Results for 'Karl Ernst von Baer'

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  1.  43
    Ist die Moral objektiv? Eine Auseinandersetzung mit Thesen von Gerhard Ernst.Gerhard Ernst - 2010 - Zeitschrift für Philosophische Forschung 64 (1):84-90.
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  2.  10
    Sieben unveröffentlichte Briefe des Naturforschers Karl Ernst von Baer an L. F. Froriep und dessen Sohn aus den Jahren 1823 bis 1831.Heinz E. Müller-Dietz - 1993 - NTM Zeitschrift für Geschichte der Wissenschaften, Technik und Medizin 1 (1):167-179.
    Seven unknown letters from 1823 to 1831 are published. The famous discoverer of the mammal's egg and founder of the modern embryology Karl Ernst von Baer (1792–1876), born as a German in Estonia and then anatomist and zoologist at Königsberg University, wrote them to his publisher Ludwig F. Froriep in Weimar and his son and successor. Robert F. Baer offered his co-work with a dictionary of natural history (which he criticized), he proposed a map of all (...)
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  3. Autobiography of Dr. Karl Ernst von Baer.Karl Ernst von Baer, Jane M. Oppenheimer & H. Schneider - 1987 - Journal of the History of Biology 20 (3):427-428.
     
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  4.  28
    Vida y concepción de mundo. Un texto olvidado de Karl Ernst von Baer (1860).Oswaldo Market - 1996 - Anales Del Seminario de Historia de la Filosofía 13:209.
    Se editan los textos centrales de la conferencia pronunciada en 1860 por K. E. y. Baer, según la rara edición que hizo de la misma en ¡862. Su mostración imaginativa de lo diferente que sería nuestra representación de la realidad natural con el USO de otros cánones espacio-temporales, puede volver a interesar hoy, sobre todo, al llamado Constructivismo,Zentrale Texte des Vortrages von 1860, den It E. y. Baer lii Petesbrug hielt, nach der seltenen Ausgabe von 1862, sowie ibre (...)
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  5.  40
    The Many Spaces of Karl Ernst von Baer.Sabine Brauckmann - 2008 - Biological Theory 3 (1):85-89.
  6.  2
    “I Was Stealing Some Skulls From the Bone Chamber When a Bigamist Cleric Stopped Me.” Karl Ernst von Baer and the Development of Physical Anthropology in Europe.Erki Tammiksaar & Ken Kalling - 2018 - Centaurus 60 (4):276-293.
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  7.  12
    Autobiography of Dr. Karl Ernst von Baer. Karl Ernst von Baer, Jane M. Oppenheimer.Frederick B. Churchill - 1987 - Isis 78 (4):639-640.
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  8.  7
    Peter Simon Pallas und Karl Ernst von Baer—ihr Beitrag zur Zoologie im Spiegel unveröffentlichter Autographen des Zoologischen Museums Berlin.Ilse Jahn - 1993 - NTM Zeitschrift für Geschichte der Wissenschaften, Technik und Medizin 1 (1):37-55.
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  9.  6
    Karl Ernst von Baer Und Seine Weltanschauung.Remigius Stolzle - 1897 - Philosophical Review 6:569.
  10.  19
    Karl Ernst Von Baer.Robert Richards - manuscript
    in Harvard Companion to the History of Science, ed. Michael Ruse (Cambridge: Harvard University Press, 2007).
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  11.  8
    Christiane Groeben , Karl Ernst von Baer , Anton Dohrn : Correspondence. With an Introduction by Jane M. Oppenheimer. Transactions of the American Philosophical Society, 83. Philadelphia: The American Philosophical Society, 1993. Pp. V + 156. ISBN 0-87169-833-1. $15.00. [REVIEW]Mario Di Gregorio - 1995 - British Journal for the History of Science 28 (3):353-354.
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  12. Karl Ernst von Baer Und Seine Weltanschauung.Remigius Stölzle - 1898 - The Monist 8:150.
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  13. Arl Ernst von Baer Und Seine Weltanschauung. [REVIEW]Remigius Stölzle - 1898 - Ancient Philosophy 8:150.
     
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  14.  9
    Geography, Race and the Malleability of Man: Karl von Baer and the Problem of Academic Particularism in the Russian Human Sciences.Nathaniel Knight - 2017 - Centaurus 59 (1-2):97-121.
