Author
Kersten Reich
Bio: Kersten Reich is an academic researcher from Virginia Tech. The author has contributed to research in topics: Pragmatism & Constructivism (philosophy of education). The author has an hindex of 8, co-authored 17 publications receiving 282 citations.
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16 Mar 2009
TL;DR: The work of as mentioned in this paper provides an excellent example of the international character of pragmatist studies against the backdrop of constructivist concerns, focusing on theories of interaction and transaction, communication and culture, learning and education, community and democracy.
Abstract: Many contemporary constructivists are particularly attuned to Dewey's penetrating criticism of traditional epistemology, which offers rich alternatives for understanding processes of learning and education, knowledge and truth, and experience and culture. This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale, and the Dewey Center at the University of Cologne, provides an excellent example of the international character of pragmatist studies against the backdrop of constructivist concerns. As a part of their exploration of the many points of contact between classical pragmatism and contemporary constructivism, its contributors turn their attention to theories of interaction and transaction, communication and culture, learning and education, community and democracy, theory and practice, and inquiry and methods. Part One is a basic survey of Dewey's pragmatism and its implications for contemporary constructivism. Part Two examines the implications of the connections between Deweyan pragmatism and contemporary constructivism. Part Three presents a lively exchange among the contributors, as they challenge one another and defend their positions and perspectives. As they seek common ground, they articulate concepts such as power, truth, relativism, inquiry, and democracy from pragmatist and interactive constructivist vantage points in ways that are designed to render the preceding essays even more accessible. This concluding discussion demonstrates both the enduring relevance of classical pragmatism and the challenge of its reconstruction from the perspective of the Cologne program of interactive constructivism.
121 citations
Book•
06 Sep 2012
TL;DR: In this article, the authors discuss the five steps of research and reflective learning in the context of education and education as a reconstruction of experiential experience, and discuss the role of science and technology in this process.
Abstract: Introduction PART I: EDUCATION AND CULTURE - THE CULTURAL TURN Nature and Culture Culture and Experience Education and Social Life Formal and Informal Education Interaction, Transaction, and Communication Selection of Target Texts PART II: EDUCATION AS RECONSTRUCTION OF EXPERIENCE - THE CONSTRUCTIVE TURN Experience and Education: The biological Dimension Experience and Education: The social Dimension Experience and Education: Growth The Reflex Arc Concept Habits, Impulse, and Intelligence Inquiry and the Five Steps of Research and Reflective Learning Re/De/Construction Selection of Target Texts PART III: EDUCATION, COMMUNICATION, AND DEMOCRACY - THE COMMUNICATIVE TURN Education and Communication Learning and Joint Activities The Democratic Vision Participation and Diversity Social Intelligence and Democratic Reconstruction Selection of Target Texts PART IV: CRITICISM AND CONCERNS - RECONSTRUCTING DEWEY FOR OUR TIMES Introduction Bauman Foucault Bourdieu Derrida Levinas Rorty
42 citations
Book•
01 Jan 2012
25 citations
Book•
21 Dec 2015TL;DR: In this article, the authors define education as a social function, and argue that education is a Necessity of life, and that it is a Social Function as well as an Interaction and Communication Function.
Abstract: 1. Education as a Necessity of Life 2. Education as a Social Function 3. Education as Interaction and Communication 4. Education as Growth 5. The Democratic Conception in Education 6. Aims and Competencies in Education 7. Interest, Discipline, and Power in Education 8. Contents, Relationships, and Methods in Education 9. Class, Race, Gender, and Disability 10. Capitals as Contexts of Education 11. The Way to Democratic Inclusion 12. Philosophy as Education: From Pragmatism to Constructivism
23 citations
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TL;DR: In this paper, a judge in some representative American jurisdiction is assumed to accept the main uncontroversial constitutive and regulative rules of the law in his jurisdiction and to follow earlier decisions of their court or higher courts whose rationale, as l
Abstract: 1.. HARD CASES 5. Legal Rights A. Legislation . . . We might therefore do well to consider how a philosophical judge might develop, in appropriate cases, theories of what legislative purpose and legal principles require. We shall find that he would construct these theories in the same manner as a philosophical referee would construct the character of a game. I have invented, for this purpose, a lawyer of superhuman skill, learning, patience and acumen, whom I shall call Hercules. I suppose that Hercules is a judge in some representative American jurisdiction. I assume that he accepts the main uncontroversial constitutive and regulative rules of the law in his jurisdiction. He accepts, that is, that statutes have the general power to create and extinguish legal rights, and that judges have the general duty to follow earlier decisions of their court or higher courts whose rationale, as l
2,050 citations
Book•
01 Jan 2002
TL;DR: In this article, Gale et al. discuss the relationship between social constructivism and social constructionism in the context of education and the role of the teacher in assisting the learner's construction of cultural knowledge.
