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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Fow7ycmynb","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ16Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ16Ӻ","endOffset":1328°Ӻ,"quote":"Jean Piaget launched the notion of constructivism in developmental psychology. As I interpret his work (von Glasersfeld, 1982), it is the direct consequence of two fundamental insights: (I)that cognition produces conceptual structures by reflective abstraction from material that is available within the system and from the operations carried out with that material; and (2) that the function of cognition is adaptive in the biological senses (Piaget, 1937, 1967b). To realize the full power of the second, one must grasp the idea that adaptation is not an activity but the result of the elimination of the non-adapted, the non-functioning, and that, consequently, anything that manages to survive is ‘adapted’ to the environment in which it happens to find itself living. Once this is understood, one realizes that what matters is not to match the world, but to fit into it in spite of whatever obstacles or traps it might present. Applied to cognition, this means that ‘to know’ is not to possess ‘true representations’ of reality, but rather to possess ways and means of acting and thinking that allow one to attain the goals one happens to have chosen. To know, thus, is not to have ‘correct pictures’ but, viable procedures or, as Maturana said (1988: 53), ‘to operate adequately in an individual or cooperative situation’.","highlights":Ӷ^"jQuery321053202177302183022":^°,"sizzle1563972647900":^"undefined":^"parentNode":Ӷ3881,31,trueӺ°°°,^"jQuery321053202177302183022":^°°,^"jQuery321053202177302183022":^°,"sizzle1563972647900":^"undefined":^"parentNode":Ӷ9447,31,trueӺ°°°Ӻ,"text":"","category":"Argumentation2","data_creacio":1561980849553°
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