Talk:Constructivist epistemology

From Wikipedia, the free encyclopedia

Contents

[edit] Misnomer?

Isn't Constructivist_epistemology a bit of a misnomer? It's also an ontological theory? I don't understand the distinction between this and Social constructionism, should they be merged?

I think the difference is in it's radicality. Whereas social constructionism still accepts the influence of society and culture, radical constructivist epistemology, in the sense of Varela and Maturana, does not - it's much closer to a solipcistic point of view. Oh, and they come to different conclusions: Varela and Maturana emphasize the resposibility of the constructing subject. This isn't that important in social constructionism. (I hope I got the vocabularly right, I learned it all in German...) --denny vrandečić 09:39, Sep 24, 2004 (UTC)
It seems to me that Empiricists long ago claimed the realm of Epistemology and Constructivists are attempting to reclaim some part

of it. The article should be changed to "Constructivism" since constrcutivism and empiricism are just different epistemological methodologies.

Also last paragraph ain't NPOV.

--user:Harryfdoherty

"Social constructivism is a form of constructivism based on the sociological and social psychological concept of social constructionism"

Stack overflow.

[edit] Proposal

Perhaps there's a case for consistently clarifying constructioNism and constructiVism...

Bryan 16:00, 2 November 2005 (UTC)

[edit] Education vs Epistemology

This article talks about education whether than epistemology. It needs a profund modification that would deserve a stub. Chrisdel 09:30, 11 August 2006 (UTC)

I've marked the article with CleanupConfusing. Chrisdel 15:53, 10 September 2006 (UTC)

Constructivism describes learning in a community context: the ZPD. It is an epistemology, like didactic is. The idea is that kids learn only so much on their own, it is in the partnership with their parents that they get their real start. Then, they learn from the community. As they progress from novice to expert, they become more confident in the group setting, eventually making significant contributions: constructing knowledge.
The use of a theory of knowledge is different than a discussion about that theory of knowledge. If there really is an educational model with the name "Constructivist epistemology" this article could be that, but it should be labeled "Constructivist epistemology (eduction)". Especially in the constructivism disambiguation page. Rather, this article uses very little space expanding the topic from the short description already given in the Epistemology page. I'd favor changing the above proposal to split this in to three articles.
  • One merged with "social constructionism",
  • One as "constructivism_(education)",
  • and maybe one that needs a lot of improvements called "constructivism_(philosophy)"
Littlepinkpig 06:56, 15 September 2006 (UTC)

[edit] Trivial constructivism

I moved the following here, because an article and a list are not the same thing. This should be fleshed out, and complete sentences should be used:

Also known as cognitive constructivism. Knowledge and reality is actively constructed by the individual, not passively received from the environment. This is the simplest form of constructivism.

-Seth Mahoney 22:56, 23 September 2005 (UTC)

I made some grammatical and logical corrections. I'm not an expert on this topic, but I think I've left the accuracy intact. Let me know if this is not the case. 70.108.124.62 01:45, 9 December 2005 (UTC) Ryan Sommers

[edit] Deleuze

I just thought Gilles Deleuze being listed as a proponent of social constructivism is misleading. Although he recognizes all categories (ie. gender, sexuality, delinquincy etc.) are historical, they are a combination of social and MATERIAL processes. It is fairly evident throughout difference and repetition and his work with guattari that he is a realist, although avoiding the problem of essentialism. Great reference on this is Manuel De Landa's Intensive Science and Virtual Philosophy. Sorry if I'm being anal :D.

Alright: I just mistook your edit for a random removal. (Edit summaries help avoid that problem.) :) --Emufarmers(T/C) 09:21, 7 August 2006 (UTC)


[edit] Proponents list

I've added some new proponents that cannot be avoided in the study of this subject : G Vico, Gaston Bachelard, Jean Piaget, Herbert Simon, Edgar Morin, Gregory Bateson, Jean-Louis Le Moigne (see "Le Moigne's Defense of Constructivism" by E. Von Glasersfeld). Chrisdel 20:46, 11 August 2006 (UTC)

