispondere a questo interrogativo: quali sono le conseguenze del processo di individualizzazione sui legami sociali e sulla solidarietÀ? Esso porta, come alcuni autori hanno recentemente sostenuto, alla disgregazione sociale, alla ‘fine della societÀ', o possono essere rintracciate nuove forme di ricomposizione sociale? Il soggetto ‘individualizzato' č quindi un soggetto liberato e isolato nello stesso tempo, che č divenuto il perno dei destini del mondo? L'articolo sostiene una tesi diversa. Esso mette in luce alcuni caratteri della trasformazione (...) attuale che delineano varie forme di individualismo: individualismi sociali e asociali. Si cerca di mostrare che nuove forme di regolazione sociale stanno emergendo ovunque nel mondo globale. (shrink)

Further Questions. A Way Out of the Present Philosophical Situation(via Merleau-Ponty)This essay contains a short analysis of Merleau-Ponty’s Eye and Mind. The analysis focuses on the final pages of Eye and Mind, in which Merleau-Ponty speaks of a false imaginary. It is through this consideration of the “false imaginary” that we can determine Merleau-Ponty’s contribution to the idea of overcoming metaphysics, that is, the transformation of who we are, from manipulandum to being, all of us, painters. More generally however, the (...) short analysis of Eye and Mind functions as the means to open a research agenda for what we have called in the twentieth century “continental philosophy.” The research agenda contains four conceptual features: 1) the starting point in immanence (where immanence is understood fi rst as internal, subjective experience, but then, due to the universality of the epoche, immanence is understood as ungrounded experience); 2) difference (where difference gives way to multiplicity, itself emancipated from an absolute origin and an absolute purpose); 3) thought (where thought is understood as language liberated from the constraints of logic, and language is understood solely in terms of its own being, as indefi nite continuous variation); and 4) the overcoming of metaphysics (where metaphysics is understood as a mode of thinking based in presence, and overcoming is understood as the passage to a new mode of thought, a new people and a new land). But, as we shall see, this conception of philosophy really ends up posing “further questions.” My essay attempts to summarize my new book called Early Twentieth Century Continental Philosophy (Bloomington: Indiana University Press, 2011).Altre domande. Una via d’uscita dalla situazione fi losofi ca attuale(via Merleau-Ponty)Questo saggio contiene una breve analisi de L’occhio e lo spirito di Merleau-Ponty. L’analisi si concentra sulle pagine conclusive dell’opera, nelle quali Merleau-Ponty parla di un falso immaginario. È attraverso l’esame di tale “falso immaginario” che possiamo determinare il contributo di Merleau-Ponty all’idea di un superamento della metafisica, ovvero la trasformazione di chi noi siamo, da manipulandum ad essere, noi tutti, pittori. Più in generale, la breve analisi de L’occhio e lo spirito funziona come mezzo per aprire un programma di ricerca per quella che nel XX secolo abbiamo defi nito “filosofi a continentale”. Tale piano di ricerca presenta quattro aspetti concettuali: 1) il punto di partenza nell’immanenza (laddove l’immanenza è intesa dapprima come esperienza interna soggettiva, ma successivamente, a causa dell’universalità dell’epoché, essa è compresa in quanto esperienza non fondata); 2) la differenza (laddove la differenza apre la via della molteplicità, emancipandosi da un’origine e da un fine assoluti); 3) pensiero (inteso come linguaggio liberato dai vincoli della logica, e compreso solamente nei termini del suo essere proprio, come variazione continua e indefinita); e 4) il superamento della metafisica (laddove per metafisica si intende un modo di pensare basato sulla presenza e per superamento s’intende il passaggio ad una nuova modalità del pensiero, un nuovo popolo ed una nuova terra). Ma, come vedremo, questa concezione della filosofi a finisce per porre “ulteriori domande”. Tale saggio si propone anche di compiere una sintesidel mio nuovo libro Early Twentieth Century Continental Philosophy (Bloomington: Indiana University Press, 2011). (shrink)

Further Questions. A Way Out of the Present Philosophical Situation(via Merleau-Ponty)This essay contains a short analysis of Merleau-Ponty’s Eye and Mind. The analysis focuses on the final pages of Eye and Mind, in which Merleau-Ponty speaks of a false imaginary. It is through this consideration of the “false imaginary” that we can determine Merleau-Ponty’s contribution to the idea of overcoming metaphysics, that is, the transformation of who we are, from manipulandum to being, all of us, painters. More generally however, the (...) short analysis of Eye and Mind functions as the means to open a research agenda for what we have called in the twentieth century “continental philosophy.” The research agenda contains four conceptual features: 1) the starting point in immanence (where immanence is understood fi rst as internal, subjective experience, but then, due to the universality of the epoche, immanence is understood as ungrounded experience); 2) difference (where difference gives way to multiplicity, itself emancipated from an absolute origin and an absolute purpose); 3) thought (where thought is understood as language liberated from the constraints of logic, and language is understood solely in terms of its own being, as indefi nite continuous variation); and 4) the overcoming of metaphysics (where metaphysics is understood as a mode of thinking based in presence, and overcoming is understood as the passage to a new mode of thought, a new people and a new land). But, as we shall see, this conception of philosophy really ends up posing “further questions.” My essay attempts to summarize my new book called Early Twentieth Century Continental Philosophy (Bloomington: Indiana University Press, 2011).Altre domande. Una via d’uscita dalla situazione fi losofi ca attuale(via Merleau-Ponty)Questo saggio contiene una breve analisi de L’occhio e lo spirito di Merleau-Ponty. L’analisi si concentra sulle pagine conclusive dell’opera, nelle quali Merleau-Ponty parla di un falso immaginario. È attraverso l’esame di tale “falso immaginario” che possiamo determinare il contributo di Merleau-Ponty all’idea di un superamento della metafisica, ovvero la trasformazione di chi noi siamo, da manipulandum ad essere, noi tutti, pittori. Più in generale, la breve analisi de L’occhio e lo spirito funziona come mezzo per aprire un programma di ricerca per quella che nel XX secolo abbiamo defi nito “filosofi a continentale”. Tale piano di ricerca presenta quattro aspetti concettuali: 1) il punto di partenza nell’immanenza (laddove l’immanenza è intesa dapprima come esperienza interna soggettiva, ma successivamente, a causa dell’universalità dell’epoché, essa è compresa in quanto esperienza non fondata); 2) la differenza (laddove la differenza apre la via della molteplicità, emancipandosi da un’origine e da un fine assoluti); 3) pensiero (inteso come linguaggio liberato dai vincoli della logica, e compreso solamente nei termini del suo essere proprio, come variazione continua e indefinita); e 4) il superamento della metafisica (laddove per metafisica si intende un modo di pensare basato sulla presenza e per superamento s’intende il passaggio ad una nuova modalità del pensiero, un nuovo popolo ed una nuova terra). Ma, come vedremo, questa concezione della filosofi a finisce per porre “ulteriori domande”. Tale saggio si propone anche di compiere una sintesidel mio nuovo libro Early Twentieth Century Continental Philosophy (Bloomington: Indiana University Press, 2011). (shrink)