70 found

View year:

  1. From Phenomenology to Traces: Inferring Memory Mechanisms.Marta Caravà & Sarah K. Robins - 2023 - Constructivist Foundations 19 (1):70-72.
  2.  11
    Enactivism: Utopian & Scientific.Russell Meyer & Nick Brancazio - 2023 - Constructivist Foundations 19 (1):1-11.
    Our target article concerns the direction and growth of enactivism, a framework portrayed as a revolutionary shift in understanding cognition. While enactivism continues to be a lively position, it is unclear how its contributions relate to the cognitive sciences. Despite some empirical successes, enactivism remains somewhat insulated as a theoretical position and as a research program. There exists a discrepancy between enactivist aims and delivery. The basis of this problem, we argue, is that the overall objective of enactive theorising is (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  3.  74
    Utopian and Scientific Enactivism: Never Ever Getting Back Together?Dave Ward - 2023 - Constructivist Foundations 19 (1):19-21.
    Meyer and Brancazio make an important distinction between two enactivist projects: “utopian” and “scientific.” I agree that contemporary enactivists would benefit from more clearly distinguishing these projects and their success conditions. However, I wonder whether there are times when letting these projects merge with each other might be helpful, or even necessary.
    Direct download  
     
    Export citation  
     
    Bookmark  
  4.  91
    Situating Krippendorff's Critical Cybernetics.Claudia Westermann - 2023 - Constructivist Foundations 19 (1):109-111.
    This Open Peer Commentary on “A Critical Cybernetics” by Klaus Krippendorff outlines that enacting alternative not-yet existing realities goes beyond discourse and can be considered design practice. A Critical Cybernetics for enacting alternative not-yet existing realities, such as Krippendorff proposed, would benefit from associating itself with the expertise in the technicity of society that has been central to cybernetics since its inception.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  5.  6
    Why Not Both? Interaction and the Individual in Enactivism.Nick Brancazio - 2023 - Constructivist Foundations 18 (3):380-382.
    Open peer commentary on the article “Beyond Individual-Centred 4E Cognition: Systems Biology and Sympoiesis” by Mads Julian Dengsø & Michael David Kirchhoff. Abstract: I provide two reasons for thinking the conclusion drawn from the argument’s premises is too strong. Briefly, (a) the benefits of having consistent commitments between enactivism and developmental systems theory are only clear when treating both as philosophies of nature rather than empirical research programs, and (b) the target article demonstrates that enactivism is capable of explanatory pluralism.
    Direct download  
     
    Export citation  
     
    Bookmark  
  6.  12
    Cognitive Agency Without Individuality.Amanda Corris - 2023 - Constructivist Foundations 18 (3):370-371.
    Open peer commentary on the article “Beyond Individual-Centred 4E Cognition: Systems Biology and Sympoiesis” by Mads Julian Dengsø & Michael David Kirchhoff. Abstract: A move to sympoiesis entails a conceptual overhaul of autopoiesis, a key facet of the enactive approach to cognition. In this commentary, I invite more systematic thinking about the concept of autopoiesis and enactivist commitments to it, given the inconsistencies regarding individuality raised in the target article.
    Direct download  
     
    Export citation  
     
    Bookmark  
  7.  15
    Beyond Individual-Centred 4E Cognition: Systems Biology and Sympoiesis.Mads Julian Dengsø & Michael David Kirchhoff - 2023 - Constructivist Foundations 18 (3):351-364.
    Context: A central motivation behind various embodied, extended, and enactive (4E) approaches to cognition is to ground our understanding of minds and cognition within the biological structures that give rise to life. Because of this, their advocates often claim a natural kinship with dynamical and developmental systems theories. However, these accounts also explicitly or implicitly privilege individual organisms in ways that contrast with many of the insights of systems and developmental systems approaches to biology. Problem: The prioritization of individual organisms (...)
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  8.  6
    Authors’ Response: The Sympoietic Roots of Adaptivity.Mads Julian Dengsø & Michael David Kirchhoff - 2023 - Constructivist Foundations 18 (3):382-386.
    We delineate the distinctness of sympoiesis from adaptive notions of autopoiesis and explain why we see it as helpful to the exploration and explanation of agentive and adaptive cognitive systems.
    Direct download  
     
    Export citation  
     
    Bookmark  
  9.  5
    The World of Embodied Dialogic Creatures.Andrey S. Druzhinin & Tatiana A. Fomina - 2023 - Constructivist Foundations 18 (3):406-409.
    Open peer commentary on the article “The World of Screen Creatures” by Bin Liu. Abstract: Bin Liu’s model of the world, where screen creatures construct their experience and 3D environment but are not related to the world perceptually, makes a good case against objective realism assumptions and the passive world-view approach. However, from our point of view, it fails to account for the biological substrate of such worldmaking. We outline an alternative model of the world inhabited by embodied dialogic creatures.
    Direct download  
     
