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  1. Complexity and Education: Vital Simultaneities.Brent Davis - 2008 - Educational Philosophy and Theory 40 (1):50-65.
    This article explores the place of complexity science within education and educational research. The discussion begins with the suggestion that educational research has a history of adopting interpretive frames from other domains with little adaptation. Complexity science is argued to compel a different sort of positioning, one that requires accommodation and participation rather than unproblematized assimilation and application. The argument is developed by considering the following simultaneities in education research: knower and knowledge; transphenomenality; transdisciplinarity; interdiscursivity; descriptive and pragmatic insights; representation (...)
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  • Musical Sense-Making and the Concept of Affordance: An Ecosemiotic and Experiential Approach.Mark Reybrouck - 2012 - Biosemiotics 5 (3):391-409.
    This article is interdisciplinary in its claims. Evolving around the ecological concept of affordance, it brings together pragmatics and ecological psychology. Starting from the theoretical writings of Peirce, Dewey and James, the biosemiotic claims of von Uexküll, Gibson’s ecological approach to perception and some empirical evidence from recent neurobiological research, it elaborates on the concepts of experiential and enactive cognition as applied to music. In order to provide an operational description of this approach, it introduces some conceptual tools from the (...)
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  • On Natural Selection and Hume's Second Problem.Armando Aranda-Anzaldo - 1998 - Evolution and Cognition 4 (2):156-172.
    David Hume's famous riddle of induction implies a second problem related to the question of whether the laws and principles of nature might change in the course of time. Claims have been made that modern developments in physics and astrophysics corroborate the translational invariance of the laws of physics in time. However, the appearance of a new general principle of nature, which might not be derivable from the known laws of physics, or that might actually be a non-physical one (this (...)
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  • A Phenomenological Study Of The Lived Experiences Of Nontraditional Students In Higher Level Mathematics At A Midwest University.Brian Bush Wood - 2017 - Dissertation, Keiser University
    The current literature suggests that the use of Husserl’s and Heidegger’s approaches to phenomenology is still practiced. However, a clear gap exists on how these approaches are viewed in the context of constructivism, particularly with non-traditional female students’ study of mathematics. The dissertation attempts to clarify the constructivist role of phenomenology within a transcendental framework from the first-hand meanings associated with the expression of the relevancy as expressed by interviews of six nontraditional female students who have studied undergraduate mathematics. Comparisons (...)
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  • Towards the Naturalization of Agency Based on an Interactivist Account of Autonomy.Argyris Arnellos, Thomas Spyrtou & Ioannis Darzentas - 2010 - New Ideas in Psychology 28 (3):296-311.
    This paper attempts to provide the basis for a broader naturalized account of agency. Naturalization is considered as the need for an ongoing and open-ended process of scientific inquiry driven by the continuous formulation of questions regarding a phenomenon. The naturalization of agency is focused around the interrelation of the fundamental notions of autonomy, functionality, intentionality and meaning. Certain naturalized frameworks of agency are critically considered in an attempt to bring together all the characteristic properties that constitute an autonomous agent, (...)
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  • The Construction of 'Reality' in the Robot: Constructivist Perspectives on Situated Artificial Intelligence and Adaptive Robotics. [REVIEW]Tom Ziemke - 2001 - Foundations of Science 6 (1-3):163-233.
    This paper discusses different approaches incognitive science and artificial intelligenceresearch from the perspective of radicalconstructivism, addressing especially theirrelation to the biologically based theories ofvon Uexküll, Piaget as well as Maturana andVarela. In particular recent work in New AI and adaptive robotics on situated and embodiedintelligence is examined, and we discuss indetail the role of constructive processes asthe basis of situatedness in both robots andliving organisms.
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  • Rethinking Polanyi’s Concept of Tacit Knowledge: From Personal Knowing to Imagined Institutions. [REVIEW]Tim Ray - 2009 - Minerva 47 (1):75-92.
    Half a century after Michael Polanyi conceptualised ‘the tacit component’ in personal knowing, management studies has reinvented ‘tacit knowledge’—albeit in ways that squander the advantages of Polanyi’s insights and ignore his faith in ‘spiritual reality’. While tacit knowing challenged the absurdities of sheer objectivity, expressed in a ‘perfect language’, it fused rational knowing, based on personal experience, with mystical speculation about an un-experienced ‘external reality’. Faith alone saved Polanyi’s model from solipsism. But Ernst von Glasersfeld’s radical constructivism provides scope to (...)
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  • Entiteettien kategorioiden onttisesta statuksesta.Markku Keinänen - 2012 - Maailma.
    This paper (in Finnish) concerns the ontological status of categories of entities. I argue that categories are not be considered as further entities. Rather, it is suffcient for entities belonging to the same category that they are in exactly the same formal ontological relations and have the same general category features.
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  • A Biosemiotic and Ecological Approach to Music Cognition: Event Perception Between Auditory Listening and Cognitive Economy.Mark Reybrouck - 2005 - Axiomathes 15 (2):229-266.
    This paper addresses the question whether we can conceive of music cognition in ecosemiotic terms. It claims that music knowledge must be generated as a tool for adaptation to the sonic world and calls forth a shift from a structural description of music as an artifact to a process-like approach to dealing with music. As listeners, we are observers who construct and organize our knowledge and bring with us our observational tools. What matters is not merely the sonic world in (...)
