Lines for Contemporary Constructivism to Revisit and Reintegrate the Ancient Sense of Continuity between Men and Nature
Abstract
This paper is meant to focus the attention on some assumptions of contemporary constructivism which, in line with the groundbreaking thought of Anna-Teresa Tymieniecka’s phenomenology of life, allow to revisit and restore the ancient sense of continuity between natural macrocosm and anthropologic microcosm, which, in the scope of the unilaterally objectivist approach of modern epistemology, has fallen out of fashion. To this purpose this paper is essentially comprised of two parts: in the first the author means to outline the complex movement called “constructivism”, which finds its place between innatism and empirism and establishes itself as a “third way” where subject and object are no longer the absolute and pre-existing poles of a relation, but the outcomes of a construction taking place in the continuum between natural macrocosm and anthropologic microcosm. In the second part, starting from the above assumptions on contemporary constructivism, the author shall draw some significant lines of reflection to restore the continuity between logos and life phenomenology/ontopoiesis subject of this International Congress of Phenomenology.
Keywords
Material Shape Ancient Sense Assimilation Pattern Knowledge Construction Process Modern EpistemologyReferences
- Bichelmeyer, B.B. 2000. Interactivism: Change, sensory-emotional intelligence, and intentionality. In Being and learning, paper presented at annual meeting AREA, New Orleans, 24–28 April 2000.Google Scholar
- Bocchi, G., and M. Ceruti. 1981. Disordine e costruzione.Un’interpretazione epistemologica dell’opera di J. Piaget. Milan: Feltrinelli.Google Scholar
- Bruner, J. 1997. La cultura dell’educazione. Milan: Feltrinelli.Google Scholar
- Ceruti, M. (a cura di). 1992. Evoluzione e conoscenza. L’epistemologia genetica di Jean Piaget e le prospettive del costruttivismo. Milan: Lubrina.Google Scholar
- Ceruti, M., and G. Lo Verso. 1998. Epistemologia e psicoterapia. Milan: Cortina.Google Scholar
- Cole, M. 2004. Psicologia Culturale: una disciplina del passato e del futuro. Rome: Carlo Amore.Google Scholar
- Damiano, E. 2006. La «nuova alleanza». Temi problemi e prospettive della nuova ricerca didattica. Milan: La Scuola.Google Scholar
- Filograsso, N. (a cura di). 1994. Mente conoscenza educazione. Rome: Anicia.Google Scholar
- Foerster, H. von. 1990. Etique et cybernétique de second ordre. In Systèmes, éthique, perspectives en thérapie familiale, eds. Y. Rey and B. Prieur, 41–54. Paris: ESF.Google Scholar
- Gattico, E., and G. P. Storari. 2005. Costruttivismo e scienze della formazione. Milan: Unicopli.Google Scholar
- Gergen, K.J. 1991. The saturated self: Dilemmas of identity in contemporary life. New York: Basic Book.Google Scholar
- Giaconi, C. 2008. Le vie del costruttivismo. Rome: Armando.Google Scholar
- Glasersfeld, E. von. 1989. Introduzione al costruttivismo radicale. In La realtà inventata. Contributi al costruttivismo, ed. P. Watzlawick, (a cura di), 17–36. Milan: Feltrinelli.Google Scholar
- Glasersfeld, E. von. 1992. Aspetti del costruttivismo: Vico, Berkeley, Piaget. In Evoluzione e conoscenza. L’epistemologia genetica di J. Piaget e le prospettive del costruttivismo, ed. M. Ceruti (a cura di). Milan: Lubrina.Google Scholar
- Glasersfeld, E. von. 1998. Il costruttivismo radicale, Una via per apprendere e conoscere, Quaderni di Metodologia, 6, Società Stampa Sportiva, Rome.Google Scholar
- Guba, E.G. 1990. The alternative paradigm dialog. In The paradigm dialog, ed. ID., 17–27. Newbury Park, CA: Sage.Google Scholar
- Guba, E.G., and Y.S. Lincoln. 2000. Competing paradigmatic in qualitative research. In Handbook of qualitative research, eds. N.K. Denzin and Y.S. Lincoln. Thousand Oaks, CA: Sage.Google Scholar
- Heron, J., and P. Reason. 1997. A participatory inquiry paradigm. In Qualitative inquiry, Vol. 3, 274–294.Google Scholar
- Leont’ev, A.N. 1977. Attività,coscienza e personalità. Florence: Giunti Barbera (ed. orig. Moskva 1975).Google Scholar
- Lincoln, Y.S. 1995. Emerging criteria for quality in qualitative and interpretative research. In Qualitative inquiry, Vol. I, 257–289.Google Scholar
- Morf, A. 1994. Une épistémologie pour la didactique: spéculations autour d’un aménagement conceptual. In Revue des Sciences de l’education, Vol. 1, 29–40.Google Scholar
- Neymayer, R.A. 1993. An appraisal of constructivist psychotherapies. Journal of Consulting and Clinical Psychology 61: 221–234.CrossRefGoogle Scholar
- Phillips, D.C. (a cura di). 2000. Constructivism in education: Opinions and second opinions on controversial issues. Chicago: NSSE.Google Scholar
- Piaget, J. 1967. Nature et méthodes de l’epistémologie. In Logique et connaissance scientifique, ed. J. Piaget (a cura di). Paris: Gallimard.Google Scholar
- Piaget, J. 1983. Biologia e conoscenza. Saggio sui rapporti tra le regolazioni organiche e i processi cognitivi. Turin: Einaudi.Google Scholar
- Pojaghi, B. 2003. Contributi di psicologia sociale in contesti socio-educativi. Milan: Franco Angeli.Google Scholar
- Sempio, O.L. 1998. Vygotskij, Piaget, Bruner. Concezioni dello sviluppo. Milan: Cortina.Google Scholar
- Sexton, T.L. 1997. Constructivist thinking within the history of ideas: The challenge of a new paradigm. In Constructivist thinking in counselling practice, research, and training, eds. T.L. Sexton and B.L. Griffin, 3–18. New York: Teachers College Press.Google Scholar
- Shayer, M. 2003. Not just Piaget; not just Vygotskij, and Certainly not Vygotskij as Alternative to Piaget. In Learning instruction, Vol. 40, 465–485.Google Scholar
- Steffe, L.P., and E.J. Gale. 1995. Constructivism in education. Hillsdale, NJ: Erlbaum.Google Scholar
- Varela, F.J., E. Thompson, and E. Rosch. 1993. L’inscription corporel de l’esprit. Sciences cognitives et experiénce humaine. Paris: Seuil.Google Scholar
- Varisco, B.M. 2002. Costruttivismo socio-culturale. Genesi filosofiche, sviluppi psico-pedagogici, applicazioni didattiche. Rome: Carocci.Google Scholar
- Vygotskij, L.S. 1976. Pensiero e linguaggio. Florence: Giunti Barbera.Google Scholar
- Vygotskij, L.S. 1980. Il processo cognitivo. Torin: Boringhieri (ed. orig. Cambridge, 1978).Google Scholar