Related Research Articles
Jean William Fritz Piaget was a Swiss psychologist known for his work on child development. Piaget's theory of cognitive development and epistemological view are together called "genetic epistemology".
Social constructionism is a theory of knowledge in sociology and communication theory that examines the development of jointly-constructed understandings of the world that form the basis for shared assumptions about reality. The theory centers on the notion that meanings are developed in coordination with others rather than separately within each individual. It has often been characterised as neo-Marxian or also as a neo-Kantian theory, in that social constructionism replaces the transcendental subject with a concept of society that is at the same time descriptive and normative.
Constructivism is a view in the philosophy of science that maintains that scientific knowledge is constructed by the scientific community, which seeks to measure and construct models of the natural world. According to the constructivist, natural science, therefore, consists of mental constructs that aim to explain sensory experience and measurements.
Personal construct theory (PCT) or personal construct psychology (PCP) is a theory of personality and cognition developed by the American psychologist George Kelly in the 1950s. The theory addresses the psychological reasons for actions. Kelly proposed that individuals can be psychologically evaluated according to similarity–dissimilarity poles, which he called personal constructs. The theory is considered by some psychologists as forerunner to theories of cognitive therapy.
The psychology of learning is a theoretical science that covers the various psychological theories that relate with learning. Throughout history, there has been many various psychological learning theories. Some take on a more behaviorist approach which focuses on inputs and reinforcements. Other approaches, such as theories related to neuroscience and social cognition, focus more on the brain's organization and structure to define learning. Some psychological approaches, such as social constructivism, focus more on one's interaction with the environment and with others. Other theories, such as those related to motivation, like the growth mindset, focus more on the individual.
Constructivism is a theory in education that recognizes learners construct new understandings and knowledge, integrating with what they already know. This includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Jean Piaget's theory of cognitive development.
In psychology and cognitive science, a schema describes a pattern of thought or behavior that organizes categories of information and the relationships among them. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information. Schemata influence attention and the absorption of new knowledge: people are more likely to notice things that fit into their schema, while re-interpreting contradictions to the schema as exceptions or distorting them to fit. Schemata have a tendency to remain unchanged, even in the face of contradictory information. Schemata can help in understanding the world and the rapidly changing environment. People can organize new perceptions into schemata quickly as most situations do not require complex thought when using schema, since automatic thought is all that is required.
Radical constructivism is an approach to epistemology that situates knowledge in terms of knowers' experience. It looks to break with the conception of knowledge as a correspondence between a knower's understanding of their experience and the world beyond that experience. Adopting a sceptical position towards correspondence as in principle impossible to verify because one cannot access the world beyond one's experience in order to test the relation, radical constructivists look to redefine epistemology in terms of the viability of knowledge within knowers' experience. This break from the traditional framing of epistemology differentiates it from "trivial" forms of constructivism that emphasise the role of the knower in constructing knowledge while maintaining the traditional perspective of knowledge in terms of correspondence. Radical constructivism has been described as a "post-epistemological" position.
Evolutionary epistemology refers to three distinct topics: (1) the biological evolution of cognitive mechanisms in animals and humans, (2) a theory that knowledge itself evolves by natural selection, and (3) the study of the historical discovery of new abstract entities such as abstract number or abstract value that necessarily precede the individual acquisition and usage of such abstractions. As a branch of inquiry in epistemology, evolutionary epistemology lies at the crossroads of philosophy and evolutionary biology.
Second-order cybernetics, also known as the cybernetics of cybernetics, is the recursive application of cybernetics to itself and the reflexive practice of cybernetics according to such a critique. It is cybernetics where "the role of the observer is appreciated and acknowledged rather than disguised, as had become traditional in western science". Second-order cybernetics was developed between the late 1960s and mid 1970s by Margaret Mead, Heinz von Foerster and others. Foerster referred to it as "the control of control and the communication of communication" and differentiated first order cybernetics as "the cybernetics of observed systems" and second order cybernetics as "the cybernetics of observing systems". It is closely allied to radical constructivism, which was developed around the same time by Ernst von Glasersfeld. While it is sometimes considered a break from the earlier concerns of cybernetics, there is much continuity with previous work and it can be thought of as a distinct tradition within cybernetics, with origins in issues evident during the Macy conferences in which cybernetics was initially developed. Its concerns include autonomy, epistemology, ethics, language, self-consistency, self-referentiality, and self-organizing capabilities of complex systems. It has been characterised as cybernetics where "circularity is taken seriously".
Constructivist teaching is based on constructivist learning theory. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.
Enactivism is a position in cognitive science that argues that cognition arises through a dynamic interaction between an acting organism and its environment. It claims that the environment of an organism is brought about, or enacted, by the active exercise of that organism's sensorimotor processes. "The key point, then, is that the species brings forth and specifies its own domain of problems ...this domain does not exist "out there" in an environment that acts as a landing pad for organisms that somehow drop or parachute into the world. Instead, living beings and their environments stand in relation to each other through mutual specification or codetermination". "Organisms do not passively receive information from their environments, which they then translate into internal representations. Natural cognitive systems...participate in the generation of meaning ...engaging in transformational and not merely informational interactions: they enact a world." These authors suggest that the increasing emphasis upon enactive terminology presages a new era in thinking about cognitive science. How the actions involved in enactivism relate to age-old questions about free will remains a topic of active debate.