    Export citation  
     
    Bookmark  
  10.  7
    “Cartesian” Relational Cognition and Organism-Centered Cognitive Agency.Marco Facchin - 2023 - Constructivist Foundations 18 (3):378-380.
    Open peer commentary on the article “Beyond Individual-Centred 4E Cognition: Systems Biology and Sympoiesis” by Mads Julian Dengsø & Michael David Kirchhoff. Abstract: I examine the authors’ concept of relational cognition, showing that it has two possible readings, both more “cartesian” than the authors suppose. Whence the authors’ “anti-cartesianism,” then? I suggest it is due to an understanding of cognition that allows cognition to operate at very long timescales, and provide an argument to resist such an understanding.
    Direct download  
     
    Export citation  
     
    Bookmark  
  11.  9
    Cognition Is Both Relational and Centered in Individuals.Tim Elmo Feiten - 2023 - Constructivist Foundations 18 (3):365-367.
    Open peer commentary on the article “Beyond Individual-Centred 4E Cognition: Systems Biology and Sympoiesis” by Mads Julian Dengsø & Michael David Kirchhoff. Abstract: Dengsø and Kirchhoff’s inspiring proposal to drop the individual-centeredness of autopoiesis in favor of a view based on sympoiesis and developmental systems theory (DST) has two problems: (a) It is not clear that the points they raise as arguments against individual-centered 4E cognition are incompatible with those views and many of them are already included in Ezequiel Di (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  12.  4
    Present or Absent Agent: From Berkeley to Mamardashvili.Diana Gasparyan - 2023 - Constructivist Foundations 18 (3):404-406.
    Open peer commentary on the article “The World of Screen Creatures” by Bin Liu. Abstract: I show that the observation of the objects of the observer-dependent world - that by virtue of which they are given - is not itself given as another object. The peculiarity of observation is that it is irreducible to either an object or an abstract concept. We see the content of the observation, but we do not see the observation itself, it is not an object (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  13.  5
    Idealism, Realism, and the Problem of Alterity.Andrea Pace Giannotta - 2023 - Constructivist Foundations 18 (3):409-410.
    Open peer commentary on the article “The World of Screen Creatures” by Bin Liu. Abstract: I frame Liu’s “world of screen creatures” model (WSC) in terms of the idealism-realism opposition, by looking especially at the tradition of transcendental and phenomenological philosophy. I claim that the WSC model amounts to a form of subjective idealism and solipsism and that, for this reason, it is subject to what I call the “problem of alterity.”.
    Direct download  
     
    Export citation  
     
    Bookmark  
  14.  13
    /Non-Dualism/ continued.Thomas Hainscho - 2023 - Constructivist Foundations 18 (3):416-419.
    I present Weber’s German book Radikaler Lingualismus to those who are interested in non-dualism but cannot read German. In my review, I compare Weber’s book with Mitterer’s works, address non-dualism at key points, and elaborate on Weber’s deviations.
    Direct download  
     
    Export citation  
     
    Bookmark  
  15.  11
    From Pixels to First-Person Experience and Language.Thomas Hainscho - 2023 - Constructivist Foundations 18 (3):397-399.
    Open peer commentary on the article “The World of Screen Creatures” by Bin Liu. Abstract: I examine the premise that Liu’s screen creatures duplicate the images of a first-person shooter. I raise questions about the first-person perspective of screen creatures and their use of language.
    Direct download  
     
    Export citation  
     
    Bookmark  
  16.  3
    Screen Creatures as Subjects?Sebastian Kletzl - 2023 - Constructivist Foundations 18 (3):400-402.
    Open peer commentary on the article “The World of Screen Creatures” by Bin Liu. Abstract: Liu proposes that in order to get rid of any representational perceptual relation we should interpret ourselves as screen creatures, i.e., as content that can be displayed on a screen from which we then construct our surroundings. I focus on two topics. The first topic is how exactly to understand the idea of “screen creatures” so that they can be interpreted as functioning human subjects. The (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  17.  18
    Author’s Response: The Experiential World.Bin Liu - 2023 - Constructivist Foundations 18 (3):411-415.
    I explain the world of screen creatures by virtue of our familiar environment and the notion of the experiential world. My explanation is meant to strengthen the argument for the view that the constructivist world model does not need the perceptual relation. I also demonstrate that the experiential world is complete, meaning that every type of phenomenon can be explained within this realm.
    Direct download  
     
