Foundations of Chemistry 8 (2):177-187 (2006)
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.
|Keywords||Philosophy History Philosophy of Science Physical Chemistry Philosophy of Science|
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References found in this work BETA
Science Teaching: The Role of History and Philosophy of Science.Michael R. Matthews - 1994 - Routledge.
Cognition, Construction of Knowledge, and Teaching.Ernst von Glasersfeld - 1989 - Synthese 80 (1):121 - 140.
The Radical Constructivist View of Science.Ernst von Glasersfeld - 2001 - Foundations of Science 6 (1-3):31-43.
Physics Develops Unaffected by Constructivism.Helmut Schwegler - 2001 - Foundations of Science 6 (4):241-253.
Citations of this work BETA
Experimenting in Relation to Piaget: Education is a Chaperoned Process of Adaptation.Jeremy Trevelyan Burman - 2008 - Perspectives on Science 16 (2):pp. 160-195.
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