In this article, I discuss the assumptions of constructivism and how it can influence teaching practices in promoting critical thinking empowering students to become active engaged citizens. emphasise role significance constructivist education minimising possibility shaping with submissive, uthoritarian ideologically susceptible personalities. argue that be a powerful tool for dealing any manif...

Until recently, the accepted model for instruction was based on the hidden assumption that knowledge can be transferred intact from, the mind of the teacher to the mind of the learner. Educators therefore focused on getting knowledge into the heads of their students, and educational researchers tried to find better ways of doing this [1]. Unfortunately, all too many of us who teach for a living...

In 1980, the liberal political philosopher John Rawls delivered a remarkable series of lectures at Columbia University. The Dewey Lectures, subsequently published in the Journal of Philosophy as “Kantian Constructivism in Moral Theory,” detailed a metaethical procedure–or method for formulating principles–that informed his earlier A Theory of Justice (1971) and that would make possible its sequ...

The Radical Constructivist Postulate says that the cognitive system (mind) is operationally closed. It interacts necessarily only with its own states. The nervous system is " a closed network of interacting neurons such that any change in the state of relative activity of a collection of neurons leads to a change in the state of relative activity of other or the same collection of neurons " (Wi...

Complex environmental problem solving depends on cross-disciplinary collaboration among scientists. Collaborative research must be preceded by an exploratory phase of collective thinking that creates shared conceptual frameworks. Collective thinking, in a cross-disciplinary setting, depends on the facility with which collaborators are able to learn and understand each others’ perspectives. This...

Based on the constructive learning theories, particularly constructivism, four contextual issues are identified and discussed in this paper regarding the construction of effective computer-based learning programs, namely topic selection, authenticity, complexity, and multiple perspectives. These four issues are considered essential for effective learning in terms of learners’ participation, rea...

Constructivism as a distinct metaethical position has garnered significant interest in recent years due part to Sharon Street’s theory, Humean constructivism. According account, practical reasons are constructed by individual valuing entities. On this view, then, whether particular reason applies an is completely contingent upon what that actually values. In article I argue for the recognition ...

From the mechanical teaching machines of the early twentieth century to intelligent tutoring systems and the wave of massive open online courses in recent years, many have been motivated by the dream of personalized, adaptive instruction for all students. To achieve this goal, learning scientists and educational technology researchers have largely focused on rule-based systems that rely on exte...

This brief paper responds to a featured article By Ernst von Glasersfeld, titled “Who conceives of society,” Constructivist Foundations 3,2: 59-64, 2008, in which he elaborates his radical constructivist conception of human cognition about social phenomena. The response agrees that individuals construct their own meanings but questions whether discrepancies in understanding are recognizable and...

Method: The info-computational constructive framework is presented for the modeling of cognitive processes in cognizing agents. Parallels are drawn with other constructivist approaches to cognition and knowledge generation. We describe how cognition as a process of life itself functions based on info-computation and how the process of knowledge generation proceeds through interactions with the ...