    Export citation  
     
    Bookmark  
  18.  22
    The World of Screen Creatures.Bin Liu - 2023 - Constructivist Foundations 18 (3):387-396.
    Context: Some scholars have put forward constructivist world models in which the purported external world is constructed from experience (i.e., there is a constructive relation between them. However, scholars disagree about whether experience is generated by the brain and results from the perception of the purported external world (i.e., whether there are generative relations and perceptual relations. Problem: Do we need to maintain perceptual relations or generative relations in a constructivist world model? Method: I propose a world model where our (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  19.  2
    Life-Mind Continuity Beyond Individual-Centeredness: The Issue of Adaptivity.Timotej Prosen - 2023 - Constructivist Foundations 18 (3):367-370.
    Open peer commentary on the article “Beyond Individual-Centred 4E Cognition: Systems Biology and Sympoiesis” by Mads Julian Dengsø & Michael David Kirchhoff. Abstract: I raise the question of whether sympoietic systems, as construed in the target article, can be said to exhibit adaptivity. First, I give an overview of the role of adaptivity in the context of an enactivist conception of life-mind continuity. Subsequently, I reflect on a number of ways in which the notion of adaptivity may or may not (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  20.  6
    On the Ontology of Screens and Screen Creatures.Jon Robson - 2023 - Constructivist Foundations 18 (3):399-400.
    Open peer commentary on the article “The World of Screen Creatures” by Bin Liu. Abstract: Bin Liu’s target article “The World of Screen Creatures” proposes a new constructivist understanding of our relationship to the (apparent) external world. While there is much that is interesting and innovative in Liu’s account, I suggest that there are some key points for clarification that would help readers to be better able to weigh the merits of his account against its rivals.
    Direct download  
     
    Export citation  
     
    Bookmark  
  21.  12
    Is Sympoiesis Compatible with Phenomenology?Carl B. Sachs - 2023 - Constructivist Foundations 18 (3):376-378.
    Open peer commentary on the article “Beyond Individual-Centred 4E Cognition: Systems Biology and Sympoiesis” by Mads Julian Dengsø & Michael David Kirchhoff. Abstract: I concur with Dengsø and Kirchhoff that if we are to ground cognition more deeply in contemporary biology, we need to focus on the organism-environment relationship as the unit of biological explanation most relevant to cognitive science. This entails questioning the individualistic bias that has pervaded 4E cognitive science. However, can we overcome that bias while retaining a (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  22.  4
    Screen Worlds, Virtual Worlds, Constructed Worlds.Mark Silcox - 2023 - Constructivist Foundations 18 (3):402-403.
    Open peer commentary on the article “The World of Screen Creatures” by Bin Liu. Abstract: Bin Liu’s defense of phenomenalism via an elaborate and inventive thought experiment is contrasted with more traditional ways of defending that doctrine. A similar distinction in strategies can be drawn between different ways of arguing that we live in a virtual world. The comparison leads to a more general, metaphilosophical conclusion about how to argue for constructivist positions in metaphysics.
    Direct download  
     
    Export citation  
     
    Bookmark  
  23.  7
    Does Structural Coupling meet Sympoiesis?Jorge Soto-Andrade - 2023 - Constructivist Foundations 18 (3):371-373.
    Open peer commentary on the article “Beyond Individual-Centred 4E Cognition: Systems Biology and Sympoiesis” by Mads Julian Dengsø & Michael David Kirchhoff. Abstract: While sharing the authors’ interest in a biologically grounded approach to cognition that does not privilege individual organisms, I argue that autopoietic enactivism à la Maturana and Varela may be up to the task via its key relational notion of structural coupling. I also wonder about unicellular cognition from the viewpoint of sympoiesis and reflect on the ouroboric (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  24. Individuals for Anti-Individualists.John Sutton - 2023 - Constructivist Foundations 18 (3):374-376.
    Open peer commentary on the article “Beyond Individual-Centred 4E Cognition: Systems Biology and Sympoiesis” by Mads Julian Dengsø & Michael David Kirchhoff. Abstract: Dengsø and Kirchhoff offer a revised dynamic conception of the individual in place of the bounded cognitive agent of classical cognitive science. However, this may not be sufficiently robust to ground the enquiries into individual and cultural differences that remain vital in the proposed “deterritorialized cognitive science.” It also needs to make contact with rich traditions of 4E (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  25.  3
    Almost in Our Grasp: The (Slow) Digital Return of Multimodal Educational Resources.Dor Abrahamson - 2023 - Constructivist Foundations 18 (2):202-206.
    Whereas I empathize with Penny’s grave concern over current modalist instructional technology - “modalist” in the sense of privileging one modality, predominantly vision, at the expense of all others - I do not quite share his bleak assessment of future offerings. Following some hopefully inspiring words from historical philosophers of education, I showcase the Quad, a haptic-tactile mechatronic device built by three US-based laboratories collaborating to create modally expansive learning tools for classrooms that are inclusive of sensorially diverse students. While (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  26.  3
    Author’s Response: The (Human) “Hearts” and “Minds” of Autopoietic (Digital) Learning Systems.Claudio Aguayo - 2023 - Constructivist Foundations 18 (2):344-347.
    I clarify some epistemological aspects of what learning is, conceived from the perspective of the Santiago school of cognition. This process also serves to further examine the importance of the learning medium, or context, in shaping the learning experience of users/learners, and the type and nature of such learning experience. Finally, I introduce the “heart” and “mind” metaphors of autopoietic learning systems, as a way to define the different nature of design principles informing organizational and structural aspects of autopoietic TEL (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  27.  3
    Exploring the Challenges at the Crossroads of Education and 4E Cognition: A Systemic, Values-Based and Global South Perspective.Claudio Aguayo - 2023 - Constructivist Foundations 18 (2):180-182.
    I address Theo Hug’s challenges by exploring relations between measurable and non-measurable dimensions of education from a systems-thinking, values-based educational technology design and Global South perspective.
    Direct download  
     
