Radical Constructivism: A Way of Knowing and Learning (Studies in Mathematics Education Series) (Volume 6)

Von Glasersfeld, Ernst

ISBN 10: 0750703873 / ISBN 13: 9780750703871

Published by The Falmer Press, 1995

About this Item

Volume 6. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In fair condition, suitable as a study copy. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,600grams, ISBN:0750703873.

Seller Inventory # 9787374

Bibliographic Details

• Title: Radical Constructivism: A Way of Knowing and Learning (Studies in Mathematics Education Series) (Volume 6)
• Publisher: The Falmer Press
• Publication Date: 1995
• Language: English
• ISBN 10: 0750703873
• ISBN 13: 9780750703871
• Binding: Hardcover
• Condition: Fair
• Weight: 600 grams
• Seller catalogs:
  • Education

About this title

Synopsis

First Published in 1995. In the past decade or two, the most important theoretical perspective to emerge in mathematics education has been that of constructivism. This burst onto the international scene at the controversial Eleventh International Conference on the Psychology of Mathematics Education in Montreal in the summer of 1987. No one there will forget von Glasersfeld's authoritative plenary presentation on radical con­structivism, and his replies to critics. Ironically, the conference, at which attacks on radical constructivism were perhaps intended to expose fatally its weaknesses, served as a platform from which the theory was launched to widespread international acceptance and approbation. Radical constructivism is a theory of knowing that provides a pragmatic approach to questions about reality, truth, language and human understanding. It breaks with the philosophical tradition and proposes a conception of knowledge that focuses on experiential fit rather than metaphysical truth. It claims to be a useful approach, not the revelation of a timeless world. The ten chapters of this book present different facets in an elegantly written and thoroughly argued account of this epistemological position, providing a profound analysis of its central concepts.

About the Author

Ernst von Glasersfeld is Emeritus Professor of Psychology at the University of Georgia, Research Associate at the Scientific Reasoning Research Institute and Adjunct Professor in the Department of Psychology at the University of Massachusetts, Amherst. He is a Member of the Board of Trustees, American Society for Cybernetics, from whom he received the McCulloch Memorial Award in 1991; a Member of the Scientific Board, lnstituto Piaget, Lisbon; and Editorial Consultant to a number of international journals.