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008			110808s2011 ne | s |||| 0|eng d
020			_a9789400719088 _9978-94-007-1908-8
040			_cMX-MeUAM
050		4	_aLC8-6691
082	0	4	_a507.1 _223
100	1		_aRoth, Wolff-Michael. _eauthor.
245	1	0	_aPassibility _h[recurso electrónico] : _bAt the Limits of the Constructivist Metaphor / _cby Wolff-Michael Roth.
264		1	_aDordrecht : _bSpringer Netherlands, _c2011.
300			_aXIV, 282 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aClassics in Science Education ; _v3
505	0		_aFrontispiece -- Preface -- 1. De/Constructing the Blind Spots of Constructivism -- PART A: PASSIVITY, UNCERTAINTY, UNDECIDABILITY -- 2. Learning and the Erasure of Knowledge -- 3. Radical Passivity in Learning -- 4. Radical Uncertainty in Acting -- 5. Emergence of Duality -- PART B: OTHERNESS -- 6. Talking Conceptions without Conceptions -- 7. Thought Follows Communication -- 8. Otherness of Self -- 9. The Nonsense of Meaning -- PART C: PASSIONS -- 10. Emotion, Motives, Motivations -- 11. Crises, Suffering, Joy -- 12. From Incarnation to Responsibility -- PART D: EPILOGUE -- 13. Sublating the Constructivist Metaphor -- References -- Index.
520			_aThis book argues that the ‘constructivist metaphor’ has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science. Yet there are questions about knowledge that constructivism cannot properly answer, such as how a cognitive structure can intentionally develop a formation that is more complex than itself; how a learner can aim at a learning objective that is, by definition, itself unknown; how we learn through pain, suffering, love or passion; and the role emotion and crises play in knowing and learning. In support of the hypothesis that passibility underlies cognition, readers are provided with a collation of empirical studies and phenomenological analyses of knowing and learning science—in schools, scientific laboratories and everyday life—all of which defy a constructivist explanation. The author argues that ‘passibility’ constitutes an essential factor in the development of consciousness, with a range of essential experiences that cannot be brought into the linguistic realm. His exploration is guided by concepts such as ‘otherness’, passion, passivity and undecidability, and concludes by resituating the construction metaphor to accord it its proper place in a more comprehensive theory of learning.
650		0	_aEducation.
650		0	_aScience _xStudy and teaching.
650		0	_aEducation _xPhilosophy.
650		0	_aEducational psychology.
650	1	4	_aEducation.
650	2	4	_aScience Education.
650	2	4	_aEducational Philosophy.
650	2	4	_aEducational Psychology.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789400719071
830		0	_aClassics in Science Education ; _v3
856	4	0	_zLibro electrónico _uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-94-007-1908-8
596			_a19
942			_cLIBRO_ELEC
999			_c206492 _d206492