Journal article
Von Glasersfeld's radical constructivism: A critical review
Science & Education, Vol.6(1/2), pp.135-150
1997
Abstract
We explore Ernst von Glaserfeld‘s radical constructivism, its criticisms, and our own thoughts on what it promises for the reform of science and mathematics teaching. Our investigation reveals that many criticisms of radical constructivism are unwarranted; nevertheless, in its current cognitivist form radical constructivism may be insufficient to empower teachers to overcome objectivist cultural traditions. Teachers need to be empowered with rich understandings of philosophies of science and mathematics that endorse relativist epistemologies; for without such they are unlikely to be prepared to reconstruct their pedagogical practices. More importantly, however, is a need for a powerful social epistemology to serve as a referent for regenerating the culture of science education. We recommend blending radical constructivism with Habermas‘ ’theory of communicative action‘ to provide science teachers with a moral imperative for adopting a constructivist epistemology.
Details
- Title
- Von Glasersfeld's radical constructivism: A critical review
- Authors/Creators
- M.D. Hardy (Author/Creator) - University of Southern MississippiP.C. Taylor (Author/Creator)
- Publication Details
- Science & Education, Vol.6(1/2), pp.135-150
- Publisher
- Kluwer Academic Publishers
- Identifiers
- 991005540620507891
- Copyright
- © 1997 Kluwer Academic Publishers
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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