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  1. Historicism and Knowledge, by Robert D'Amico.Linda Alcoff - 1992 - Philosophy and Phenomenological Research 52 (1):241-243.
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  2. Produktiver Schein. Phänomenotechnik zwischen Wissenschaft und Ästhetik.Emmanuel Alloa - 2015 - Zeitschrift für Ästhetik Und Allgemeine Kunstwissenschaft 60 (2):169-182.
    The notion of ‘phenomenotechnique’ which Gaston Bachelard introduced in the 1930’s has enjoyed popularity among historians of science who used it in order to insist upon the technical and social mediateness of scientific facts. In the wake of the current triumphal return to epistemological ‘realism,’ the idea of phenomenotechnique has been dismissed as an alleged relic of ‘constructivism.’ The article advocates for a different reading of ‘phenomenotechnique,’ which, rather than insisting on the fabrication of the scientific fact, highlights the intrinsic (...)
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  3. Three Levels of Semiosis: Three Kinds of Kinds.F. Alrøe Hugo - 2016 - Cybernetics and Human Knowing 23 (2):23-38.
    In philosophy, there is an as yet unresolved discussion on whether there are different kinds of kinds and what those kinds are. In particular, there is a distinction between indifferent kinds, which are unaffected by observation and representation, and interactive kinds, which respond to being studied in ways that alter the very kinds under study. This is in essence a discussion on ontologies and, I argue, more precisely about ontological levels. The discussion of kinds of kinds can be resolved by (...)
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  4. Elaborating Aquinas' Epistemology: From Being to Knowledge.Nicholas Anakwue - 2017 - Philosophy Pathways 216:1-12.
    Amidst the broad divergence in opinion of philosophers and scientists at understanding reality that has lent character to the historical epochs of the Philosophical enterprise, the crucial realization has always been, of the necessity of Epistemology in our entire program of making inquiry into ‘What Is’. This realization seems born out of the erstwhile problem of knowing. Epistemology, which investigates the nature, sources, limitations and validating of knowledge, offers a striking challenge here. Since we have no direct access to our (...)
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  5. Models of Language Learning and Their Implications for Social Constructionist Analyses of Scientific Belief.Donald T. Campbell - 1989 - In Steve Fuller (ed.), The Cognitive Turn: Sociological and Psychological Perspectives on Science. Kluwer Academic Publishers.
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  6. The Idea of A Priori Thinking Revisited.Sanjit Chakraborty - 2017 - Philosophia: E-Journal for Philosophy and Culture 17.
    In this article I would like to discuss the concept of a priori mainly focusing on Kant’s Copernican revolution. How is metaphysics at all possible and how a priority takes place in Kantian metaphysics are the questions that I have addressed in the first part of my article. In this context, I have explained analytic, synthetic distinction from epistemological, metaphysical and semantical perspectives and I want to show how the concept of a priori and other associated notions are derived from (...)
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  7. The Edge of Objectivity.Charles Coulston Gillispie - 1960
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  8. Semantikos: Understanding and Cognitive Meaning.Mark Crooks - 2011 - Journal of Mind and Behavior 32 (2).
    Traditional epistemology has had an overriding emphasis since Descartes upon knowing, certainty, and truth, said to be obtained through cogitation. An alternative epistemology would emphasize cognitive meaning, ambiguity, and meaninglessness within a presumptive scheme of semantiks, in contrast to the gnostic Cartesian model. Thereby cognition becomes naturalized and intelligible within the framework of biological evolution, in which species-characteristic forms of intelligence may be seen to unfold through phylogeny. Both scientific advance and pedestrian reasoning may be fruitfully interpreted by this novel (...)
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  9. A Ordem Do Discurso No Contexto Docente E Suas Representações-Uma Nova Proposta de Reconstrução de Sentidos.Wellington Amâncio da Silva - 2014 - Revista Educação-Ung 9 (1):35--48.
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  10. Realismus a jazyk: Recept podle Sellarse.Stefanie Dach - 2014 - Organon F: Medzinárodný Časopis Pre Analytickú Filozofiu 21 (Suppl. 1):05-19.
    Wilfrid Sellars’ philosophical system joins issues that have often been regarded as incompatible or at least in mutual tension. Two of these are his holistic approach to language and knowledge on the one hand and his realism on the other hand. In my paper I first outline this tension and then present a number of steps, including the rejection of semantic relations, picturing and the defense of realism, which can help us to accommodate it. I highlight the payoff of these (...)
