Ernst von Glasersfeld's Radical Constructivism and Truth as Disclosure

Autor/in	Joldersma, Clarence W.
Titel	Ernst von Glasersfeld's Radical Constructivism and Truth as Disclosure
Quelle	In: Educational Theory, 61 (2011) 3, S.275-293 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2011.00404.x
Schlagwörter	Constructivism (Learning); Educational Practices; Epistemology; Aesthetics; Educational Theories; Educational Philosophy; Ethics + Suchen Sie Ihr Suchwort? Bildungspraxis; Erkenntnistheorie; Ästhetik; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Ethik
Abstract	In this essay Clarence Joldersma explores radical constructivism through the work of its most well-known advocate, Ernst von Glasersfeld, who combines a sophisticated philosophical discussion of knowledge and truth with educational practices. Joldersma uses Joseph Rouse's work in philosophy of science to criticize the antirealism inherent in radical constructivism, emphasizing that Rouse's Heideggerian critique differs from the standard realist defense of modernist epistemology. Next, Joldersma develops an alternative conception of truth, in terms of disclosure, based on Lambert Zuidervaart's work in aesthetics. Joldersma concludes by arguing that this notion of truth avoids the pitfalls of both realism and antirealism, giving educational theorists a way forward to accept some of the major insights of constructivism with respect to learning and teaching without having to relinquish a robust notion of truth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10