I wonder if all the authors in the proponents list are really relevant. For instance, i'm not sure about : Michael Dummett, Rolf Breuer, George Kelly, Rupert Riedl, David Rosenhan, Gerhard Roth, Gabriel Stolzenberg, Alexander Wendt ? George Kelly for example, according to wikipedia, is a psychologist who developped Personal construct psychology. Then he is not a major proponent for constructivism in epistemology and he could have only a reference in the text in a paragraph talking about this subject. Chrisdel 12:29, 25 September 2006 (UTC)

2 new proponents added, same question : are they really relevant ? For the example i delete George Kelly (see above). Chrisdel 11:53, 31 October 2006 (UTC)

I hear your point. I think Kelly was a proponent of constructivism in epistemology -- but went further to argue the application of that epistemology to therapy. I would compare his role to that of, say, Lenin in communist epistemology. B. Mistler 04:49, 1 November 2006 (UTC)

Ok then for Kelly. What about the others ? Does anyone have an idea ? It would be good if each proponent could have a few lines in the text. Chrisdel 05:33, 1 November 2006 (UTC)

[edit] Proposal: Radical Constructivism - Split the topic

I have huge difficulties putting "social constructivism", which is inherently inter-ego and not exactly revolutionary, and another approach applying the whole spectrum of systems theories to neuro sciences (e.g. Heinz von Foerster) and yet another approach based on meme-gene coevolution, evolutionary game theory, non-equilibrium thermodynamics and the like. I would like to put it this way:

- The social sciences approach

- The neuro science approach and the

- Dissipative system/ negative entropy/ sunspot event approach

While the topic is clearly the same, the categories are too different to be able to exchange meaningful memes. Especially the third approach is quite mathematical, opening up new channels of communication to physicists (e.g. Schrödinger, Erwin: "What is life?")and the like. The one problem I see is that equations not transferable to English language and word based social theories not transferable to mathematics cannot meaningfully interoperate. And the other is Constructivism essentially is so radical, people tend to view it as a nice set of words, like a metaphor. If you tell them, this is mathematically/ neuro-scientifically rigid, as far as rigidity exists anyway, then there is a totally different force confronting old memes. When Heinz von Foerster says "Realität? Wo haben Sie die denn?" (the meaning is close to: Reality? Can you show me some?) it really means: there is no absolute space (Einstein), there is no absolute time (Einstein), there is no absolute reality (Heisenberg) and there is nothing which is inherently you. And this is not a metaphor, this is hard science as far as we can believe that hard science exists. If you call this viewpoint constructivism, radical constructivism or anything else doesn't matter in so far. What matters is a statement derived by an empirical process, which is not the empirical process of social sciences as we know them. Very short: Just split "social constructivism"/ "radical constructivism". Comments? Hirsch.im.wald 20:14, 11 September 2006 (UTC)

I'm not very familiar with "neuro science etc.", but for my part i would expect from this article to discuss the positivism hypothesis on knowledge as did french writer Jean-Louis Le Moigne (see "A Principal Exposition of Jean-Louis Le Moigne’s Systemic Theory" by Darek M. Eriksson or "Le Moigne's Defense of Constructivism" by E. Von Glasersfeld). That is phenomenologic hypothesis vs ontologic, teleologic (finality) vs deterministic and then systemic modelling principle vs analytic modelling. For me social constructivism, radical constructivism etc all say the same thing but with different approach and words. The idea of an encyclopedic article would be i beleive to make the connections : that would mean to not be too specific with such word or the other. In few words : for me the words radical or social are not necessary for the ideas of constructivism, they are only interesting historically. Chrisdel 12:48, 12 September 2006 (UTC)


As applied to education, kids are encouraged to create their own discovery agenda in groups; they collect observations, they set their rules (called rubics), and network into the local (and Internet) community.

Key components are the zone of proximal development (ZPD), scaffolding, transformitive communication (TC), and situated learning.

Also you have student (mis-)conceptions, sometimes thought of as child science. Children are not wrong, they are "intelligently" wrong, they believe what they believe because it works for them. So, dont mess with their reality.

The ideas that they bring to school become springboards for inquiry. They learn together what is up w/ phenomena. This is better because students tend to disbelieve teachers anyway, and preserve their misconceptions for community life. If the community is doing the investigating, truly accurate (accepted) science becomes the popular perception.

