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International Symposium on Emerging Technologies for Education

SETE 2016: Emerging Technologies for Education pp 107–116Cite as

Towards Semantic Analysis of Mentoring-Learning Relationships Within Constructivist Interactions

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Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 10108))

Abstract

The multilevel conversational exchanges between a mentor and a learner could be seen as a radical constructivist account of their comprehensions. The process of knowledge construction could be realised to have a significant importance in the context of mentor-learner interactions. The most important fundamental is that ‘the conversational exchanges between mentors and learners ask questions and give answers concerning their individual conceptions, comprehensions and reasonings’. These questions and answers are the main building blocks of the ‘Relations’ between mentors and learners. In this article, I will employ Predicate Logic in order to focus on the relationships between learners and mentors. This research will—conceptually and logically—be concerned with [formal] semantic analysis of mentoring-learning relationships in the context of constructivist interactions. The conclusions will shed light on how a [formal] semantics for constructivist interactions is established.

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Notes

  1. 1.

    Jean Piaget is the originator of the theory of constructivism. He argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas, see [14, 15]. Piaget’s developmental theory of learning contemplates that the constructivist learning is concerned with how a human being goes about constructing her/his individual knowledge structures. In philosophy of education, Constructivism as a theory and as an epistemology-based model focuses on knowledge construction in human beings’ own cognitive apparatus.

  2. 2.

    Developmental Processes of Learning could be seen as the product of Developmental Theory of Learning and Cognitive Development, see psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-piaget.

  3. 3.

    The logical relationships and rules expressed in Propositional Logic’s symbols are known as Propositional Logic’s Formulae.

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Author information

Authors and Affiliations

  1. Center for Linguistics, Aalborg University, Rendsburggade 14, 9000, Aalborg, Denmark

    Farshad Badie

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  1. Farshad Badie
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Correspondence to Farshad Badie .

Editor information

Editors and Affiliations

  1. National Yunlin University of Science and Technology, Yunlin, Taiwan

    Ting-Ting Wu

  2. Free University of Bozen-Bolzano, Rome, Italy

    Rosella Gennari

  3. National Cheng-Kung University, Tainan, Taiwan

    Yueh-Min Huang

  4. The Education University of Hong Kong, Hong Kong, Hong Kong

    Haoran Xie

  5. MC Information Multimedia Communication AG, Saarbrücken, Germany

    Yiwei Cao

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Badie, F. (2017). Towards Semantic Analysis of Mentoring-Learning Relationships Within Constructivist Interactions. In: Wu, TT., Gennari, R., Huang, YM., Xie, H., Cao, Y. (eds) Emerging Technologies for Education. SETE 2016. Lecture Notes in Computer Science(), vol 10108. Springer, Cham. https://doi.org/10.1007/978-3-319-52836-6_13

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  • DOI: https://doi.org/10.1007/978-3-319-52836-6_13

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-52835-9

  • Online ISBN: 978-3-319-52836-6

  • eBook Packages: Computer ScienceComputer Science (R0)

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