Suchergebnisse

Preliminary Material -- What is Science? -- The Role of Technology and Mathematics -- Constructivism – A Theory of Learning and Knowing -- Reality, Truth and Viability -- The Metaphor of Truth -- The Story of Science -- The Game of Prediction and Retrodiction -- Towards a Radical-Constructivist Philosophy of Physics -- Ontological Aspects of Radical Constructivism -- The What and Why of Science Education -- Notes -- References -- Index.

Preliminary Material /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Learning as constructive activity /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Reconstructing the concept of knowledge /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Facts and the self from a constructivist point of view /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Signs, communication, and language /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- How do we mean? /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- On the concept of interpretation /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Piaget and the radical constructivist epistemology /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Aspects of constructivism /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- The end of a grand illusion /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- The simplicity complex /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- The logic of scientific fallibility /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- The incommensurability of science and poetic wisdom /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Farewell to objectivity /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- The radical constructivist view of science /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Cybernetics and the theory of knowledge /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Notes on the concept of change /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Abstraction, re-presentation, and reflection /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- Representation and deduction /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe and Kenneth Tobin -- A constructivist approach to experiential foundations of mathematical concepts /Marie Larochelle , Edith Ackermann , Gérard Fourez , Jacques Désautels , Leslie P. Steffe .

Intro -- Preface -- Acknowledgments -- Contents -- Chapter 1: Contemporary Constructivism and Its Usefulness in a Confucian Context -- Early Childhood Education in China: A Reevaluation of Confucianism and Constructivism -- A Hermeneutic Approach to a Theoretical Framework of Teachers' Constructivist Cocreation -- Chapter 2: Constructivism in Confucian Culture -- Thinking in a Chinese Way -- Constructivism and Confucianism -- Dewey, Confucius, and Tao Xingzhi -- Similarities -- Differences -- Implications for Cross-Cultural Learning Today -- Contemporary Constructivist Theories and Implications -- Flexible Teachers -- Prepared Environments -- Respectful Sociomoral Atmosphere -- The Chinese Context, The Guide, and Its Implementation -- Chapter 3: Constructivist Teaching in China Today -- Chinese Preschool and Kindergarten Teachers' Utilization of Constructivism -- Teacher Preference for Direct Teaching -- Etic Perspectives on the Prevalence of Direct Teaching -- Teacher Utilization of Constructivism -- Research Paradigm Shift -- Proprieties and Benevolence -- The Coherence of Theories and Practices -- Constructivist Teacher Education Theories and Implications -- Act I, Scene I: Active Learning -- Act I, Scene II: Heuristic Teaching -- Act I, Scene III: The Relationship Between Play and Learning -- Act II: DAP Versus Standards - An Example of Teachers' Practical Strategies -- Chinese Teacher Education Policies -- Conceptual Framework -- Chapter 4: A Hermeneutic Analysis of Chinese Teachers -- A Holistic Research Design -- Do Re Mi Youeryuan -- The Chinese Teachers -- Interviews, Observations, and Documents -- Interviews -- Observations -- Documents -- A Hermeneutic Analysis -- Preliminary Analysis -- Constant Comparative Analysis -- Hermeneutics -- Chapter 5: Flexibility and Balancing: Against the "Apprenticeship of Observation".

This key volume is both timely and important in bringing together for the first time seminal papers and new material to examine an increasingly influential school of thought: realist sociology of education that places knowledge at its heart. This volume covers issues in the sociology of knowledge, the educational system and policy, professional autonomy, vocational education, educational research and teaching, as well as the nature of such disciplines as cultural studies, English, science and the arts. The chapters also directly address the nature of sociology of education itself. The realist

David Martin's vivid, elegant and absorbing prose offers surprising and often moving insights into his life, times and intellectual development. As Professor Emeritus of Sociology at the LSE he gives a compelling behind-the-scenes account of the protests during the 1960s and 1970s. He also recounts the ups and downs of his leading role in championing the King James Bible and the Prayer Book in the 1980's. It will be a must read for the many people, both within and without the church, who have been influenced by his seminal writings.

The author of this chapter defines the tension within Oakeshott's philosophy on socio-political construction & deconstructs his conceptualization of constructivism & relativism in relationship to truth. Although Oakeshott's philosophy can relate to a strong constructivism, his anti-rationalism & conceptualization of truth preclude his acceptance of the "rational" constructivist political agenda. Various philosophers' views on truth (Hacking, McCullagh, Sellars, Goldman) are applied as problematizations of Oakeshott's worldview. Oakeshott's ambiguous relativism is recognized to have a misplaced skepticism & inconsistent relativism (Podoksik) emanating from the irreducible pluralism based on the distinct spheres of knowledge generated by separate domains of modes. The severe critiques of the sociological arenas of politics, education & science exemplify this misplacement. The irreducible plurality of his modes (science, history) require different methods of inquiry to produce knowledge, thus forbidding cross disciplinary commonalities leading to an assumption of coherentism that should direct Oakeshott to relativism. But, reciprocal relations between conceptual creativity & nature are excluded by his separation of modal knowledge. 60 References. J. Harwell