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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