    Export citation  
     
    Bookmark  
  28.  4
    Autopoiesis and 4E+ Cognition in the Design of Digital Learning Affordances.Claudio Aguayo - 2023 - Constructivist Foundations 18 (2):325-337.
    Context: Challenges in designing digital learning come from the complexity and ever-changing nature of socio-technological systems. Following an autopoietic logic can assist the design of technology-enhanced learning (TEL) systems and their digital learning affordances in education. Problem: The lack of self-maintenance and adaptability considerations in educational technology design, to maintain the efficiency and engagement of TEL systems within ever-changing conditions over time. The concept of autopoiesis, and the 4E+ cognition framework can provide a guiding framework for a more adequate type (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  29.  3
    Unraveling a Royal Road to Math Education.Roberto Araya - 2023 - Constructivist Foundations 18 (2):283-286.
    In their target article Valdés-Zorrilla et al. postulate that the typical ways of teaching mathematics cause serious mental-health problems in a significant number of our students. They alert us that this would be “the most critical problem in mathematics education.” They propose a solution based on metaphorizing along with embodied and enactive strategies, and exemplify them in work on probability. I argue that the great challenge is how to get the educational system to adopt the proposed solution. This solution may (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  30.  2
    The Paradox of Autopoietic Artificial Intelligent Systems in Education.Philip Baron - 2023 - Constructivist Foundations 18 (2):340-342.
    Open peer commentary on the article “Autopoiesis and 4E+ Cognition in the Design of Digital Learning Affordances” by Claudio Aguayo. Abstract: An autopoietic educational system may provide for immersive individualised learning experiences that cater to the unique interests of each student; however, universities generally require uniformity in education to enable group assessments and accreditation and thus do not readily accommodate individualised tuition. A further challenge is that for a system to be autopoietic, it should be able to create its own (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  31.  2
    Digital Technologies Can Enrich, as Well as Impoverish, Embodied Interaction.Daniel Black - 2023 - Constructivist Foundations 18 (2):198-200.
    Digital simulations and representations often make poor substitutes for direct engagement with the lived world. However, they also have the potential to enable new forms of engagement with our environment rather than replace those we already have.
    Direct download  
     
    Export citation  
     
    Bookmark  
  32.  1
    A Conversation about Differences.Laurinda C. Brown & David A. Reid - 2023 - Constructivist Foundations 18 (2):277-279.
    Our commentary centres on our experiences of classrooms and lecture halls in different countries and what it might mean, from an enactivist perspective, to use the same idea across such boundaries.
    Direct download  
     
    Export citation  
     
    Bookmark  
  33.  1
    Teaching During the Pandemic: Addressing the Challenges of Online Learning.Victor V. Cifarelli - 2023 - Constructivist Foundations 18 (2):210-212.
    I comment on Simon Penny’s main points about human cognition and his concerns about online education. I then provide an example and novice 4E assessment of my experience teaching mathematics remotely during the pandemic in the hope that it will encourage us to self-reflect on our own experiences, and determine whether frameworks such as 4E can shed light on our own observations and explanatory models during this most extraordinary period.
    Direct download  
     
    Export citation  
     
    Bookmark  
  34.  6
    Prolepsis as a Coordinating Mechanism of Semiotic Mediation.Michael Cole - 2023 - Constructivist Foundations 18 (2):235-236.
    I focus on the concept of prolepsis, the representation or assumption of a future act or development as if presently existing or accomplished. It is suggested that prolepsis reveals the non-linear nature of semiotic mediation.
    Direct download  
     
    Export citation  
     
    Bookmark  
  35.  2
    Is it as Simple as "E-Teaching Good" Versus "Standardised Teaching Bad"?Alf Coles - 2023 - Constructivist Foundations 18 (2):286-288.
    While sympathetic to much of what the authors of the target article write, I claim that there is a binary in their thinking, i.e., the one in the title of my commentary. I argue that such binaries obscure some groups and, in this case, one thing relatively hidden is the role of the teacher, in the lessons described. An alternative to positing an opposition between teaching approaches would be to apply the principles of “E-teaching” to working with teachers, as well (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  36.  5
    Bridging the Ontological Gap?Daniela Díaz-Rojas & Jorge Soto-Andrade - 2023 - Constructivist Foundations 18 (2):250-252.
    While deeply sympathising with Shvarts and Abrahamson’s thoughtful attempt at theoretically explaining semiotic mediation from a radical embodied perspective, we suggest that their metaphor of an “ontological gap” to be bridged deserves pondering. We also discuss their illustrative “empirical finale” from our enactivist viewpoint.
    Direct download  
     
