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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Nz209o2stp","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ7Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ7Ӻ","endOffset":1351°Ӻ,"quote":"From this point of view, the notion of environment is obviously not the ordinary one. In the common sense description of our world, the environment is what surrounds all of us and we think of it as existing as such, whether we happen to be in it or not. In the constructivist model, “environment” has two quite distinct meanings. On the one hand, when we speak of ourselves, it refers to the totality of permanent objects and their relations that we have abstracted from the flow of our experience. On the other, whenever we focus our attention on a particular item, “environment” refers to the surroundings of the item we have isolated, and we tend to forget that both the item and its surroundings are parts of our own experiential field and not an observer independent “objective” world. \nThis, I believe, is a crucial aspect to consider if we want to approach teaching and education from the constructivist position. Too often teaching strategies and procedures seem to spring from the naive assumption that what we ourselves perceive and infer from our perceptions is there, ready-made, for the students to pick up, if only they had the will to do so. This overlooks the basic point that the way we segment the flow of our experience, and the way we relate the pieces we have isolated, is and necessarily remains an essentially subjective matter.","highlights":Ӷ^"jQuery321058358424761581242":^°°,^"jQuery321058358424761581242":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse","data_creacio":1555545249972°
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