MARC Record from marc_columbia

LEADER: 05061fam a2200373 a 4500
001 1707392
005 20220608215029.0
008 940914s1995 enka b 001 0 eng
010 $a 94036874
020 $a0750703873 (cased : acid-free)
035 $a(OCoLC)31243266
035 $a(OCoLC)ocm31243266
035 $9ALA9430CU
035 $a(NNC)1707392
035 $a1707392
040 $aDLC$cDLC$dDLC$dOrLoB
050 00 $aB809.13$b.G47 1995
082 00 $a149$220
100 1 $aGlasersfeld, Ernst von.$0http://id.loc.gov/authorities/names/n85208330
245 10 $aRadical constructivism :$ba way of knowing and learning /$cErnst von Glasersfeld.
260 $aLondon ;$aWashington, D.C. :$bFalmer Press,$c1995.
300 $axvi, 213 pages :$billustrations ;$c25 cm.
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
490 1 $aStudies in mathematics education series ;$v6
504 $aIncludes bibliographical references (p. 193-204) and indexes.
505 00 $gCh. 1.$tGrowing up Constructivist: Languages and Thoughtful People.$tWhich Language Tells It 'as It Is'?$tThe Wrong Time in Vienna.$tGrowing Roots in Dublin.$tInterdisciplinary Education.$tA Close Look at Meanings.$tThe American Connection.$tIntroduction to Psychology.$tCollaboration with a Chimpanzee.$tDiscovering Piaget.$tFrom Mental Operations to the Construction of Reality.$tA Decisive Friendship.$tTeaching Experiments.$tThe Spreading of Constructivist Ideas.$tRetirement and a New Beginning.$tSupport from Physics and Philosophy of Science --$gCh. 2.$tUnpopular Philosophical Ideas: A History in Quotations.$tObjectivity Put in Question.$tThe Pre-Socratics.$tTheological Insights.$tModern Science Widens the Rift.$tA Failure and an Achievement of Descartes.$tLocke's Forgotten Reflection.$tThe Exaggeration of the 'Blank Slate'.$tA Reinterpretation of Berkeley.$tHume's Deconstruction of Perceptual Relations.$tBentham and Vico - Pioneers of Conceptual Analysis.$tKant's 'Transcendental Enterprise'.
505 80 $tA Re-assessment of Causality.$tNew Fuel for Instrumentalism.$tHypotheses and Fictions.$tThe Foundation of Language Analysis --$gCh. 3.$tPiaget's Constructivist Theory of Knowing.$tThe Biological Premise.$tActive Construction.$tBeginnings.$tThe Construction of Experiential Reality.$tIndividual Identity.$tAssimilation.$tFrom Reflexes to Scheme Theory.$tAccommodation.$tThe Concept of Equilibration.$tLearning.$tDifferent Types of Abstraction.$tStages of Development.$tThe Observer and the Observed.$tExperience and Reality --$gCh. 4.$tThe Construction of Concepts.$tAnalysis of Operations.$tThe Concept of Change.$tThe Concept of Motion.$tGenerating Individual Identity.$tSpace and Time --$gCh. 5.$tReflection and Abstraction.$tReflection.$tAbstraction.$tGeneralization.$tThe Notion of Re-presentation.$tRe-presenting Past Experiences.$tRecognition.$tThe Need of an Agent.$tMeaning as Re-presentation.$tThe Power of Symbols.$tPiaget's Theory of Abstraction.$tForm and Content.$tFour Kinds of Abstraction.
505 80 $tThe Question of Awareness.$tOperational Awareness.$tPhilosophical Postscript --$gCh. 6.$tConstructing Agents: The Self and Others.$tThe Illusion of Encoded Information.$tThe Reality of Experience.$tAnalysis of Empirical Construction.$tThe Question of Objectivity.$tCorroboration by Others.$tThe Elusive Self.$tThe Notion of Environment.$tThe Perceived Self.$tSensory Clues.$tReflected Images.$tThe Social Self --$gCh. 7.$tOn Language, Meaning, and Communication.$tThe Semantic Basis.$tLanguage Games.$tThe Construction of Meaning.$tLanguage and Reality.$tTheory of Communication.$tHow We May Come to Use Language.$tTo Understand Understanding.$tWhy Communication? Why Language? --$gCh. 8.$tThe Cybernetic Connection.$tDeclaration of the American Society for Cybernetics.$tFeedback, Induction, and Epistemology.$tA Learning Mechanism.$tCognitive Development.$tThe Inductive Basis of Instrumental Learning.$tNegative Feedback as 'Information'.$tThe Nature of Hypothetical Models --$gCh. 9.$tUnits, Plurality and Number.
505 80 $tAn Elusive Definition.$tThings and Units.$tConception Rather than Perception.$tThe Attentional Model.$tAn Iteration of Pulses.$tThe Genesis of Plurality.$tThe Abstract Concept of Number.$tThe 'Pointing Power' of Symbols.$tMathematical Certainty --$gCh. 10.$tTo Encourage Students' Conceptual Constructing.$tWhat Is Our Goal?$tTeaching Rather than Training.$tEnvironmental Stimuli.$tReinforcement.$tThe Deceptive Character of Language.$tThe Orienting Function.$tPerceptual Materials.$tA Geometric Point.$tThe Need to Infer Students' Thinking.$tHelp Rather than Instruction.$tFostering Reflection.$tThe Secret of 'Social' Interaction.$tA Final Point.
650 0 $aConstructivism (Philosophy)$0http://id.loc.gov/authorities/subjects/sh85031457
650 0 $aConstructivism (Psychology)$0http://id.loc.gov/authorities/subjects/sh88000986
830 0 $aStudies in mathematics education series ;$v6.$0http://id.loc.gov/authorities/names/n94035621
852 00 $boff,psy$hB809.13$i.G47 1995