Abstract: Contents: J. Gale, Preface. Part I:Radical Constructivism and Social Constructionism. E. von Glasersfeld, A Constructivist Approach to Teaching. K.J. Gergen, Social Construction and the Educational Process. J. Shotter, In Dialogue: Social Constructionism and Radical Constructivism. J. Richards, Construct[ion/iv]ism: Pick One of the Above. Part II:Information-Processing Constructivism and Cybernetic Systems. F. Steier, From Universing to Conversing: An Ecological Constructionist Approach to Learning and Multiple Description. R.J. Spiro, P.J. Feltovich, M.J. Jacobson, R.L. Coulson, Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains. K. Tomm, Response to Chapters by Spiro et al. and Steier. P.W. Thompson, Constructivism, Cybernetics, and Information Processing: Implications for Technologies of Research on Learning. Part III:Social Constructivism and Sociocultural Approaches. H. Bauersfeld, The Structuring of the Structures: Development and Function of Mathematizing as a Social Practice. J.V. Wertsch, C. Toma, Discourse and Learning in the Classroom: A Sociocultural Approach. C. Konold, Social and Cultural Dimensions of Knowledge and Classroom Teaching. J. Confrey, How Compatible Are Radical Constructivism, Sociocultural Approaches, and Social Constructivism? Analysis and Synthesis I: Alternative Epistemologies. M.H. Bickhard, World Mirroring Versus World Making: There's Gotta Be a Better Way. Part IV:Alternative Epistemologies in Language, Mathematics, and Science Education. R. Duit, The Constructivist View: A Fashionable and Fruitful Paradigm for Science Education Research and Practice. G.B. Saxe, From the Field to the Classroom: Studies in Mathematical Understanding. N.N. Spivey, Written Discourse: A Constructivist Perspective. T. Wood, From Alternative Epistemologies to Practice in Education: Rethinking What It Means to Teach and Learn. E. Ackermann, Construction and Transference of Meaning Through Form. D. Rubin, Constructivism, Sexual Harassment, and Presupposition: A (Very) Loose Response to Duit, Saxe, and Spivey. Part V:Alternative Epistemologies in Clinical, Mathematics, and Science Education. E. von Glasersfeld, Sensory Experience, Abstraction, and Teaching. R. Driver, Constructivist Approaches to Science Teaching. T. Wood, P. Cobb, E. Yackel, Reflections on Learning and Teaching Mathematics in Elementary School. P. Lewin, The Social Already Inhabits the Epistemic: A Discussion of Driver Wood, Cobb, and Yackel and von Glasersfeld. J. Becker, M. Varelas, Assisting Construction: The Role of the Teacher in Assisting the Learner's Construction of Preexisting Cultural Knowledge. E.H. Auerswald, Shifting Paradigms: A Self-Reflective Critique. Analysis and Synthesis II: Epsitemologies in Education. P. Ernest, The One and the Many. Analysis and Synthesis III: Retrospective Comments and Future Prospects. L.P. Steffe, Alternative Epistemologies: An Educator's Perspective. J. Gale, Epilogue.
1,030 citations
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612 citations
TL;DR: Plato's Symposium -the beautiful and good feminist reflections on the expansive self - sympathy, care and community play-doh, poetry and ''ethereal things'' the aesthetic background of inquiry and the teachable moment the education of eros -critical and creative value appraisal teaching and the logic of moral audience epilogue.
Abstract: Plato's Symposium - eros, the beautiful and the good feminist reflections on the expansive self - sympathy, care and community play-doh, poetry and \"ethereal things\" the aesthetic background of inquiry and the teachable moment the education of eros - critical and creative value appraisal teaching and the logic of moral audience epilogue.
289 citations
232 citations