An Alternative to Von Glasersfeld's Subjectivism in Science Education: Deweyan Social Constructivism |
| |
| Authors: | GARRISON JIM |
| |
| Institution: | (1) Virginia Tech, 303 War Memorial Hall, Blacksburg, VA 24061-0313, USA |
| |
| Abstract: | An influential view of constructivism in science and mathematicseducational research and practice is that of Ernst von Glasersfeld. It is apeculiarly subjectivist form of constructivism that should not be attractiveto science and mathematics educators concerned with retaining some sort ofrealism that leaves room for objectivity. The subjectivist constructivism ofvon Glasersfeld also becomes entangled in untenable mind/body andsubject/object dualisms. Finally, these dualisms are unnecessary for socialconstructivism. I will provide one example of a social constructivistalternative to social constructivism, that of the pragmatic philosopher JohnDewey. In presenting Dewey s position I will appeal to Ockhams razor, thatis, the admonition not to multiply entities beyond necessity, to shave offthe needless mentalistic and psychic entities that lead von Glasersfeld intohis subjectivism and dualism.In outward forms, experimental science isinfinitely varied. In principle, it is simple. We know an object when we knowhow it is made, and we know how it is made in the degree in which weourselves make it.John Dewey (1925, 1981, p. 319) |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
