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Relevant bibliographies by topics / Radical constructivism

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Journal articles

Academic literature on the topic 'Radical constructivism'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 June 2025

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Journal articles on the topic "Radical constructivism"

1

Motyl, Alexander J. "The social construction of social construction: implications for theories of nationalism and identity formation." Nationalities Papers 38, no. 1 (2010): 59–71. http://dx.doi.org/10.1080/00905990903394508.

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Although most contemporary theories of nationalism and identity formation rest on some form of social constructivism, few theorists of nationalism and identity formation interrogate social constructivism as a social construction – a social science concept “imposed” on the non-self-consciously constructivist behaviors of people, who generally do not believe they are engaging in construction. Since social constructivism – unless it is a metaphysics about what is real – is really about the concept of social construction, the first task of constructivists is to ask not how various populations have engaged in social construction but how social construction should be defined. As this article shows, constructivism is at best a run-of-the-mill theoretical approach – perfectly respectable, but no different from any other theoretical approach in the social sciences. It is only when social constructivism makes outlandishly radical claims – that all of reality or all of social reality is constructed – that it is unusual, exciting, and wrong.

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2

Steffe, Leslie P., and Thomas Kieren. "Radical Constructivism and Mathematics Education." Journal for Research in Mathematics Education 25, no. 6 (1994): 711–33. http://dx.doi.org/10.5951/jresematheduc.25.6.0711.

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Our intention in this article is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget's cognitive-development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be inevitable distortions in the interpretations of Piaget 's psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second, we identify a preconstructivist revolution in research in mathematics education beginning in 1970 and proceeding on up to 1980. There were two subperiods in this decade separated by Ernst von Glasersfeld's presentation of radical constructivism to the Jean Piaget Society in Philadelphia in 1975. Third, we mark the beginning of the constructivist revolution in mathematics education research by the publication of two important papers in the JRME (Richards & von Glasersfeld, 1980; von Glasersfeld, 1981). Fourth, we indicate how the constructivist revolution in mathematics education research served as a period of preparation for the reform movement that is currently underway in school mathematics.

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3

Lerman, Stephen. "Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?" Journal for Research in Mathematics Education 27, no. 2 (1996): 133–50. http://dx.doi.org/10.5951/jresematheduc.27.2.0133.

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Radical constructivism is currently a major, if not the dominant, theoretical orientation in the mathematics education community, in relation to children's learning. There are, however, aspects of children's learning that are challenges to this perspective, and what appears to be “at least temporary states of intersubjectivity” (Cobb, Wood, & Yackel, 1991, p. 162) in the classroom is one such challenge. In this paper I discuss intersubjectivity and through it offer an examination of the limitations of the radical constructivist perspective. I suggest that the extension of radical constructivism toward a social constructivism, in an attempt to incorporate intersubjectivity, leads to an incoherent theory of learning. A comparison of Piaget's positioning of the individual in relation to social life with that of Vygotsky and his followers is offered, in support of the claim that radical constructivism does not offer enough as an explanation of children's learning of mathematics.

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Hendry, Graham D. "Constructivism and Educational Practice." Australian Journal of Education 40, no. 1 (1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.

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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.

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5

Smith, Erick. "Review: Constructing the Individual Knower-A Review of Radical Constructivism." Journal for Research in Mathematics Education 28, no. 1 (1997): 106–11. http://dx.doi.org/10.5951/jresematheduc.28.1.0106.

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For over 20 years, Ernst von Glasersfeld has eloquently and consistently described a theoretical model of the individual knower. In doing so, he has become one of the best-known contemporary educational theorists, particularly among the mathematics education community.1 In addition, as he states in the preface to his newest book, the name he gave to his approach, “radical constructivism,” has become a catch word among educators. Today it seems everyone is a constructivist and many attach the descriptor radical to their orientation. However, as with any popular movement, there are many interpretations, many critiques, and much passion associated with radical constructivism. Glasersfeld2 sees this volume as an opportunity to tell the whole story, or as he says, “to lay out the main constructivist ideas as I see them” (p. xiii).

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6

von Glasersfeld, Ernst. "Radical constructivism and teaching." Prospects 31, no. 2 (2001): 161–73. http://dx.doi.org/10.1007/bf03220058.

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7

Gomez, Efraim A. "Radical Constructivism and Narrative." Journal of the American Academy of Psychoanalysis 24, no. 1 (1996): 1–14. http://dx.doi.org/10.1521/jaap.1.1996.24.1.1.

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8

Schoenfeld, Alan H. "Radical Constructivism and the Pragmatics of Instruction." Journal for Research in Mathematics Education 23, no. 3 (1992): 290–95. http://dx.doi.org/10.5951/jresematheduc.23.3.0290.

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Radical Consfructivism in Mathematics Education contains a dozen attempts to deal with one of the most difficult philosophical and pedagogical issues of our time, the reconciliation of a radical constructivist perspective with the demands of individual and classroom instruction. To see why these problems are so difficult, we begin by identifying what distinguishes the radicals represented in this book from their mainstream counterparts.

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9

Mohajan, Devajit, and Haradhan Kumar Mohajan. "Constructivist Grounded Theory: A New Research Approach in Social Science." Research and Advances in Education 1, no. 4 (2022): 8–16. http://dx.doi.org/10.56397/rae.2022.10.02.

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This article tries to explore the constructivist grounded theory (CGT) in qualitative research. American sociologist Kathy Charmaz has developed a new qualitative research field “Constructivist Grounded Theory” for the first time in 2006. Constructivist grounded theory is a qualitative research methodology that draws comparison between the ethical principles of deontology, utilitarian and virtue ethics, and individuals seek to understand the world in which they live and work. It is a popular method for research studies mainly in psychology, education, and nursing. In social sciences, it represents culture, context, literacy, personal experiences, as well as application of knowledge. It also presents the theoretical substructures of symbolic interactionism and constructivism. Constructivism is used for research, learning, and teaching with peers. There are various types of constructivism, such as social, psychological, personal, radical, and contextual constructivism. On the other hand, symbolic interactionism is the process of human interaction that provides the meanings for the experiences through language, symbols, and social interactions. This study tries to investigate how constructivist grounded theory has developed in times from the original grounded theory of Glaser and Strauss. The paper also tries to highlight characteristics, application, and importance of constructivist grounded theory.

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10

Uden, Lorna, Kecheng Liu, and Gary Shank. "Linking radical constructivism and semiotics to design a constructivist learning environment." Journal of Computing in Higher Education 12, no. 2 (2001): 34–51. http://dx.doi.org/10.1007/bf02940955.

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