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  15.  3
    Karl-Ernst Jeismann: Das preußische Gymnasium in Staat und Gesellschafl, die Entstehung des Gymnasiums als Schule des Staates und der Gebildeten, 1787-1817, industrielle Welt, Schriftenreihe des Arbeitskreises für moderne Sozialgeschichte, hrsg. von W. Conze, Bd. 15, Ernst-Klett-Verlag, Stuttgart 1974, 435 pp. [REVIEW]Joachim H. Knoll - 1976 - Zeitschrift für Religions- Und Geistesgeschichte 28 (4):378-380.
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  16.  18
    Hommage an Christina von Braun.Susanne Baer - 2004 - Die Philosophin 15 (30):122-128.
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  17.  32
    Von Feministischer Wissenschaftskritik Zu Feministischen Wissenschaftskonstruktionen.Waltraud Ernst - 1994 - Die Philosophin 5 (9):9-25.
  18.  4
    Irr- und Umwege zur Wahrheit. Zu diegetischen, textgraphischen und buchkonzeptuellen Labyrinthen von der Antike bis zur frühen Neuzeit.Ulrich Ernst - 2018 - In Maxime Mauriège & Andreas Speer (eds.), Irrtum – Error – Erreur. De Gruyter. pp. 639-668.
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  19.  4
    Neue Perspektiven zum,Parzival' Wolframs von Eschenbach. Angelologie im Spannungsfeld von Origenismus und Orthodoxie.Ulrich Ernst - 2006 - Das Mittelalter 11 (1).
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  20. Husserls Manuskripte zu seinem Göttinger Doppelvortrag von.Schuhmann Elisabeth & Schuhmann Karl - 2001 - Husserl Studies 17:87-123.
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  21. Bedarf und Unsicherheit: Eine ökonomische Betrachtung von Information und Qualität auf Informationsmärkten.Matthias Ernst & Christian Köberlein - 1994 - Cogito 10 (1).
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  22. Der Ort autonomer Ethik innerhalb des christlichen Glaubens. Moraltheologische Prinzipien nach Hugo von St. Viktor (L'éthique autonome à l'intérieur de la foi chrétienne. Principes de théologie morale selon Hugues de Saint-Victor). [REVIEW]S. Ernst - 1987 - Theologie Und Philosophie 62 (2):216-242.
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  23. Künstliche Intelligenz und pragmatisches Metavokabular: Vorbemerkungen zu einer medienphilosophischen Rezeption von Robert B. Brandom.Christoph Ernst - 2019 - Internationales Jahrbuch Für Medienphilosophie 5 (1):131-152.
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  24.  16
    Das Amoralistenargument.Gerhard Ernst - 2006 - Deutsche Zeitschrift für Philosophie 54 (2):245-260.
    Ein Amoralist ist jemand, der nicht motiviert ist, das zu tun, was er als moralisch erforderlich erkennt, und der dennoch nicht praktisch irrational ist. Die Frage, ob und in welcher Weise es so etwas wie einen Amoralisten geben kann, wird dann relevant, wenn es darum geht zu entscheiden, welche Formen des moralischen Skeptizismus ernst zu nehmen sind. Mehr noch: Diese Frage ist von entscheidender Bedeutung für das Schicksal des metaethischen Naturalismus. Der Autor analysiert in seinem Beitrag, in welchem Sinne (...)
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  25.  6
    Eine angeschlagene These: Bemerkungen zu einer Ringvorlesung an der Humboldt-Universität zu Berlin.Jacqueline Karl - 1996 - In Volker Gerhardt (ed.), Eine Angeschlagene These: Die 11. Feuerbach-These von Karl Marx Im Foyer der Humboldt-Universität Zu Berlin. De Gruyter. pp. 275-282.
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  26.  22
    Ernst von Glasersfeld and the Italian Operative School.F. Accame - 2007 - Constructivist Foundations 2 (2-3):18-24.
    Purpose: Appreciating the relationship between Sylvio Ceccato and Ernst von Glasersfeld, both as people and in their work. Approach: historical and personal accounts, archeological approach to written evidence. Findings: Ceccato’s work is introduced to an English speaking audience, and the roots of Glasersfeld’s work in Ceccato’s is explored. Flaws in Ceccato’s approach are indicated, together with how Glasersfeld’s work overcomes these, specially in language and automatic translation, and what became Radical Constructivism. Conclusion: Glasersfeld willingly acknowledges Ceccato, who he still (...)
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  27. Doktordissertation von Karl Marx.Karl Marx, Georg Mende & Ernst Günther Schmidt - 1964 - Friedrich-Schiller-Universität.