    Export citation  
     
    Bookmark  
  37.  5
    Reduction and Enactment with Digital Images: What Can 0s and 1s Represent?Justin K. Dimmel - 2023 - Constructivist Foundations 18 (2):206-209.
    I explore whether there are differences in kind between digital images that reproduce things from our lived world and digital images that enact conceptual relationships.
    Direct download  
     
    Export citation  
     
    Bookmark  
  38.  11
    What is Teaching and Why Do It This Way?Dewey I. Dykstra Jr - 2023 - Constructivist Foundations 18 (2):318-320.
    4E pedagogy is being promoted in the target article by Videla, Veloz, and Pino. In my commentary, the nature of teaching and whether or not 4E cognition is radical constructivist are discussed.
    Direct download  
     
    Export citation  
     
    Bookmark  
  39.  1
    4E Cognition and Education Beyond the Crossroads of Learning and Bildung.Denis Francesconi - 2023 - Constructivist Foundations 18 (2):169-171.
    An adequate integration of 4E cognition and education must take into account classic themes in educational theory, such as the learning vs. Bildung debate. 4E cognition, however, offers a plausible alternative to go beyond this antinomy.
    Direct download  
     
    Export citation  
     
    Bookmark  
  40.  3
    Cultural Inclusivity and Quality in the Design of Technology-Enhanced Learning Systems.Stanley Frielick - 2023 - Constructivist Foundations 18 (2):338-339.
    Open peer commentary on the article “Autopoiesis and 4E+ Cognition in the Design of Digital Learning Affordances” by Claudio Aguayo. Abstract: I agree with Aguayo that the design of technology-enhanced learning systems should be based on a living systems perspective, and that autopoiesis and 4E+ cognition have rich potential to develop this line of thinking. However, we need to examine some assumptions about “technology-enhanced learning” and consider how this term might be problematic for developing culturally inclusive learning systems. We also (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  41.  1
    Deconstructing Creativity.Hugh Gash - 2023 - Constructivist Foundations 18 (2):313-315.
    The authors of the target article provide insight into various ways creativity has been presented in the past 50 years or so. In my commentary, I identify some historical antecedents of key 4E ideas that can be found in the work of Dewey, Piaget and von Glasersfeld. I also allude to some crucial differences between radical constructivism and 4E cognition, and wonder whether implicit epistemologies may impact on the creative process.
    Direct download  
     
    Export citation  
     
    Bookmark  
  42.  5
    Learning and Cultivating: Collective Experiences for an Engaged Pedagogy.Ximena González-Grandón - 2023 - Constructivist Foundations 18 (2):171-173.
    Welcoming Hug’s critical analysis of educational and pedagogical applications of 4E cognition, I discuss the relevance of considering some enactive perspectives in dialogue with Freirean critical pedagogy in order to advance his proposal.
    Direct download  
     
    Export citation  
     
    Bookmark  
  43.  3
    The Ambition of Absolute Agreement in Mathematics, and Deviations from It.Christian Henning - 2023 - Constructivist Foundations 18 (2):279-281.
    I claim that mathematics is constructed with the ambition of allowing for absolute agreement. Dealing with students’ thinking that deviates from the supposedly absolute agreement is a key problem for mathematics teaching. Some sources for such deviant thinking include the relationship between mathematics and modelled reality, and the “imaginary” nature of probability.
    Direct download  
     
    Export citation  
     
    Bookmark  
  44.  4
    Author's Response: Learning, Bildung, and Enactive Education.Theo Hug - 2023 - Constructivist Foundations 18 (2):182-187.
    My response starts with some remarks on the fuzzy disciplinary boundaries of educational research. The aim is to elucidate the scope and the complexity of conceptual clarifications at the crossroads of learning, Bildung, 4E cognition and enactive education. The discussion of critical questions and issues of criticism results in cautiously optimistic perspectives and a vote for meta-critical and polylogical research in order to contribute to the development of fruitful and relevant indications for future-oriented forms of education.
    Direct download  
     
