Search by property

This page provides a simple browsing interface for finding entities described by a property and a named value. Other available search interfaces include the page property search, and the ask query builder.

List of results

• Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Rsbwwqzmpz  + (Hence, from the organism’s point of view, … Hence, from the organism’s point of view, to assimilate means to modify a present experience so that it fits a hereditary or acquired scheme, i.e., a perceptual or motor pattern that already has, in some sense, the character of an invariant. In other words, invariants create repetition as much as repetition creates invariants. as much as repetition creates invariants.)
• Annotation:Annotationen:Knowledge as Environmental Fit/F3mnmypox8  + (Hence, if our senses distort what they are supposed to “convey,” we have no way of ever discovering that distortion.)
• Annotation:Annotationen:Teleology and the Concepts of Causation/Odh64ljwcj  + (Hence, it was unfortunate, to say the least, that the term teleological was indiscriminately applied to the explanation of actions that are in no way determined by something that lies in the future, something that still awaits to be experienced.)
• Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/I27jtuivlz  + (Hence, mention of “steps” in subsequent pa … Hence, mention of “steps” in subsequent paragraphs does not imply a chronological but a logical sequence. There are certain steps that are logically indispensable prerequisites for others. But the logic is our logic, an observer’s logic, and as such it applies to a model the observer is building.plies to a model the observer is building.)
• Annotation:Annotationen:Aspects of Constructivism/Revr82oshc  + (Hence, no matter how one looks at it, an a … Hence, no matter how one looks at it, an analysis of meanings always leads to individual experience and the social process of accommodating the links between words and chunks of that experience until the individual deems they are compatible with the usage and the linguistic and behavioral responses of others.uistic and behavioral responses of others.)
• Annotation:Annotationen:An Introduction to Radical Constructivism/Rzvf82meai  + (Hence, the environment can, at best, be held responsible for extinction, but never for survival.)
• Annotation:Annotationen:The Logic of Scientific Fallibility/Zk2z3wzcac  + (Hence, the seemingly paradoxical assertion that an observer sees only what he or she already knows. This, in fact, is called “assimilation.”)
• Annotation:Annotationen:Aspects of Constructivism/Zcoxc69a3l  + (Hence, when Piaget speaks of interaction, this does not imply an organism that interacts with objects as they “really” are, but rather a cognitive subject that is dealing with previously constructed perceptual and conceptual structures.)
• Annotation:Annotationen:Aspects of Constructivism/D5l3rmx70s  + (Hence, when we intend to stimulate and enhance a student’s learning, we cannot afford to forget that knowledge does not exist outside a person’s mind.)
• Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/H3e51o6egn  + (Here I shall confine myself to pointing ou … Here I shall confine myself to pointing out that the kind of knowledge our simple organism acquires by installing connections between error signals and activities is, indeed, a form of construction, and since it deals exclusively with the proximal data of the organism’s own subjective experience, one would be justified in calling it wholly subjective.justified in calling it wholly subjective.)
• Annotation:The Development of Language as Purposive Behavior*/B1nqmyihqx  + (Hinterfragung der bisherigen Annahmen)
• Annotation:Annotationen:The Control of Perception and the Construction of Reality: Epistemological Aspects of the Feedback-Control System/Uf9f16stpl  + (Human knowledge in general, and science in particular, is not engaged in uncovering certainty, truth, or reality, or any of the bugbears of dogmatic science.)
• Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Tipqfppga9  + (I am in agreement with Maturana when he says: ‘an observer has no operational basis to make any statements or claim about objects, entities or relations as if they existed independently of what he or she does’ (1988: 30).)
• Annotation:Annotationen:How Do We Mean A Constructivist Sketch of Semantics/C1hymz28by  + (I can illustrate this by a simple example. … I can illustrate this by a simple example. English text books of linguistics frequently give “the boy hit the ball” as example of a simple sentence that contains a subject, a verb, and an object. In the British Isles this sentence usually calls forth the re-presentation of a boy armed with a tennis racket or a golf club. In the United States he will be imagined to hold a baseball bat. This is a very minor difference. However, if the sentence has to be translated into German, it turns out to be far more complicated. The translator has to know more about the situational context, because the “simple” sentence turns out to be ambiguous. It would be appropriate in several situations, each of which requires different words in German. Here are the four most likely ones: Fig.6: “The boy hits the ball” If the boy hits the ball with a racket, a club, or a bat, the German verb has to be schlagen; if he hits it with an arrow or a bullet, it would be treffen; if he hits it with his bicycle, it would be stossen plus the preposition auf; and if he hits the ball when falling from the balcony, it would be fallen … auf or schlagen … auf.t would be fallen … auf or schlagen … auf.)
• Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Roj6vedf4k  + (I claim that we cannot even imagine what the word ‘to exist’ might mean in an ontological context, because we cannot conceive of ‘being’ without the notions of space and time, and these two notions are among the first of our conceptual constructs.)
• Annotation:Annotationen:Abstraction, Re-Presentation, and Reflection: An Interpretation of Experience and of Piaget’s Approach/Wpt5k6ohg9  + (I hope to make this clear with the help of … I hope to make this clear with the help of an example. A child growing up in a region where apples are red would neessarily and quite correctly associate the idea of redness with the name “apple”. A distant relative arriving from another part of the country, bringing a basket of yellow apples, would cause a major perturbation for the child, who might want to insist that yellow things should not be called “apples”. However, the social pressure of the family’s usage of the word will soon force the child to accept the fact that the things people call “apple” come in different colors. The child might then be told that apples can also be green, which would enable the child to recognize such a particular green thing as an apple the first time it is brought to the house.the first time it is brought to the house.)
• Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/C1yimv3l5o  + (I may judge the pain I have at this moment … I may judge the pain I have at this moment to be different from the pain I felt last week; and to make that judgement I do not have to hypothesize that the one comes from my sinus, the other from an impacted wisdom tooth; in fact, to compare any two percepts, I do not have to externalize their origin. Nor do I have to believe that these percepts are images of “objects”.at these percepts are images of “objects”.)
• Annotation:Annotationen:On the Concept of Interpretation/Kwdz4yohqd  + (I submit that whatever one might choose as … I submit that whatever one might choose as the measure of justification, plausibility, or correctness when one is concerned with literary interpretation lies beyond the realm of linguistic competence (which is taken for granted as prerequisite) and involves relations one establishes between the conceptual structures called forth by the text and the conceptual network that constitutes one’s own experiential world. These relations, by definition, are subjective, in the sense that they cannot connect anything but the reader’s own conceptual structures with the reader’s own experiential world. with the reader’s own experiential world.)
• Annotation:Annotationen:The Logic of Scientific Fallibility/Ai4yfkwcy4  + (I would like to submit that it is, indeed, the logic of science and the scientific method that frequently stops scientists from looking outside a specific domain of possibilities.)
• Annotation:An Introduction to Radical Constructivism/Bi6lbmgz68  + (Ideen, die nicht beachtet werden)
• Annotation:Annotationen:On the Concept of Interpretation/Hhh1jxh2ki  + (If I am told that a mermaid is a creature … If I am told that a mermaid is a creature with a woman’s head and torso and the tail of a fish, I need not have met such a creature in actual experience to understand the word, but I must be somewhat familiar with what is called “woman” and what is called “fish” to construct a meaning for the novel word. And if I am not told that the fish’s tail replaces the woman’s legs, I may construct a notion that is more like a fish-tailed biped than like the intended traditional mermaid. My deviant notion could then be corrected only by further interaction, i.e., by getting into situations where my conception of a creature with legs as well as a fish’s tail comes into explicit conflict with a picture or with what speakers of the language say about mermaids.eakers of the language say about mermaids.)
• Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/J3len2nz3t  + (If a prediction, made on the basis of impu … If a prediction, made on the basis of imputing to another person a scheme of acting or thinking that one has found to be viable for oneself, turns out to be correct, then that scheme and the conceptual structures it involves achieve a level of experiential reality that cannot be reached without the social context. Indeed, this kind of ‘corroboration’ produces the only objectivity that is possible in the Radical Constructivist view.ssible in the Radical Constructivist view.)
• Annotation:Annotationen:Knowing in Self-Regulating Organisms (A Constructivist Approach)/Pyr8jth46d  + (If knowledge can be considered the result … If knowledge can be considered the result of the adaptive effort of cognitive organisms in their struggle to maintain their equilibrium in the face of perturbations, it does not seem reasonable for them to use this knowledge to compete with one another. On the contrary, it seems that in order to maintain not only their own equilibrium but also that of the planet on which they find themselves living they would have to foster in every conceivable way every kind of mutual collaboration.le way every kind of mutual collaboration.)