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  11. Subject’s Rational Cognitive Activity in the Theory of Self-Organization and Epistemological Constructivism.Naira Danielyan - 2013 - International Journal of Philosophy 1 (4):51.
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  12. Diagnose van de Moderne Filosoof: Waarom filosofen gek zijn.Nicole Des Bouvrie - 2018 - Eindhoven: Damon.
    Zijn filosofen gek? Zo ja, waarom? En ligt dat dan aan de filosoof, aan de filosofie of aan de diagnostiek? Dat zijn de vragen die in 'Diagnose van de moderne filosoof' centraal staan. Nicole des Bouvrie neemt aan de hand van het diagnostische handboek van psychiaters en psychologen (de DSM-V) de situatie van de hedendaagse denker onder de loep. Autisme, psychoses, anorexia en andere aandoeningen passeren de revue, om aan de hand van een grondige anamnese van hedendaagse denkbeelden uit de (...)
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  13. Author's Response: Why We Need Info-Computational Constructivism.G. Dodig-Crnkovic - 2014 - Constructivist Foundations 9 (2):246-255.
    Upshot: The variety of commentaries has shown that IC impacts on many disciplines, from physics to biology, to cognitive science, to ethics. Given its young age, IC still needs to fill in many gaps, some of which were pointed out by the commentators. My goal is both to illuminate some general topics of info-computationalism, and to answer specific questions in that context.
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  14. Epistemology as Computation (Information Processing).Gordana Dodig-Crnkovic - 2007 - In Christian Calude (ed.), Randomness & Complexity, From Leibniz to Chaitin. World Scientific Pub Co.
    This essay presents arguments for the claim that in the best of all possible worlds (Leibniz) there are sources of unpredictability and creativity for us humans, even given a pancomputational stance. A suggested answer to Chaitin’s questions: “Where do new mathematical and biological ideas come from? How do they emerge?” is that they come from the world and emerge from basic physical (computational) laws. For humans as a tiny subset of the universe, a part of the new ideas comes as (...)
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  15. Objectivity in Science.A. E. Heath - 1925 - Proceedings of the Aristotelian Society 26:211 - 224.
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  16. Über Eine Vermeintliche Entdeckung in der Wissenschaftstheorie.Theodor Ebert - 1974 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 5 (2):308-316.
    The paper tries to defend the critical rationalism of Popper and Albert against criticisms brought forward by Janich/Kambartel/Mittelstrass in a series of articles entitled: Wissenschaftstheorie als Wissenschaftskritik, Aspekte 1972 - since published as a book. These authors try to overcome the trilemma of infinite regress, circular reasoning and axiomatic foundation which confronts any attempt to base scientific foundations on reasons: they claim that this trilemma is due to an "extremely limited concept of reasoning" which can be overcome by using the (...)
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  17. Paul A. Komesaroff, Objectivity, Science and Society.Howard Feather - 1988 - Radical Philosophy 48:47.
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  18. What (Good) is Historical Epistemology? Editors' Introduction.Uljana Feest & Thomas Sturm - 2011 - Erkenntnis 75 (3):285-302.
    We provide an overview of three ways in which the expression “Historical epistemology” (HE) is often understood: (1) HE as a study of the history of higher-order epistemic concepts such as objectivity, observation, experimentation, or probability; (2) HE as a study of the historical trajectories of the objects of research, such as the electron, DNA, or phlogiston; (3) HE as the long-term study of scientific developments. After laying out various ways in which these agendas touch on current debates within both (...)
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  19. Epistemic Schmagency?A. K. Flowerree - forthcoming - In Christos Kyriacou & Robin McKenna (eds.), Metaepistemology: Realism & Antirealism. Palgrave Macmillan.
    Constructivist approaches in epistemology and ethics offer a promising account of normativity. But constructivism faces a powerful Schmagency Objection, raised by David Enoch. While Enoch’s objection has been widely discussed in the context of practical norms, no one has yet explored how the Schmagency Objection might undermine epistemic constructivism. In this paper, I rectify that gap. First, I develop the objection against a prominent form of epistemic constructivism, Belief Constitutivism. Belief Constitutivism is susceptible to a Schmagency Objection, I argue, because (...)
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  20. Psychological, Social, and Epistemic Factors in the Theory of Science.Alvin I. Goldman - 1994 - PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1994:277 - 286.
