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Social constructivism is a sociological theory of knowledge according to which human development is socially situated, and knowledge is constructed through interaction with others. Like social constructionism, social constructivism states that people work together to actively construct artifacts. While social constructivism focuses on the artifacts (constructs) that are created through social interactions, social constructionism focuses on social constructions as active processes, rather than outcomes.
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 constructivists, natural science consists of mental constructs that aim to explain sensory experiences and measurements, and that there is no single valid methodology in science but rather a diversity of useful methods. They also hold that the world is independent of human minds, but knowledge of the world is always a human and social construction. Constructivism opposes the philosophy of objectivism, embracing the belief that human beings can come to know the truth about the natural world not mediated by scientific approximations with different degrees of validity and accuracy.
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The Dream of Reality: Heinz von Foerster's Constructivism is a book by Lynn Segal first published in 1986. Segal, a licensed clinical social worker, examines the constructivist epistemology of physicist and philosopher Heinz von Foerster. Originally intended as a transcription of von Foerster's lectures, the book evolved into Segal's interpretation of von Foerster's constructivism written in everyday language.
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References
- ↑ Glasersfeld, E. von (1980). Viability and the concept of selection. American Psychologist, 35(11), 970-974. http://www.vonglasersfeld.com/060
- 1 2 Glasersfeld, E. von. (1990). An exposition of constructivism: Why some like it radical. Journal for Research in Mathematics Education Monograph, 4, 19-29. https://doi.org/10.2307/749910
- ↑ Glasersfeld, Ernst von. (1984). An introduction to radical constructivism. In P. Watzlawick (Ed.), The invented reality (pp. 17-40). Norton. http://www.vonglasersfeld.com/070.1
- ↑ Glasersfeld, Ernst von (1991). Knowing without metaphysics: Aspects of the radical constructivist position. In F. Steier (Ed.), Research and reflexivity (pp. 12-29). Sage. Page 17.
- ↑ Noddings, N. (1990). Chapter 1: Constructivism in Mathematics Education. Journal for Research in Mathematics Education. Monograph, 4, 7–210. https://doi.org/10.2307/749909
- ↑ Glasersfeld E. von (2007) Aspects of constructivism: Vico, Berkeley, Piaget. In: Glasersfeld E. von, Key works in radical constructivism. Sense, Rotterdam: 91–99. Originally published in Italian as: Glasersfeld E. von (1992) Aspetti del costruttivismo: Vico, Berkeley, Piaget. In: Ceruti M. (ed.) Evoluzione e conoscenza. Lubrina, Bergamo: 421–432.
- ↑ Glasersfeld, Ernst von (1974). Piaget and the radical constructivist epistemology. In C. D. Smock & E. von Glasersfeld (Eds.), Epistemology and education (pp. 1-24). Follow Through Publications.
- ↑ Glanville, R. (2013). Radical constructivism = second order cybernetics. Cybernetics and Human Knowing, 19(4), 27-42.
- ↑ Riegler A. (2015) What does the future hold for radical constructivism? In: Raskin J. D., Bridges S. K. & Kahn J. S. (eds.) Studies in meaning 5: Perturbing the status quo in constructivist psychology. Pace University Press, New York: 64–90.
- ↑ Müller K. H. (2010) The radical constructivist movement and its network formations. Constructivist Foundations 6(1): 31–39. http://constructivist.info/6/1/031
- ↑ Riegler, A., & Steffe, L. P. (2014). “What Is the Teacher Trying to Teach Students if They Are All Busy Constructing Their Own Private Worlds?”: Introduction to the Special Issue. Constructivist Foundations 9(3), 297-301.
- ↑ Glasersfeld, E. von (1989). Constructivism in education. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education, supplementary volume I (pp. 162-163). Pergamon Press. http://www.vonglasersfeld.com/114
- ↑ Glanville, R. (2001). An observing science. Foundations of Science, 6(1), 45-75. https://doi.org/10.1023/a:1011353225749