Coherence therapy is a system of psychotherapy based in the theory that symptoms of mood, thought and behavior are produced coherently according to the person's current mental models of reality, most of which are implicit and unconscious. It was founded by Bruce Ecker and Laurel Hulley in the 1990s. It has been considered among the most well respected postmodern/constructivist therapies.
Humberto Maturana Romesín was a Chilean biologist and philosopher, generally known as Humberto Maturana. Many consider him a member of a group of second-order cybernetics theoreticians such as Heinz von Foerster, Gordon Pask, Herbert Brün and Ernst von Glasersfeld.
Leslie Samuel Greenberg is a Canadian psychologist born in Johannesburg, South Africa, and is one of the originators and primary developers of Emotion-Focused Therapy for individuals and couples. He is a professor emeritus of psychology at York University in Toronto, and also director of the Emotion-Focused Therapy Clinic in Toronto. His research has addressed questions regarding empathy, psychotherapy process, the therapeutic alliance, and emotion in human functioning.
Constructivism has been considered as a dominant paradigm, or research programme, in the field of science education since the 1980s. The term constructivism is widely used in many fields, and not always with quite the same intention. This entry offers an account of how constructivism is most commonly understood in science education.
In psychology, meaning-making is the process of how people construe, understand, or make sense of life events, relationships, and the self.
Vittorio Filippo Guidano was an Italian neuropsychiatrist, creator of the cognitive procedural systemic model and contributor to constructivist post-rationalist cognitive therapy. His cognitive post-rationalist model was influenced by attachment theory, evolutionary epistemology, complex systems theory, and the prevalence of abstract mental processes proposed by Friedrich Hayek. Guidano conceived the personal system as a self-organized entity, in constant development.
Juan Pascual-Leone is a developmental psychologist and founder of the neo-Piagetian approach to cognitive development. He introduced this term into the literature and put forward key predictions about developmental growth of mental attention and working memory.
Barbara S. Held is the Barry N. Wish Research Professor of Psychology and Social Studies Emerita at Bowdoin College in the fields of clinical psychology and theoretical/philosophical psychology. She served as President of the Society for Theoretical and Philosophical Psychology from 2008 to 2009, and was recipient of the 2012 Joseph B. Glitter Award from the American Psychological Association recognizing her "scholarly contribution to the philosophical foundations of psychological knowledge."
References
- 1 2 3 Balbi, Juan (2008). "Epistemological and theoretical foundations of constructivist cognitive therapies: post-rationalist developments" (PDF). Dialogues in Philosophy, Mental and Neuro Sciences. 1 (1): 15–27. Retrieved 2010-10-19.
- ↑ Raskin, Jonathan D. (Spring 2002). "Constructivism in psychology: personal construct psychology, radical constructivism, and social constructionism" (PDF). American Communication Journal. 5 (3). Retrieved 2009-02-07.
- ↑ Neimeyer, Robert A.; Raskin, Jonathan D., eds. (2000). Constructions of disorder: meaning-making frameworks for psychotherapy. Washington, DC: American Psychological Association. ISBN 1557986290. OCLC 42009389.
- ↑ Kegan, Robert (1982). The evolving self: problem and process in human development. Cambridge, MA: Harvard University Press. p. 255. ISBN 0674272307. OCLC 7672087.
- ↑ Piaget, Jean (1983). "Piaget's theory". In Mussen, Paul Henry; Carmichael, Leonard (eds.). Handbook of child psychology: formerly Carmichael's Manual of child psychology. Vol. 1 (4th ed.). New York: John Wiley & Sons. pp. 103–128. ISBN 0471090573. OCLC 9324435.
- ↑ O'Donnell, Angela M.; Reeve, Johnmarshall; Smith, Jeffrey K. (2012) [2007]. "Social learning theory, complex cognition, and social constructivism". Educational psychology: reflection for action (3rd ed.). Hoboken, NJ: John Wiley & Sons. pp. 254–289. ISBN 9781118076132. OCLC 751719458.
- ↑ Piaget, Jean (1978) [1976]. Behavior and evolution (1st American ed.). New York: Pantheon Books. p. 142. ISBN 0394418107. OCLC 3869418.
- ↑ Kelly, George (1991) [1955]. The psychology of personal constructs. London; New York: Routledge in association with the Centre for Personal Construct Psychology. ISBN 0415037999. OCLC 21760190.
- ↑ Guidano, Vittorio F. (1991). The self in process: toward a post-rationalist cognitive therapy. New York: Guilford Press. ISBN 0898624479. OCLC 22665277.
- ↑ See, for example, the articles in a special issue of Psychonomic Bulletin & Review on theories of meaning organization in the brain: Mahon, Bradford Z.; Hickok, Gregory (August 2016). "Arguments about the nature of concepts: symbols, embodiment, and beyond". Psychonomic Bulletin & Review . 23 (4): 941–958. doi:10.3758/s13423-016-1045-2. PMC 4975657 . PMID 27282991.