    This article blends psychological and social factors in the explanation of science, and defends the compatibility of a psychosocial picture with an epistemic picture. It examines three variants of the 'political' approach to interpersonal persuasion advocated by Latour and others. In each case an 'epistemic' or mixed account is more promising and empirically better supported. Psychological research on motivated reasoning shows the epistemic limits of interest-driven belief. Against social constructivism, the paper defends the viability of a truth-based standard, and reports (...)
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  21. Criticism and Defense of Rationality in Contemporary Philosophy.Dane R. Gordon & Józef Niznik (eds.) - 1998 - Rodopi.
    This book engages in critical discussion of the role of reason and rationality in philosophy, the human mind, ethics, science, and the social sciences. Philosophers from Poland, Germany, and the United States examine reason in the light of emotion, doubt, absolutes, implementation, and interpretation. They throw new light on old values.
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  22. Constructivism and Practice: Toward a Historical Epistemology.Carol C. Gould - 2002 - Rowman & Littlefield Publishers.
    Over the past several decades, philosophers have grown to recognize the role played by frameworks and models in the construction of human knowledge. Further, they have paid increasing attention to the origins of knowing processes in social and historical contexts of human practical activities, and to social transformation of the frameworks over time. In a series of original essays by prominent philosophers, Constructivism and Practice advances the understanding of the role of construction and model creation, reflects on the relationship of (...)
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  23. In Defence of Kelsenian Monism: Countering Hart and Raz.Paul Gragl - 2017 - Jurisprudence 8 (2):287-318.
    This paper discusses the main criticism launched against legal monism and the Pure Theory of Law, as envisaged by Hans Kelsen and the other proponents of the Vienna School of Jurisprudence, namely the criticism voiced by two of the most eminent legal theorists, HLA Hart and Joseph Raz. According to them, legal monism fails to offer a satisfactory theory of the identity of legal systems and it therefore simply cannot be considered a viable theory of legal systems, because it leads (...)
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  24. Peirce's Contributions to Constructivism and Personal Construct Psychology: II. Science, Logic and Construction.Procter Harry - 2016 - Personal Construct Theory and Practice 13:210-265.
    Kelly suggested that it was useful to consider anyone as functioning as a scientist, in the business of applying theories, making hypotheses and predictions and testing them out in the practice of everyday life. One of Charles Peirce’s major contributions was to develop the disciplines of logic and the philosophy of science. We can deepen and enrich our understanding of Kelly’s vision by looking at what Peirce has to say about the process of science. For Peirce, the essence of science (...)
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  25. Scientific Objectivity and Framework Transpositions.Patrick A. Heelan - 1970 - Philosophical Studies 19:55-70.
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  26. Composing Conferences.Michael Hohl & Ben Sweeting - 2015 - Constructivist Foundations 11 (1).
    The design of academic conferences, in which settings ideas are shared and created, is, we suggest, of more than passing interest in constructivism, where epistemology is considered in terms of knowing rather than knowledge. The passivity and predominantly one-way structure of the typical paper presentation format of academic conferences has a number of serious limitations from a constructivist perspective, which are both practical and epistemological. While alternative formats abound, there is nevertheless increasing pressure reinforcing this format due to delegates’ funding (...)
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  27. Reflecting on Constructing Constructivism.T. Hug - 2014 - Constructivist Foundations 9 (3):316-317.
    Open peer commentary on the article “Constructing Constructivism” by Hugh Gash. Upshot: Hugh Gash’s paper on constructing constructivism is inspiring, insightful, and important in many respects. However, and for that reason, I want to reflect on some critical aspects in terms of metaphorical uses of expressions and ongoing processes of medialization and digitization. Lastly, I am going to point out critical potentials of constructivist thinking as related to education.
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  28. From Parmenidean Identity to Beyond Classical Idealism and Epistemic Constructivism.Dimitris Kilakos - 2016 - Epistemology and Philosophy of Science 48 (2):75-86.
    Rockmore’s paper offers a nice discussion on how classical German idealism provides a plausible account of the Parmenidean insight that thought and being are identical and suggests that idealist epistemic constructivism is arguably the most promising approach to cognition. In this short commentary, I will explore the implications of adopting other interpretations of Parmenidean identity thesis, which arguably lead to different conclusions than the ones drawn by Rockmore. En route to disavow the distinction between ontology and epistemology, I argue that (...)