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  • Major Challenges for the Modern Chemistry in Particular and Science in General.Vuk Uskoković - 2010 - Foundations of Science 15 (4):303-344.
    In the past few hundred years, science has exerted an enormous influence on the way the world appears to human observers. Despite phenomenal accomplishments of science, science nowadays faces numerous challenges that threaten its continued success. As scientific inventions become embedded within human societies, the challenges are further multiplied. In this critical review, some of the critical challenges for the field of modern chemistry are discussed, including: (a) interlinking theoretical knowledge and experimental approaches; (b) implementing the principles of sustainability at (...)
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  • Mathematical Models and Reality: A Constructivist Perspective. [REVIEW]Christian Hennig - 2010 - Foundations of Science 15 (1):29-48.
  • A Way to Overcome the Methodological Vicissitudes Involved in Researching Subjectivity.Amedeo Giorgi - 2004 - Journal of Phenomenological Psychology 35 (1):1-25.
    Four research strategies currently employed by mainstream psychologists in researching the experiences and behaviors of human subjects are criticized for diminishing the presence of subjectivity. Two perspectives that tend to exaggerate subjectivity are also criticized. A balanced approach to subjectivity is offered that: acknowledges a theoretical perspective that recognizes that there are invisible or nonsensorial characteristics of subjectivity that have to be theoretically appropriated, and that emphasizes the intersubjective dimension as being critical for properly assessing a balanced approach to human (...)
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  • Plural Embodiment of Mind. Genealogy and Guidelines for a Radically Embodied Approach to Mind and Consciousness.Mauro Ceruti & Luisa Damiano - 2018 - Frontiers in Psychology 9.
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  • Positivism and Constructivism, Truth and 'Truth'.Jim Mackenzie - 2011 - Educational Philosophy and Theory 43 (5):534-546.
    This paper is concerned with the reversal in meaning of the word positivism, which has come to mean ‘theory which assumes the existence of a world beyond our ideas’ whereas once it meant ‘theory which is agnostic about the existence of a world beyond our ideas', and with educational writers’ persistent mistakes in using quotation marks, as a consequence of this reversal.
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  • The Poverty of Constructivism.Derek Louis Meyer - 2009 - Educational Philosophy and Theory 41 (3):332-341.
    Constructivism claims to be a postepistemology that replaces 'traditional' concepts of knowledge. Supporters of constructivism have argued that progress requires that pre-service teachers be weaned off traditional approaches and that they should adopt constructivist views of knowledge. Constructivism appears to be gaining ground rapidly and should no longer be viewed as an exercise in radical thinking primarily aimed at generating innovative teaching. It has become an integral part of the pedagogic mainstream. Close examination of the theoretical foundations of constructivism, however, (...)
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  • The Temporal Transcendence of the Teacher as Other.Clarence W. Joldersma - 2016 - Educational Philosophy and Theory 48 (4).
    Over the last decades, education has shifted more clearly to a learner-centered understanding, including particularly constructivism, leaving little room conceptually for a substantive role for the teacher. This article develops a Levinasian framework for understanding the teacher as other. It begins by exploring the spatial metaphors of Levinas’s idea of the teacher as transcendent but shifts to Levinas’s idea of time as instants that come to the ego as a gift from the future. The article employs these temporal metaphors to (...)
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  • ‘And They Lived Happily Ever After’: The Fairy Tale of Radical Constructivism and von Glasersfeld's Ethical Disengagement.Vasco D'Agnese - 2015 - Ethics and Education 10 (2):131-151.
    Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction with, and the challenge of, reality is eliminated, knowledge remains only (...)
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  • Interactive Constructivism in Education.Kersten Reich - 2007 - Education and Culture 23 (1):7-26.
    : 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 (...)
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  • 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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  • Roles of Epistemology in Investigating Knowledge: “Philosophizing With”.Nina Bonderup Dohn - 2011 - Metaphilosophy 42 (4):431-450.
    Abstract: This article aims at elucidating the ways in which philosophy may engage in cooperation with other disciplines through “philosophy with” (Hansson 2008). An exemplary investigation is undertaken of the roles of epistemology in investigating knowledge, that is, how epistemology may interact with sciences concerned with knowledge. Four possible roles are distinguished: provider of a priori conceptual analyses, clarifier of scientific concepts and their implications, interpreter of scientific results, and dialogue partner with a voice of its own. Each role is (...)
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  • Using Wittgenstein to Respecify Constructivism.David Francis - 2005 - Human Studies 28 (3):251-290.
    Taking its orientation from Peter Winch, this article critiques from a Wittgensteinian point of view some “theoreticist” tendencies within constructivism. At the heart of constructivism is the deeply Wittgensteinian idea that the world as we know and understand it is the product of human intelligence and interests. The usefulness of this idea can be vitiated by a failure to distinguish conceptual from empirical questions. I argue that such a failure characterises two influential constructivist theories, those of Ernst von Glasersfeld and (...)
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  • Phenomenology as Rhetoric.John Paley - 2005 - Nursing Inquiry 12 (2):106-116.