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 by means of constructivism. Drawing on views from quite a number assorted fields (ethics, arithmetic schooling, philosophy, social psychology, technology schooling, social studies), this ebook invitations us to reposition ourselves with regards to the main currents that experience prompted schooling during this century, particularly pragmatism, genetic epistemology, and social interactionism. The essays demand new mirrored image at the questions which are crucial to the undertaking of schooling and that, particularly, contain the validity of data and kinds of information, the compartmentalization of college matters, the mediating function of academics, and, peculiarly, the ends of schooling. In so doing, this ebook relaunches the dialogue on constructivism's capability for the social empowerment of teams and members.
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Extra resources for Constructivism and education
Some potentialities for action take shape like a bicycle: a set of prefabricated parts are put together according to a rigid order; once they have been assembled, they form an effective instrument. Other potentialities take shape in the manner of an apple tree: the sapling of an apple tree is planted; it is provided a series of conditions which are favorable to its growth; and it is left on its own to grow into an apple tree. Schools, it may be observed, attempt all too often to obtain apple trees by assembling a trunk, branches, and leaves .
This "will" commands the body, its acts, and its passions; in turn the will should obey the dictates of timeless Reason. Western folk psychology assumes sharp mind versus body, passion versus reason, and self versus society dualisms; these give rise to the subject versus object and knower versus known dualisms. The whole task of epistemology is to determine how a disembodied subject can come to know an embodied physical object with certainty. The Kantian answer is that transcendental Reason, along with other functions such as "schematism," acts to construct forms that structure the flux of experience into objects.
We must, for the time being, make do with merely formulating this question, in the hopes of some future response. It is nevertheless possible to outline a number of lines of inquiry worth pursuing. , offer a payoff in a school setting) but costly in the long term, because they are unable to withstand changes in conditions and resist modification. An adequate description of the conditions of internal economy could, to a certain extent, explain the illusions under which teaching has labored. 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.