• Annotation:Annotationen:Why Constructivism Must be Radical/Tjgxbupvzd  + (If knowledge cannot be transmitted, but must instead be constructed by each student individually, this does not imply that teaching must dispense with language. It implies only that the role of language must be conceived of differently.)
• Annotation:Annotationen:Abstraction, Re-Presentation, and Reflection: An Interpretation of Experience and of Piaget’s Approach/Tm9j7422k1  + (If someone, having just eaten an apple, takes a bite out of a second one, and is asked which of the two tasted sweeter, we should not be surprised that the person could give an answer.)

• Annotation:Annotationen:Adaptation and Viability/Obrmbqyrkf  + (If something has been found to work, it is likely to work again.)

• Annotation:Annotationen:Teleology and the Concepts of Causation/Vlgvxy38uc  + (If there is no preference for not having pain and getting blisters on one’s fingers, there is no reason why the toddler should not touch the hot stove every time it happens to be near enough.)
• Annotation:Annotationen:Aspects of Constructivism/M3oefrropl  + (If two people share a room, there is one room and both live in it. If they share a bowl of cherries, none of the cherries is eaten by both persons.)
• Annotation:Annotationen:Representation and Deduction/C0bm2n1mvj  + (If we have never formulated a tentative ru … If we have never formulated a tentative rule of the kind “all roses I have seen, smelled sweet,” we would not be tempted to say: “this flower looks like a rose— therefore it will smell sweet.” In other words, if we have had no success with inductive inferences, we are unlikely to proceed to deductive ones.are unlikely to proceed to deductive ones.)
• Annotation:Annotationen:Anticipation in the Constructivist Theory of Cognition/Uvkospj4ha  + (If you consider that in the context of the … If you consider that in the context of the Darwinian theory of evolution, “to be adapted” means to survive by avoiding constraints, it becomes clear that, for Piaget, “to know” does not involve acquiring a picture of the world around us. Instead, it concerns the discovery of paths of action and of thought that are open to us, paths that are viable in the face of experience.that are viable in the face of experience.)
• Annotation:Annotationen:How Do We Mean A Constructivist Sketch of Semantics/A6ez27ubbp  + (If you consider the relative distances of … If you consider the relative distances of the individual stars it becomes clear that there is only a very small area of the universe (as astronomers have taught us to conceive it) from which the five stars could be said to form a double-u. Move the observer a few light-years to the right or the left, the double-u would disappear. Move the observer 50 light-years forward, and he or she could construct only a triangle with the three stars that remained in front.th the three stars that remained in front.)
• Annotation:Annotationen:Distinguishing the Observer: An Attempt at Interpreting Maturana/Es4fd0aw79  + (In Maturana’s edifice every point arises o … In Maturana’s edifice every point arises out of the preceding one – much as when, in thick fog on an Alpine glacier, one places one foot in front of the other without ever seeing what lies further ahead or further behind one; and as sometimes happens in such a fog, after hours of walking, one realizes that one is walking in one’s own footsteps. The fact that one has begun the circle at a specific point could be perceived only from a higher vantage point – if the fog had lifted and made possible a view. But the fog that obstructs our view of ontic reality cannot lift, because, as Kant already saw, it is inextricably built into our ways and means of experiencing.t into our ways and means of experiencing.)
• Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Prpv43m9ru  + (In Piagetian terms, this active imposition of invariance on instances of experience that are always different in some way is the ubiquitous process of assimilation.)
• Annotation:Annotationen:Conceptual Models in Educational Research and Practice/V003cd9ksd  + (In adopting the new, cognitive paradigm, then, it becomes imperative that both teachers and researchers acquire some theoretical notions of how this “making sense” can be conceptualized.)
• Annotation:Annotationen:The Radical Constructivist View of Science/M2oici6nzn  + (In both cases it clearly is an active experiencer who creates the units. What is not so obvious, is that the discrete entities that are counted, as well as the continuous ones to which units of measurement are applied, are also an experiencer’s creation.)
• Annotation:Annotationen:Teleology and the Concepts of Causation/Rtn79elo59  + (In contrast, if archaeologists, in digging … In contrast, if archaeologists, in digging up remnants of a bygone civilization, find an unknown item and discover that it generates a flame when it is handled in a particular way, they may conclude that this was indeed its purpose. This would be conceived as the purpose of the item, in their description.purpose of the item, in their description.)
