By Marie Larochelle, Nadine Bednarz, Jim Garrison
This overseas and interdisciplinary choice of chapters provides and discusses the various matters and academic practices which are touched on via constructivism. Drawing on views from more than a few varied fields (ethics, arithmetic schooling, philosophy, social psychology, technology schooling, social studies), this booklet invitations us to reposition ourselves on the subject of the key currents that experience motivated schooling during this century, specifically pragmatism, genetic epistemology, and social interactionism. The essays demand new mirrored image at the questions which are primary to the venture of schooling and that, particularly, contain the validity of data and kinds of information, the compartmentalization of faculty topics, the mediating function of lecturers, and, particularly, the ends of schooling. In so doing, this publication relaunches the dialogue on constructivism's strength for the social empowerment of teams and members.
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By acting subjects. In keeping with these considerations, the closing chapter of this book, by Desautels, Garrison, and Fleury, attempts to relaunch discussion about the issues and practices examined in each of the preceding sections. In the process, they provide a telling illustration of how what they call "critical-constructivism" stands in opposition to the unmitigated sociopolitical vaporousness only too frequently encountered nowadays. Part II From epistemological constructivism to teaching: a variety of views Chapter 2 Why constructivism must be radical ERNST VON GLASERSFELD During the twentieth century, Jean Piaget was in the forefront of the development of constructivism and the struggle to overcome conventional ideas about the acquisition of knowledge.
The expansion of "generative"-type potentialities appears costly because it is slow An epistemology for didactics 41 during its preparatory stages, whereas the assembling of closed-type knowledge provides proof of performance from the very start. Observations of this nature have been made by exceptional teachers at all times; lacking any "scientific demonstration," however, they have been subordinated to the fiats of experts. In a word, in didactical constructivism, epistemological constructivism might well find the tools with which to substantiate the strong intuitions which can result from classroom experience.
When applied to teaching options, this reflection calls forth a most daunting question: for any citizen who has gone to school, what categories should his or her universe of knowledge consist of? If it is allowed that different categories of knowledge function according to different modes and that different types of human activity require different types of potential for action, it is certainly possible to elaborate a basis for theorizing teaching objectives. Two lines of research are available for constructing a theory capable of operating these choices.