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  1.  36
    Constructing Models of Ethical Knowledge: A Scientific Enterprise.L. P. Steffe - 2014 - Constructivist Foundations 9 (2):262-264.
    Open peer commentary on the article “Ethics: A Radical-constructivist Approach” by Andreas Quale. Upshot: The first of my two main goals in this commentary is to establish thinking of ethics as concepts rather than as non-cognitive knowledge. The second is to argue that establishing models of individuals’ ethical concepts is a scientific enterprise that is quite similar to establishing models of individuals’ mathematical concepts. To accomplish these two primary goals, I draw from my experience of working scientifically with von Glasersfeld (...)
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  2.  21
    Can a Radical Constructivist Be Religious? - Yes!L. P. Steffe - 2015 - Constructivist Foundations 11 (1):131-134.
    Open peer commentary on the article “Religion: A Radical-Constructivist Perspective” by Andreas Quale. Upshot: The first of my three main goals in this commentary is to demonstrate that Quale’s radical separation between cognitive and non-cognitive knowledge is not viable. The second is to establish Quale’s assertion that a radical constructivist cannot be genuinely religious is a result of taking radical constructivism and religion as abstracted first-order models and is a result of comparing and contrasting elements of these models. The third (...)
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  3.  11
    Toward a Model of Constructivist Mathematics Teaching.L. P. Steffe - 2016 - Constructivist Foundations 12 (1):75-77.
    Open peer commentary on the article “Negotiating Between Learner and Mathematics: A Conceptual Framework to Analyze Teacher Sensitivity Toward Constructivism in a Mathematics Classroom” by Philip Borg, Dave Hewitt & Ian Jones. Upshot: My commentary has two general goals. First, I investigate how basic principles of radical constructivism might be used in constructing models of mathematics teaching. Toward that end, I found that I was not in complete intersubjective agreement with Borg et al.’s use of some basic terms. Second, I (...)
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  4.  31
    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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  5.  14
    Radical Constructivism: A Scientific Research Program.L. P. Steffe - 2007 - Constructivist Foundations 2 (2-3):41-49.
    Purpose: In the paper, I discuss how Ernst Glasersfeld worked as a scientist on the project, Interdisciplinary Research on Number (IRON), and explain how his scientific activity fueled his development of radical constructivism. I also present IRON as a progressive research program in radical constructivism and suggest the essential components of such programs. Findings: The basic problem of Glasersfeld's radical constructivism is to explore the operations by means of which we assemble our experiential reality. Conceptual analysis is Glasersfeld's way of (...)
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  6.  8
    “What Is the Teacher Trying to Teach Students If They Are All Busy Constructing Their Own Private Worlds?”: Introduction to the Special Issue.A. Riegler & L. P. Steffe - 2014 - Constructivist Foundations 9 (3):297-301.
    Context: Ernst von Glasersfeld introduced radical constructivism in 1974 as a new interpretation of Jean Piaget’s constructivism to give new meanings to the notions of knowledge, communication, and reality. He also claimed that RC would affect traditional theories of education. Problem: After 40 years it has become necessary to review and evaluate von Glasersfeld’s claim. Also, has RC been successful in taking the “social turn” in educational research, or is it unable to go beyond “private worlds? Method: We provide an (...)
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  7.  2
    “Mathematical” Schemes as Instruments of Interaction.L. P. Steffe - 2008 - Constructivist Foundations 3 (2):74-76.
    Open peer commentary on the target article “Who Conceives of Society?” by Ernst von Glasersfeld. Excerpt: My goal in this commentary is to say enough to suggest that the meanings children impute to the language and actions of other children are based on their current conceptual schemes and that, if the schemes are at different levels of the constructive process, it is no easy feat for children to use their schemes in interactive mathematical communication.
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  8. Radical Constructivism in Action.L. P. Steffe & P. W. Thompson - 2001 - British Journal of Educational Studies 49 (2):228-228.
     
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