     
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  28. Wissen Und Wirklichkeit Beiträge Zum Konstruktivismus ; Eine Hommage an Ernst von Glasersfeld.Ernst von Glasersfeld & Gebhard Rusch - 1999
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  29. What Only the Embryo Knows.Stephen Jay Gould - manuscript
    Thomas Henry Huxley designated three men as the finest intellects of 19th century natural history: his dear friend Charles Darwin; his most worthy opponent Georges Cuvier; and Karl Ernst von Baer, who discovered the mammalian egg cell in 1827 and wrote the founding treatise of modern embryology in 1828. Of these three, posterity has largely forgotten von Baer, who suffered a severe mental breakdown in the 1830's, but then recovered and moved to Russia (not uncommon for (...)
     
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  30.  13
    On the Genesis of the Ovum of Mammals and of Man.Karl Ernst von Baer & Charles Donald O'Malley - 1956 - Isis 47 (2):117-153.
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  31.  42
    The Views and Influence of Ernst Von Glasersfeld: An Introduction. [REVIEW]Liberato Cardellini - 2008 - Foundations of Chemistry 10 (2):129-134.
    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 (...)
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  32. Zwischen Klassischer Und Moderner Wissenschaftstheorie: Hermann von Helmholtz Und Karl R. Popper, Erkenntnistheoretisch Verglichen.Gregor Schiemann - 1995 - Deutsche Zeitschrift für Philosophie 43 (5):845—859.
    Mit seinem Einfluß auf die Entwicklung der Physiologie, Physik und Geometrie ist Hermann von Helmholtz wie kaum ein anderer Wissenschaftler der zweiten Hälfte des 19. Jahrhunderts repräsentativ für die Naturforschung in Deutschland. Nicht weniger repräsentativ nimmt sich die Entwicklung seiner Wissenschaftsauffassung aus. Während er bis in die späten 60er Jahre einen emphatischen Wahrheitsanspruch der Wissenschaft vertrat, begann er in der nachfolgenden Zeit, die Geltungsbedingungen der wissenschaftlichen Erkenntnis einer Relativierung zu unterwerfen, die zusammenfassend als Hypothetisierung bezeichnet werden kann. Helmholtz entwickelte damit (...)
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  33.  78
    The Bee Battles: Karl von Frisch, Adrian Wenner and the Honey Bee Dance Language Controversy. [REVIEW]Tania Munz - 2005 - Journal of the History of Biology 38 (3):535 - 570.
    In 1967, American biologist Adrian Wenner (1928-) launched an extensive challenge to Karl von Frisch's (1886-1982) theory that bees communicate to each other the direction and distance of food sources by a symbolic dance language. Wenner and various collaborators argued that bees locate foods solely by odors. Although the dispute had largely run its course by 1973 -- von Frisch was awarded a Nobel Prize, while Wenner withdrew from active bee research -- it offers us a rare window into (...)
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  34. Between Classical and Modern Theory of Science. Hermann von Helmholtz Und Karl R. Popper, Compared Epistemologically.Gregor Schiemann - 1995 - In Heinz Lübbig (ed.), The Inverse Problem. Akademie Verlag und VCH Weinheim.
    With his influence on the development of physiology, physics and geometry, Hermann von Helmholtz – like few scientists of the second half of the 19th century – is representative of the research in natural science in Germany. The development of his understanding of science is not less representative. Until the late sixties, he emphatically claimed the truth of science; later on, he began to see the conditions for the validity of scientific knowledge in relative terms, and this can, in summary, (...)
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  35. Wien vor und während Heinz von Foerster. Radikaler Konstruktivismus : Kybernetik zweiter Ordnung und Wien : ein Beziehungs-Geflecht ; Vermischte Bemerkungen zur Leibniz-Tradition in Österreich ; Ernst Mach als Zentralfigur eines radikal-empiristischen Wiener Denkstils ; Otto Neurath, Kurt Gödel und radikal konstruktivistische Denkformen ; Ludwig Wittgenstein und Heinz von Foerster : konstruktivistische Parallelaktionen ; Wiener Salons, Zirkel und Kreise als radikal konstruktivistische Kommunikations- und Innovationsmodell.Karl H. Müller - 2011 - Weitra: Bibliothek der Provinz.