    Export citation  
     
    Bookmark  
  45.  4
    Education and 4E Cognition: Some Challenges at the Crossroads of Learning and Bildung.Theo Hug - 2023 - Constructivist Foundations 18 (2):158-168.
    Context: References to education in the 21st century often follow popular framings of education focusing on “skilling” and self-regulated learning without reflecting education as a key concept in educational research. Inter- and transdisciplinary efforts at the seams of 4E cognition and educational research can offer mutual benefits and enhanced perspectives for conceptualizing and designing educational arrangements open to the future. Problem: Education and educational research are contested fields. Depending on disciplinary backgrounds and entanglements of educational research and policy, different operative (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  46.  2
    Concepts, Material Anchors and Interactivity: A Dialectic Perspective.Michael Kimmel - 2023 - Constructivist Foundations 18 (2):247-250.
    My present reflections will center on a point the authors present as an afterthought, but that seems pivotal: mathematical knowledge is not comprised of perception-action loops alone. Instead, “guided coordination of sensorimotor and semiotic activity” is held to be essential. Shvarts and Abrahamson do not elaborate on how this happens. My aim is to sketch what an account giving equal weight to semiotic and embodied facets might look like, and to clarify why paying attention to the details of their interplay (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  47.  3
    Could Education in the 21st Century Embrace Fuzziness, Ambiguity, and So On?Jean-François Maheux - 2023 - Constructivist Foundations 18 (2):242-244.
    While the target article articulates key concepts from enactivism and social perspectives very well, the framework the authors offer seems to obscure some epistemological tensions. One such tension concerns the goal of research and how the framework can contribute to education in the 21st century. The second is about the way in which the authors conceptualize the relationship between the theorizations they draw on. The third is in the adoption, at times, of a reifying perspective in contradiction with the “dynamical” (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  48.  4
    Varied Repetition in Embodied Learning of Mathematics.Alik Palatnik - 2023 - Constructivist Foundations 18 (2):239-242.
    Discussing the ideas of Bernstein, Shvarts, and Abrahamson, I suggest considering the more prominent role of Bernstein’s “repetition without repetition” principle in embodied learning. A vignette from an empirical study of co-construction activity illustrates the suggestion.
    Direct download  
     
    Export citation  
     
    Bookmark  
  49.  3
    Like a Fish Out of Water, Is Creativity Caught in the Crossfire of Brain-Body-Environment Interaction?Francisco J. Parada - 2023 - Constructivist Foundations 18 (2):308-310.
    Understanding creativity in STEAM education from the 4E perspective is a virtuous idea. In my commentary, I focus on critically evaluating the author’s fish-catching metaphor to discuss interaction’s role in creativity further. Furthermore, I will raise the issue of constitutiveness regarding environmental factors used in the creative experience.
    Direct download  
     
    Export citation  
     
    Bookmark  
  50.  4
    Living in Mapworld: Academic, Symbolic Abstraction, and the Shift to Online Everything.Simon Penny - 2023 - Constructivist Foundations 18 (2):188-198.
    Context: During the Covid pandemic, teachers and academics at all levels were abruptly required to learn and deploy generic online educational tools that do not adequately substitute for many classroom or lab practices. In the rush to make education viable during the pandemic, there was little time for critical analysis of the qualities of “online delivery,” especially with regard to embodied dimensions of cognition. Conventional academic styles of pedagogy and testing were commonly emulated. In the attempt to simply “keep the (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  51.  2
    Author's Response: Computer Commodities, Digital Interaction and Online Pedagogy.Simon Penny - 2023 - Constructivist Foundations 18 (2):215-219.
    I respond to a range of issues raised by commentators, concerning aspects of digital cultures, online interaction, and related matters of pedagogy.
    Direct download  
     
    Export citation  
     
    Bookmark  
  52.  6
    Conscious Awareness of Body Movements in Mathematics.Paola Ramírez - 2023 - Constructivist Foundations 18 (2):288-290.
    From an enactivist perspective, I present some reflections on teachers’ and students’ body movements in mathematics learning.
    Direct download  
     
    Export citation  
     
    Bookmark  
  53.  3
    Bildung and Pedagogical Tact Revisited from the Perspective of 4E Cognition.Pamela Reyes-Santander & Jorge Soto-Andrade - 2023 - Constructivist Foundations 18 (2):177-179.
    We focus on the Herbartian notions of “Bildung” and “pedagogical tact” evoked by Theo Hug in his insightful discussion of the interplay and relations between education and 4E cognition. We raise the question of whether the development of pedagogical tact in mathematics teaching needs to be grounded on embodied, enactive and extended cognition in the teacher-learner interaction. In particular, we discuss the current “learnification” of teaching and education, as highlighted by the author.
    Direct download  
     
    Export citation  
     
    Bookmark  
  54.  7
    A Radical Afterthought: We Know Who the Students Are, but Who Will Be the Teachers?Alexander Riegler - 2023 - Constructivist Foundations 18 (2):348-350.
    I ponder what the rapid progress of AI means for education in the 21st century. Is it feasible to expect embodied autonomous tools that, through participatory sense-making, can construct knowledge ready to be taught to students?
    Direct download  
     