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  29. Cassierer i Nelson Goodman w kontekście teorii odbicia.Tomasz Kubalica - 2011 - Diametros 30:13-28.
    Celem artykułu jest porównanie koncepcji poznania Ernsta Cassirera i Nelsona Goodmana, których łączy odrzucenie idei poznania jako odbicia rzeczywistości i przyjęcie koncepcji przekształcania. Owo przekształcanie nie jest całkowitym przeciwieństwem odbicia, lecz jego poszerzeniem w taki sposób, że poznanie oznacza zarówno twórcze wytwarzanie, jak i odtwórcze odbicie. Tym samym zniesiona zostaje tradycyjna epistemologiczna dychotomia: konstruowanie – odkrywanie. Wspólną dla obu filozofów przesłankę stanowi odrzucenie prymatu faktów i danych zmysłowych, a konsekwencją poszerzonej koncepcji poznania jest zaś dla nich irrealistyczna koncepcja reprezentacji symbolicznej. (...)
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  30. THE BECOMING OF THE ULTIMATE TRUTH.Jayarajan Kurunghat - manuscript
    A short book meant to take honest and determined seekers to the Ultimate Truth.The reality about (our) ‘presence’ is that it is the becoming of the Ultimate Truth it self. -/- .
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  31. Science Incarnate: Historical Embodiments of Natural Knowledge.Christopher Lawrence & Steven Shapin (eds.) - 1998 - University of Chicago Press.
    Ever since Greek antiquity "disembodied knowledge" has often been taken as synonymous with "objective truth." Yet we also have very specific mental images of the kinds of bodies that house great minds--the ascetic philosopher versus the hearty surgeon, for example. Does truth have anything to do with the belly? What difference does it make to the pursuit of knowledge whether Einstein rode a bicycle, Russell was randy, or Darwin flatulent? Bringing body and knowledge into such intimate contact is occasionally seen (...)
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  32. Engenderings: Constructions of Knowledge, Authority and Privilege.Sabina Lovibond & Naomi Scheman - 1995 - Philosophical Review 104 (3):460.
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  33. A Response to Lawson's Reply,‚Constructivism and Domains of Scientific Knowledge'︁.J. Lythcott & R. Duschl - 1992 - Science Education 76 (1):119-120.
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  34. Hasty Generalizers and Hybrid Abducers. External Semiotic Anchors and Multimodal Representations.L. Magnani - 2006 - In P. A. Flach, A. C. Kakas, L. Magnani & O. Ray (eds.), ECAI WORKSHOP 2006 - P. A. Flach, A. C. Kakas, L. Magnani, O. Ray (eds.), Workshop Abduction and Induction in AI and Scientific Modeling, University of Trento, Italy, pp. 1-8. pp. 1--8.
    First of all I would like to describe inductive and abductive reasoning in the light of the agent–based framework to the aim of clarifying their fallacious character and the role of the so-called ideal systems (logical and computational). Then I will analyze some inductive and abductive types of reasoning that in the perspective of classical and informal logic are defined fallacies. I will describe how in an agent-based reasoning this kind of fallacious reasoning can in some cases be redefined and (...)
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  35. Epistemologia Applicata. Conoscenza e Metodo nelle Scienze.L. Magnani - 1991 - Marcos y Marcos.
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  36. Constraint Satisfaction, Agency and Meaning Generation as an Evolutionary Framework for a Constructive Biosemiotic (2017).Christophe Menant - manuscript
    A constructivist perspective on biosemiotics brings to the forefront meaning generation by biological agents for constraint satisfaction in an evolutionary background. Biosemiotics deal with the study of signs and meaning in biological entities. One of its main challenges is to attempt to naturalize biological meaning (Sharov & all 2015). Constructivism is an epistemological perspective that considers knowledge as constructed by agents which are sense makers. So a constructive approach on biosemiotics addresses meanings as constructed by biological agents as sense makers. (...)
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  37. Development of Cultural Consciousness: From the Perspective of a Social Constructivist.Gregory M. Nixon - 2015 - International Journal of Education and Social Science 2 (10):119-136.
    In this condensed survey, I look to recent perspectives on evolution suggesting that cultural change likely alters the genome. Since theories of development are nested within assumptions about evolution (evo-devo), I next review some oft-cited developmental theories and other psychological theories of the 20th century to see if any match the emerging perspectives in evolutionary theory. I seek theories based neither in nature (genetics) nor nurture (the environment) but in the creative play of human communication responding to necessity. This survey (...)