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  36. The Importance of Being Ernst: Festschrift for Ernst von Glasersfeld.Ernst von Glasersfeld, Ranulph Glanville & Alexander Riegler (eds.) - 2007 - Edition Echoraum.
    I shall write about my first meeting with Ernst von Glasersfeld, and how his comments then on my doctoral study continue to help me clarify what it is I am trying to talk about; how he challenged me to pursue what has turned out to be my life’s work so far; and about how these seem to me now to fit in with that constellation of ideas.
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  37.  35
    Ernst Von Glasersfeld's Radical Constructivism and Truth as Disclosure.Clarence W. Joldersma - 2011 - Educational Theory 61 (3):275-293.
    In this essay Clarence Joldersma explores radical constructivism through the work of its most well-known advocate, Ernst von Glasersfeld, who combines a sophisticated philosophical discussion of knowledge and truth with educational practices. Joldersma uses Joseph Rouse's work in philosophy of science to criticize the antirealism inherent in radical constructivism, emphasizing that Rouse's Heideggerian critique differs from the standard realist defense of modernist epistemology. Next, Joldersma develops an alternative conception of truth, in terms of disclosure, based on Lambert Zuidervaart's work (...)
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  38.  45
    The Foundations of Radical Constructivism: An Interview with Ernst Von Glasersfeld. [REVIEW]Liberato Cardellini - 2006 - Foundations of Chemistry 8 (2):177-187.
    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 (...)
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  39.  17
    Distinguishing Ernst von Glasersfeld's Radical Constructivism From Humberto Maturana's 'Radical Realism'.V. Kenny - 2007 - Constructivist Foundations 2 (2-3):58-64.
    Purpose: Ernst von Glasersfeld has dedicated a lot of effort to trying to define just where his views and those of his friend Humberto Maturana part company, epistemologically speaking (Glasersfeld 1991, 2001). As a contribution to unravelling this puzzle I propose in this article to delineate just where they seem to differ most and why these differences arise. Approach: Part of my contribution is to propose drawing a distinction between von Glasersfeld's Radical Constructivism as the last viable outpost of (...)
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  40.  34
    Ernst von Glasersfeld's Limerick.S. Umpleby - 2007 - Constructivist Foundations 2 (2-3):146-146.
    First paragraph: In the 1980s I went through a phase of writing limericks during idle moments when I lacked something to read. The result was a set of 27 limericks about cybernetics (Umpleby 1992). I occasionally use the limericks in class to restate a theoretical point. Limericks bring a smile and demonstrate that cybernetics can be approached in a variety of ways. Below are three limericks from this collection. The last was written by Ernst von Glasersfeld. It seems (...) believed that I was overly concerned with "reality" as opposed to perception, or at least that I had not captured the point that he was trying to make. (shrink)
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  41.  41
    The Transformational Epistemology of Radical Constructivism: A Tribute to Ernst von Glasersfeld.J. Confrey - 2011 - Constructivist Foundations 6 (2):177-182.
    Problem: What is it that Ernst von Glasersfeld brought to mathematics education with radical constructivism? Method: Key ideas in the author’s early thinking are related to ideas that are central in constructivism, with the aim of showing their importance in math education. Results: The author’s initial thinking about constructivism began with Toulmin’s view of thinking as evolving. Ernst showed how Piaget’s genetic epistemology implied an epistemology that was not about ontology. Continuing with an analysis of the way radical (...)
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  42.  20
    Ernst von Glasersfeld and the Italian Operational School: Didactic Implications of Operational Awareness.P. Parini - 2011 - Constructivist Foundations 6 (2):140-149.
    Context: Ernst von Glasersfeld collaborated with the Italian Operational School from the early 1960s when the project on the mechanization of higher human activities began. Problem: To analyze the cognitive processes in terms of a mnemonic-attentional dynamic and to study every thought content in light of the interdependence between observer and observed. Method: The project comprised two research areas: the linguistic translation, in which von Glasersfeld participated; and the semantic analysis of words, in which I participated. The common basis (...)
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  43.  28
    The Semantics of the Fundamental Elements of Language in Ernst von Glasersfeld's Work.G. Benedetti - 2011 - Constructivist Foundations 6 (2):213-219.
    Context: The constructivist approach to the definition (or analysis) of the fundamental meanings of language in Ernst von Glasersfeld’s work. Problem: Has this approach achieved better results than other approaches? Method: Review of a book chapter by von Glasersfeld that is devoted to the analysis of the concepts of “unity,” “plurality” and “number.” Results: The constructivist approach to the semantics of the fundamental elements of language (some of which are fundamental for sciences too) seems to have produced positive results; (...)