• Annotation:Annotationen:The Reluctance to Change a Way of Thinking/Mdk3s7g2eq  + (In fact, the process of accommodation and … In fact, the process of accommodation and adaptation of the meaning of words and linguistic expressions continues for each of us throughout our lives, and no matter how long we have spoken the language, there will still be occasions when we experience a perturbation and realize that we have been using a word in a way that turns out to be idiosyncratic in some particular respect. idiosyncratic in some particular respect.)
• Annotation:Annotationen:Why I Consider Myself a Cybernetician/Zfykmweggk  + (In general terms, the reduction of an error signal is always a move towards equilibrium.)
• Annotation:Annotationen:Distinguishing the Observer: An Attempt at Interpreting Maturana/R51yk7xdty  + (In my terminology that means the observer must be capable of reflection.)
• Annotation:Annotationen:Abstraction, Re-Presentation, and Reflection: An Interpretation of Experience and of Piaget’s Approach/Y3m0svglur  + (In my terms this means, symbols can be associated with operations and, once the operations have become quite familiar, the symbols can be used to point to them without the need to produce an actual re-presentation of carrying them out.)
• Annotation:Annotationen:The Development of Language as Purposive Behavior/Or476gfo78  + (In order to become a reference item, the object has to be cut loose from its original context where it was a more or less relevant sensory adjunct to an activity cluster, and it must become something very like a “representation”.)
• Annotation:Annotationen:Conceptual Models in Educational Research and Practice/Ts6m6p4c9i  + (In order to formulate even the most tentat … In order to formulate even the most tentative model of cognitive change, educational scientists must witness the growth of mathematical knowledge in particular children and clarify and substantiate their interpretations by means of deliberate interventions. Conceptual analysis alone is simply not sufficient as a source of insight in model building. It is only on the basis of models of particular children, that a more general model can eventually be abstracted – and the models of particular children are a natural bridge between educational scientists and the teachers.n educational scientists and the teachers.)
• Annotation:Annotationen:The Concepts of Adaptation and Viability in a Radical Constructivist Theory of Knowledge/Gvn1s8aexn  + (In order to remain among the survivors, an organism has to "get by" the constraints which the environment poses.)
• Annotation:Annotationen:Adaptation and Viability/Ax7ozflvhm  + (In order to survive a particular situation … In order to survive a particular situation or change in the environment, an organism must have the required characteristics before the situation or change in the environment occurs that makes these characteristics necessary. In other words, surviving organisms are adapted before the event and it would make no sense whatever to say that they did or could change because of the event. There simply is no causal connection between the selecting event or environmental pressure and the properties the surviving organisms have acquired at a prior time through mutation or some other accident.e through mutation or some other accident.)
• Annotation:Annotationen:An Introduction to Radical Constructivism/Nnvl495h6o  + (In other words, experience as well as all objects of experience are under all circumstances the result of our ways and means of experiencing, and are necessarily structured and determined by space and time and the other categories derived from these)
• Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Dd1wdooq3z  + (In other words, if there are several kinds … In other words, if there are several kinds of disturbance and, consequently, several kinds of error signals, the system has to discover which of the activities in its behavioral repertoire is most likely to correct a particular error signal. On the simplest level this can be achieved only through inductive inference.achieved only through inductive inference.)
• Annotation:Annotationen:Abstraction, Re-Presentation, and Reflection: An Interpretation of Experience and of Piaget’s Approach/Zibsapwn7j  + (In other words, one can be quite aware of what one is cognitively operating on, without being aware of the operations one is carrying out.)
• Annotation:Annotationen:Knowledge as Environmental Fit/X7bfcmsiir  + (In other words, one takes for granted that … In other words, one takes for granted that what one has come to know had its own independent existence before one captured it by a cognizing effort. Given that perspective, it is indeed difficult to avoid asking just how well the knowledge one has acquired “corresponds to,” “depicts,” or “represents” what it is supposed to correspond to, depict, or represent, namely Reality. to, depict, or represent, namely Reality.)
• Annotation:Annotationen:Piaget’s Legacy: Cognition as Adaptive Activity/Is7gqnhdx9  + (In other words, reality leaves sufficient room for them to work in our experiential world.)
• Annotation:Annotationen:Adaptation and Viability/Umq8ebiubf  + (In other words, the basic operational elem … In other words, the basic operational elements were there, but their coordination into complex operational systems cannot be ascribed to natural selection, since it is demonstrably the result of learning in a very peculiar and highly sophisticated environment.liar and highly sophisticated environment.)
• Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Jkeg7bli5o  + (In other words, the self we come to know and the world we come to know are both assembled out of elements of our very own experience.)