Students take ownership for their work on every level; they take responsibility for their education. Most important, they learn to think and to learn: learning to learn. This is the desire of every nation on the Earth: that children learn to learn.

In science studies, rather than repeat experiments done a thousand times before with predictable results, kids create science that is relevant to their environment so that their science can have some positive impact. In that way, they join the research community: the community of learning.

Constructivism is unpopular with the top-down arrangement of governance; kids learn pure inquiry techniques that will, of course, flush out corruption in the end. Not a good thing if you happen to be governance.

The role of the teacher is Humanist; she is a guide and facilitator. In transformative communication (TC, Pea), the teacher rescues the students when they get "situated" too far out in the deeper waters of discovery: overwhelmed and frustrated.

A big problem with science is that all discovery leads to new inquiry. Kids feel frustrated because they never really achieve solid learning. Science is so wishy-washy! Part of the task of the teacher is to assure them that this is OK.

Interesting about the education approach. But there are other approach of constructivism from scientific disciplines as physics through quantum mechanics, cybernetics and systemic, management through decision making etc. Chrisdel 11:58, 16 September 2006 (UTC)

[edit] Constructivist epistemology's History

How constructivism was constructed ? That's a question we can answer by looking at this word's history. I suggest that all the proponents list author's contributions be developped. Chrisdel 12:04, 16 September 2006 (UTC)

[edit] Reorganization

I've reorganized the article with these main parts : 1 History, 2 Constructivism's concepts and ideas, 3 Constructivism and sciences, 4 Constructivist trends, 5 Quotations, 6 Bibliography, 7 See also, 8 External links. Chrisdel 10:26, 24 September 2006 (UTC)

[edit] Moving content of paragraph "Social constructivist education" in article Constructivism (learning theory)

I suggest to move the content of the paragraph "Social constructivist education" which is about "A social constructivist learning intervention" in the article Constructivism (learning theory). Indeed, this paragraph is too long for Constructivist epistemology. Chrisdel 04:29, 4 October 2006 (UTC)

[edit] Critics ?

More information on these critics recently added would be useful, as they are unknown in wikipedia... Chrisdel 02:52, 16 October 2006 (UTC)