    Export citation  
     
    Bookmark  
  55.  2
    Beyond the Big Fish: Embracing the Fluidity of Creativity in Embodied, Embedded, and Enacted Processes.Wendy Ross - 2023 - Constructivist Foundations 18 (2):311-312.
    I look at the implications of the 4E approach to understanding creativity. I argue that the focus on originality and ideation (even if both are understood as extended and distributed) reflects a lingering Cartesian dualism rather than a commitment to understanding creativity as it unfolds in the world.
    Direct download  
     
    Export citation  
     
    Bookmark  
  56.  4
    Optimism About Virtual Environments.Zuzanna Aleksandra Rucińska - 2023 - Constructivist Foundations 18 (2):200-202.
    In this commentary, I propose a more optimistic take to the role of virtual environments for pedagogical purposes than Simon Penny does in his target article. I consider how they already do involve our embodiment, and propose to rethink their objectives, from simulating our environments and substituting our practices, to enriching our repertoires and affording new actions.
    Direct download  
     
    Export citation  
     
    Bookmark  
  57.  1
    Bernstein, Vygotsky and the Field of Promoted Action: Some Insights from Motor Learning.Raúl Sánchez-García - 2023 - Constructivist Foundations 18 (2):237-239.
    I aim to strengthen the connection between Bernstein and Vygotsky, the key theoretical pillars in the target article on semiotic mediation during mathematics teaching/learning interactions. The concept of the field of promoted action (FPA) as understood through a constraints-led approach is crucial to foster such connection. FPA heavily relies on Bernstein’s characterization of (motor) problem solving in the learning process and relates to Vygotsky’s notion of the zone of proximal development. The use of FPA provides a more parsimonious account of (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  58.  2
    Diving Deep into the Ocean Through Skillful Problem Posing |Solving Experiences.Volkan Sevim - 2023 - Constructivist Foundations 18 (2):315-317.
    In this commentary, I extend Videla, Veloz and Pino’s conceptual analysis of their design-engineering students’ flow of actions by drawing similarities to some of the recent developments in problem-posing and problem-solving research in mathematics education.
    Direct download  
     
    Export citation  
     
    Bookmark  
  59.  3
    Authors' Response: From 20th- Century Dialectics and Deconstruction to 21st-Century Transformative Monism.Anna Shvarts & Dor Abrahamson - 2023 - Constructivist Foundations 18 (2):253-258.
    n our response, we provide theoretical clarifications on how the functional dynamic systems approach allows a monist theorization of offline cognition and imagination; highlight the importance, for ontogenetic cultural development, of the system’s sensorimotor dynamics as well as this dynamics’ reification; elaborate on the notions of “field of promoted action,” “zone of proximal development,” “scaffolding,” and “repetition without repetition” as well as purported relations among these notions. We stress the transformative potential both of culture’s proleptic anticipation and, conversely, individuals’ non-linear (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  60.  2
    Coordination Dynamics of Semiotic Mediation: A Functional Dynamic Systems Perspective on Mathematics Teaching/Learning.Anna Shvarts & Dor Abrahamson - 2023 - Constructivist Foundations 18 (2):220-234.
    Context: Radical embodied approaches to cognition propose a drastic alternative to representation-based models of the mind by way of theorizing and empirically demonstrating the constitutive roles of perception-action loops in human behavior. However, applying those approaches to higher-order processes - such as mathematical thinking and learning - remains one of the hottest debates within contemporary cognitive science. Problem: How might a radical embodied perspective theoretically explain semiotic mediation? For example, how can we theorize the understanding of trigonometric relations expressed through (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  61.  5
    Theoretical and Educational Challenges with Enactivist Approaches to Mathematical Cognition.Firat Soylu - 2023 - Constructivist Foundations 18 (2):245-247.
    Shvarts and Abrahamson bridge enactivism with Vygotsky’s sociocultural theory and Bernstein’s coordination dynamics, and ground the proposed ideas with a case study. I question the interpretation of enactivism for mathematics educators, and the applicability of the proposed ideas to explain offline mathematics cognition.
    Direct download  
     
    Export citation  
     
    Bookmark  
  62.  3
    Does Technology Contribute to Meaningful Learning?Toma Strle - 2023 - Constructivist Foundations 18 (2):343-344.
    Open peer commentary on the article “Autopoiesis and 4E+ Cognition in the Design of Digital Learning Affordances” by Claudio Aguayo. Abstract: I first consider the question of whether the technology in any way contributes to technology-enhanced learning (TEL) systems’ being autopoietic. Secondly, if we think of TEL systems as autopoietic (and as relatively complex agents), it becomes unclear how we can guarantee that they remain efficient over time. Lastly, although technology in education can be very useful, it is not clear (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  63.  2
    Authors' Response: Random Walks in a Land of Oxymorons and Paradoxes….Amaranta Valdés-Zorrilla, Daniela Díaz-Rojas, Leslie Jiménez & Jorge Soto-Andrade - 2023 - Constructivist Foundations 18 (2):290-294.
    We offer a response to the main themes arising from the commentators’ inquiries and critiques: Laying down a royal road in random walking, the causes of cognitive abuse, the binary good versus bad teaching, the role of the teacher, the limits of e-learning, the role of the body, mathematical modelling and AI exploration of problem-solving strategies.
    Direct download  
     