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  44.  22
    Implications of Ernst von Glasersfeld's Constructivism for Supporting the Improvement of Teaching on a Large Scale.P. Cobb - 2011 - Constructivist Foundations 6 (2):157-161.
    Problem: Ernst von Glasersfeld’s radical constructivism has been highly influential in the fields of mathematics and science education. However, its relevance is typically limited to analyses of classroom interactions and students’ reasoning. Methods: A project that aims to support improvements in the quality of mathematics instruction across four large urban districts is framed as a case with which to illustrate the far-reaching consequences of von Glasersfeld’s constructivism for mathematics and science educators. Results: Von Glasersfeld’s constructivism orients us to question (...)
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  45.  21
    Ernst von Glasersfeld's Contribution and Legacy to a Didactique des Mathématiques Research Community.N. Bednarz & J. Proulx - 2011 - Constructivist Foundations 6 (2):239-247.
    Context: During the 1980s, Ernst von Glasersfeld’s reflections nourished various studies conducted by a community of mathematics education researchers at CIRADE, Quebec, Canada. Problem: What are his influence on and contributions to the center’s rich climate of development? We discuss the fecundity of von Glasersfeld’s ideas for the CIRADE researchers’ community, specifically in didactique des mathématiques. Furthermore, we take a prospective view and address some challenges that new, post-CIRADE mathematics education researchers are confronted with that are related to interpretations (...)
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  46.  10
    Ernst von Glasersfeld's Legacy Is Alive and Well in France and Italy!P. Braffort - 2011 - Constructivist Foundations 6 (2):139-139.
    Upshot: Paul Braffort was in charge of the research department GRISA (Groupe de Recherches sur l’Information Scientifique Automatique) in EURATOM when Ernst von Glasersfeld joined Silvio Ceccato’s group in the early 1960s. With these responsibilities he provided the initial funding for the work on language analysis that later Ernst brought to the US. In his essay Braffort describes von Glasersfeld’s professional involvements in France and Italy.
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  47.  20
    Diversity in the Epistemology Group: Ernst von Glasersfeld and the Question of Adaptation.R. Michod - 2011 - Constructivist Foundations 6 (2):162-163.
    Upshot: Richard Michod is professor and head of the Department of Ecology and Evolutionary Biology at the University of Arizona. He met Ernst von Glasersfeld at the University of Georgia and was a member of the Thursday evening epistemology seminar group. In his essay he recalls the discussions he had with Ernst on the nature of evolution and adaptation.
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  48.  12
    Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld's Conceptual Analysis.V. V. Cifarelli & V. Sevim - 2014 - Constructivist Foundations 9 (3):360-369.
    Context: The paper utilizes a conceptual analysis to examine the development of abstract conceptual structures in mathematical problem solving. In so doing, we address two questions: 1. How have the ideas of RC influenced our own educational theory? and 2. How has our application of the ideas of RC helped to improve our understanding of the connection between teaching practice and students’ learning processes? Problem: The paper documents how Ernst von Glasersfeld’s view of mental representation can be illustrated in (...)
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  49.  12
    God Has Created Reality, We Create Worlds of Experience: A Speech in Honour of Ernst von Glasersfeld to Mark the Award of the Gregory Bateson Prize, Heidelberg, May.S. J. Schmidt - 2007 - Constructivist Foundations 2 (2-3):7-11.
    Purpose: The paper provides an overview of Ernst von Glasersfeld's life and theory, concentrating on subjects such as the acquisition of knowledge, language and communication, ethical questions, and aspects of teaching and learning. Conclusion: Ernst von Glasersfeld interests cover a wide range of disciplines. Therefore his work is genuinely rooted in interdisciplinarity.
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  50.  11
    From Jean Piaget to Ernst von Glasersfeld: An Epistemological Itinerary in Review.Jean-Louis Le Moigne - 2011 - Constructivist Foundations 6 (2):152-156.
    Problem: While the elaboration and framing of constructivist epistemologies in keeping with the “currents of contemporary scientific epistemology” can be attributed to Jean Piaget, their development under the banner of radical constructivist epistemology is a result of the epistemological work of Ernst von Glasersfeld. The development of this epistemological paradigm, pursued over the last 40 years with the objective of “linking knowledge to action and situating the subject and the object on the same, multiple levels,” warrants further exploration and (...)
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