[edit] Ontology and Constructivism as a System of Verification

Constructivism lends itself to individual perception and should be considered as a candidate system for proving existence theory. Consider the constructivist approach to individual creation of thought processes and individual perception. The only means for true verification and validation of existing objects can be found by individual conclusiveness. As a simple example consider a perception test which presents a picture which contains multiple representations. It has been shown that once an individual chooses a concrete representation of the picture the individual has a decreased capacity to see the picture as anything other than the first conclusion. Expanding on this test, consider proving a reality in a situation where one individual asks another individual what they perceive regarding an object, but by the asking of the question brings into question the verification process which is intended to prove an existence because the asking individual has directed the asked individual's perception in the same perceptive direction as the asker's perception and in doing so the asked individual's validation has been tainted by the forcing of consideration into a single projection. In that regard, when considering verification of objects a position of least directive should be implemented. Therefore, the efficiency in a constructivist model must be empowerment and delegation to the empowered. When communication is concerned it is inevitable that perception verification has the potential for directive narrowing, and with this in mind an accurate verification system should allow for all individuals involved to develop their own conclusions pre-communication in order to minimize perceptive narrowing. If a significant number of self-directed individuals arrive at conclusions on the properties and procedures of an object and collectively review the observations gathered pre-communication then the accuracy of checks and balances will be maximized and the pre-conception narrowing will be minimized. Therefore, priority is given to self-awareness and self-conclusions and the subject matter of conversation will not be prematurely narrowed. On a side note the constructivism model can be considered as a sub-type of the indefinite monism model, but sub-typing should not be considered as narrowing. Instead the sub-typing should be considered as a branch to a tree with infinite branches within itself. Therefore, constructivism should not be considered as a concrete implementation of indefinite monism, but as an abstract tree branching off of an abstract tree. The constructivism branch of indefinite monism differs from its super-type in that awareness is an all encompassing understanding of reality, but it is extremely vague in its definition such that indefinite monism is not specific about what it defines whereas constructivism considers the connections between awareness and builds a foundation for explanation of plural awareness by considering awareness in terms of perceptions and conclusions. In other words, indefinite monism can be thought of as defining reality as awareness, and constructivism extends that model to explain what individuals are aware of as a cohesive system of foundations and conclusions. The constructivism model gains leverage from other models of ontology by individual construction. Considering a reality through subjective constructivism gathers insights not only in the objectivity of the state of an object, but also in the procedure to arrive at the objective state. Some philosophies consider a realm which exists outside of space and time, and individual constructivism allows observation of the processes each unique subjective individual implements to arrive at conclusions about these objects even going as far as to consider observation of the observation process without directive narrowing although it doesn't provide proof of existence of such a realm it does provide a sufficient procedural model to view reality not only as state objects, but also as procedure objects. In other words, decomposition of a state objects existence can be considered using time and space whereas decomposition of a procedure object is too complex to observe as a snapshot of space in time because perception allows an individual to view a tangible object as a visual representation in the form of a snapshot. However, perception can't condense a procedural object into a single sense such as vision or hearing or feeling. It is not rational for an individual to state that all of the reasons involved in conception of a procedure have been traced to a number of precedents because in order for the individual to do so the individual would have to consider and trace down the reasons of all things which have passed to bring the individual to the procedure which is to be considered for preface, and belief in external objects must state that not everything which an individual perceives is consciously recognized. The proof can be considered by the different perceptions relayed by multiple individual all viewing the same state object. If an individual is incapable of relaying a similar perception then it is not necessarily true that the individual didn't see the similarity, but that the individual's awareness had an inability to recognize and/or relay the perception which should not infer that the individual will not have the ability to recognize and/or relay the perception at a future time(such as the sudden clicking of a previously observed exercise which is not immediately understood). Proximity of development can be considered in the verification and awareness of existing realities in such a way that an individual builds their own system for belief based on their body of knowledge. For example, surveying individuals living in medieval times about jets would probably have resulted in disbelief of the reality of stepping into an inanimate object and lifting off into the sky as a mode of transportation because in that time frame such travel was outside of their proximity for reality. Furthermore, the invention of the original airplanes happening at the time it did shouldn't be thought to be a coincidence, but rather as a result of proximity of development for building an airplane. Therefore, certain preconditions must be satisfied in order for the conception of new realities, and a period of time must also pass for acceptance of the new realities to circulate into an objective reality. Intuition can also be explained within the constructivism model using the proximity of development. An individual can observe a situation and draw conclusions which can't be explained as mere coincidence and some of the conclusions might be logically explained as coming to be by consideration of conditions which are just beyond the bounds of the proximity of the individual such that the individual might not have a stable thorough understanding for the conditions that were encountered, but might still have the capacity to derive meaningful conclusions from those intuitions. Constructivism allows meaning to be observed in terms of awareness and verified using subjectivity and standardized using explanations based on thorough verifications of perceptions. Verifications should not be constricted simply to reinforcement of truths. Two major verification systems can be realized through the principles of assimilation and accommodation. Verification regarding assimilation fits with the model of reinforcing truths such that if an individual verifies a truth through reinforcement perceptions then the object of the truth might be worth assimilating. If the truth is not properly reinforced then an individual might delay assimilation due to the possibility of fallacy. Verification regarding accommodation contrasts the reinforcement of truth on grounds of redundancy. If the current state of conclusiveness regarding an object satisfies the truth of the object then there is no premise for construction to accommodate the truth of the object(because it is already thought to be true). Therefore, accommodation verification attempts to disprove the truth in order to make apparent the inadequacy of the current state of conclusiveness which gives rise to the need for accommodation to stabilize a comprehensive state of truth. For example, concerning self-improvement an individual might approach another individual for advice from three abstract stances: expecting verification of the current conceptualization as a proper assimilation, expecting contra-verification of the current conceptualization as an inadequate assimilation which requires accommodation, without expectation in hope of establishing a conceptualization which doesn't require excessive accommodation. Generally speaking, discussion leading to agreement gives rise to reinforcement of assimilation and discussion leading to disagreement gives rise to reinforcement of accommodation.
Proximity of development is regarding the zone of proximal development established by Vygotsky. —The preceding unsigned comment was added by Openprogramming (talk • contribs) 18:41, 21 April 2007 (UTC).