    Export citation  
     
    Bookmark  
  64.  6
    Random Walks as a Royal Road to E-STEAM in Math Education.Amaranta Valdés-Zorrilla, Daniela Díaz-Rojas, Leslie Jiménez & Jorge Soto-Andrade - 2023 - Constructivist Foundations 18 (2):259-276.
    Context: Millions of learners worldwide experience mathematics nowadays as an inescapable tool of cognitive abuse and punitive selection. Most traditional teaching thwarts natural human cognitive resources. Problem: We would like to contribute to alleviating the aforementioned cognitive abuse, sharing the insights afforded by our exploration of enactive and metaphorical approaches to learning and teaching, inspired by E (embodied, enactive, extended, embedded, ecological)-cognition. We aim at understanding mathematical thinking processes and practicing an experimental epistemology of mathematics, not just prescribing actions to (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  65.  2
    Did Embodiment Get Lost in Translation?Amaranta Valdés-Zorrilla & Jorge Soto-Andrade - 2023 - Constructivist Foundations 18 (2):212-215.
    We discuss the author’s suggestions of incorporating interdisciplinary arts methodologies and focusing on asking the “right questions,” or big questions, as well as embodied and enactive practices into education, besides raising a concern about how to foster the construction of “bottom-up” knowledge. We also touch on the importance of problem posing and transgressing disciplinary boundaries through metaphorising.
    Direct download  
     
    Export citation  
     
    Bookmark  
  66.  3
    Random Walks on Structures, Autopoiesis and Meta-learning.Tomas Veloz - 2023 - Constructivist Foundations 18 (2):281-283.
    I discuss how random walks provide a metaphorical playground for mathematical conceptualization. In particular, I propose to extend the random-walk metaphor, by introducing structural changes that go beyond mere changes of state. Hence, the “steps” in the walk change not only the position the system is at, but also the way in which it walks. The latter invites learners to think in constructivist concepts in a mathematical way.
    Direct download  
     
    Export citation  
     
    Bookmark  
  67.  4
    Designing to Transform Education Practice: The Art of Inquiring and Exploring from STEM.Ronnie Videla, Eduardo Ravanal, Maybritt Aros & Camilo Ibacache - 2023 - Constructivist Foundations 18 (2):173-177.
    While we empathize with Theo Hug about the contributions of Bildung to the notion of education and its potential link with the 4E approach, we do not share the reductionist argument of STEAM in the light of education in the 21st century. Following some interdisciplinary influences from design and some references from pedagogues and philosophers of education, we present some reflections and discussions on the Bildung proposal. To embody our theoretical approaches, we present the “smart geodesic dome” STEAM project design (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  68.  1
    The 4E Approach Applied to Education in the 21st Century.Ronnie Videla & Tomas Veloz - 2023 - Constructivist Foundations 18 (2):153-157.
    Context: The 4E approach proposes an alternative framework for understanding cognition and learning. However, its application to the study of education in the 21st century is incipient. Problem: What are the challenges of 21st-century education in the field of cognition and learning? How can the 4E approach be implemented in educational processes? Method: This introduction outlines the challenges of 21st-century education and the progress that the 4E approach has made in the different perspectives presented in the contributions of this special (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  69.  3
    Authors' Response: Becoming Makers Through Continuous Practice: Learning to Deal with the Uncertain.Ronnie Videla, Tomas Veloz & María Carolina Pino - 2023 - Constructivist Foundations 18 (2):320-324.
    We address the following three questions that summarize the concerns of commentators: (a) Is the metaphor of creativity as catching the big fish useful? (b) What is the relationship between radical constructivism and the 4E approach? (c) What do we understand by teaching from the 4E approach?
    Direct download  
     
    Export citation  
     
    Bookmark  
  70.  4
    Catching the Big Fish: A 4E-Cognition Approach to Creativity in STEAM Education.Ronnie Videla, Tomas Veloz & María Carolina Pino - 2023 - Constructivist Foundations 18 (2):295-307.
    Context: The 4E approach proposes an alternative framework to understanding cognition and learning. However, its application to the study of creativity from new educational approaches such as STEAM is incipient. Problem: How can the 4E approach that fosters creativity be implemented in STEAM education, through participation in technology-mediated learning ecosystems? Method: Through face-to-face ethnographic participant observation, we observe students engaging in creative activities suggested by our theoretical approach. We use these observations to illustrate our theoretical approach. Results: Our examples show (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
 Previous issues
  
Next issues