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  38. Staying for an Answer: Truth, Knowledge, and the Rumsfeld Creed.C. Norris - 2004 - Philosophy and Social Criticism 30 (7):777-798.
    Should the truth-value of statements be thought of as epistemically constrained or as determined by objective factors that stand quite apart from our best knowledge, evidence, or powers of conceptual grasp? The anti-realist/realist debate turns ultimately on this disagreement. My article takes its lead from a famous pronouncement by US Defense Secretary Donald Rumsfield to the effect that there are ‘known knowns’, i.e. ‘things that we know we know’; ‘known unknowns’, or ‘things we know we do not know’; and lastly, (...)
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  39. Two Cases Against Spectator Theories of Knowledge.Scott L. Pratt - 1994 - Southwest Philosophy Review 10 (1):105-115.
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  40. Marx and the Objectivity of Science.Peter Railton - 1984 - PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1984:813 - 826.
    Marx claims that his social theory is objective in the same sense as contemporary natural science. Yet his social theory appears to imply that the prevailing notion of scientific objectivity is ideological in character. Must Marx, then, either give up his claim of scientific objectivity or admit that he is engaged in a bit of ideology on behalf of his own theory? By suggesting an alternative way of understanding objectivity, an attempt is made to show that one can accept the (...)
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  41. Does Persuasion Really Come at the "End of Reasons"?Pietro Salis - 2017 - In P. L. Lecis, G. Lorini, V. Busacchi, Pietro Salis & O. G. Loddo (eds.), Verità, Immagine, Normatività. Truth, Image, and Normativity. Macerata: Quodlibet Studio. pp. 77-100.
    Persuasion is a special aspect of our social and linguistic practices – one where an interlocutor, or an audience, is induced, to perform a certain action or to endorse a certain belief, and these episodes are not due to the force of the better reason. When we come near persuasion, it seems that, in general, we are somehow giving up factual discourse and the principles of logic, since persuading must be understood as almost different from convincing rationally. Sometimes, for example, (...)
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  42. The Paradox of Observing, Autopoiesis, and the Future of Social Sciences.Gennady Shkliarevsky - 2007 - Systems Research and Behavioral Science 24 (3):323-32.
    The current debates in social sciences show that the paradox of observing—the embeddedness of observer in the process of observing—is at the heart of the controversy about their cognitive status and future. Although the problem of observing has been addressed in numerous theoretical perspectives—some of which (Habermas, Leydesdorff, Maturana, and Luhmann) are examined in this article—the prospects for resolving this paradox remain problematic. Locating a point that allows reflection on the process of autopoiesis in general, not just the operation of (...)
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  43. Radical Constructivism as a Critique of Epistemology.Adam Skibiński - 2004 - Archiwum Historii Filozofii I Myśli Społecznej 49.
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  44. Appraising Constructivism in Science Education.Peter Slezak - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1023-1055.
    Two varieties of constructivism are distinguished. In part 1, the psychological or “radical” constructivism of von Glasersfeld is discussed. Despite its dominant influence in science education, radical constructivism has been controversial, with challenges to its principles and practices. In part 2, social constructivism is discussed in the sociology of scientific knowledge. Social constructivism has not been primarily concerned with education but has the most direct consequences in view of its challenge to the most fundamental, traditional assumptions in the philosophy of (...)
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  45. A Fallacy in Constructivist Epistemology.Robin Small - 2003 - Journal of Philosophy of Education 37 (3):483–502.
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  46. Belief and Resistance: Dynamics of Contemporary Intellectual Controversy.Barbara Herrnstein Smith - 1997 - Harvard University Press.
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  47. Consequences of Rejecting Constructivism: “Hold Tight and Pedal Fast”. Commentary on Slezak's “Radical Constructivism: Epistemology, Education and Dynamite”.L. P. Steffe - 2010 - Constructivist Foundations 6 (1):112-119.
    Purpose: One of my goals in the paper is to investigate why realists reject radical constructivism (RC) as well as social constructivism (SC) out of hand. I shall do this by means of commenting on Peter Slezak’s critical paper, Radical Constructivism: Epistemology, Education and Dynamite. My other goal is to explore why realists condemn the use of RC and SC in science and mathematics education for no stated reason, again by means of commenting on Slezak’s paper. Method: I restrict my (...)
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