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• Annotation:Why I Consider Myself a Cybernetician/Tlzc4h1p57  + (Infragestellung)
• Annotation:The Concepts of Adaptation and Viability in a Radical Constructivist Theory of Knowledge/G1c5cqfd7m  + (Infragestellung)
• Annotation:Adaptation and Viability/Wt3hz3yh9o  + (Infragestellung der allgemein gültigen Annahmen und Sichtweisen)
• Annotation:Annotationen:Piaget’s Legacy: Cognition as Adaptive Activity/Eergdxo8a1  + (Insofar as we remember these structures, we can recall them—and then they are Re-Presentations. I write this with a hyphen, to indicate that they are pieces of experience we have had and are now reviewing. They are not pieces of an external reality.)
• Annotation:Annotationen:Why Constructivism Must be Radical/I8famzt2en  + (Instead of “truth.” constructivism speaks of viability and compatibility with previously constructed models. In other words, scientific models are tools.)
• Annotation:An Introduction to Radical Constructivism/Axy8ns9hny  + (Irreführungen aufzeigen)
• Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Ddnyagkamn  + (It allows us to proceed much as a bricklay … It allows us to proceed much as a bricklayer, who can devote all his energy and attention to the creation of a wall or an arch, without ever stopping to ask where the bricks he is using came from or how they were made. And just as the characteristics of the bricks (e.g., shape and size) make it impossible for the bricklayer to build certain structures, so the ready-made conceptual building blocks impose constraints on any future construction.se constraints on any future construction.)
• Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/Uqsfc6c3s2  + (It concerns experience alone, experience segmented into chunks, if you will, but not items that exist in their own right, independently of the experiencer.)
• Annotation:Annotationen:Knowledge as Environmental Fit/Eyxb6dpfzt  + (It is analogous to asking, say, what the magnification of a telescope might be if nothing that is seen through the telescope can be seen or measured in any other way.)
• Annotation:Annotationen:The Concepts of Adaptation and Viability in a Radical Constructivist Theory of Knowledge/Hqbpcwl9qc  + (It is easy to see that a bricklayer is to … It is easy to see that a bricklayer is to some extent constrained in his building by certain basic characteristics that are inherent in the bricks he uses. In much the same way, I believe, the representation we construct of our adult experiential world is constrained by certain basic characteristics of the building blocks we are using, which is to say, the building blocks which we created during the sensorimotor period.we created during the sensorimotor period.)
• Annotation:Annotationen:On the Concept of Interpretation/Rpj5obhbh1  + (It is important to realize that the compatibility of two items does not entail their identity.)
• Annotation:Annotationen:The Development of Language as Purposive Behavior/Joziuyyrdi  + (It is in this sense that communication must be considered “instrumental”, “goal-directed”, and therefore “purposive”.)
• Annotation:Annotationen:Knowledge as Environmental Fit/Yabi7ix5fk  + (It is the same trick that the statistician … It is the same trick that the statistician performs quite openly: when something has recurred a sufficient number of times, it is considered “significant”—which is to say, it is considered probable enough to be taken as a “fact.” The good statistician, of course, does not forget that it was he or she who decided the level of recurrence beyond which things were to be considered “significant.” Like the good modern physicist, he does not argue that, just because the sun has risen every morning for as long as we can remember or have records, we have the right to assume that it must continue to do so in the future. With David Hume, they know that there is no conceivable logical reason why the future should resemble the past. But, for practical reasons, we tend to assume that it will. If we did not make that assumption, we could not draw any inferences at all from past experience, and our attempts at predicting and controlling future experience could not even get started.ure experience could not even get started.)
• Annotation:Annotationen:The Construction of Knowledge/Wm8c66fbki  + (It is therefore unwarranted to maintain that we distinguish things because we receive “information” from what we usually call the outside world.)
• Annotation:Annotationen:The Concepts of Adaptation and Viability in a Radical Constructivist Theory of Knowledge/O8h5mfjw3o  + (It seems, then, that there is simply no wa … It seems, then, that there is simply no way around the assumption that organisms construct their representations of their world, their environment, or whatever one chooses to call what is outside them. In other words, an activity of construction has to be assumed regardless of whether one wants to be a constructivist or not.r one wants to be a constructivist or not.)
• Annotation:The Concepts of Adaptation and Viability in a Radical Constructivist Theory of Knowledge/V4sisdqamt  + (Jede Konstruktion, ob physisch oder mental, unterliegt bestimmten Einschränkungen, die sich aus dem Material ergeben, das der Konstrukteur verwendet)
• Annotation:The Construction of Knowledge/Ixp7nizbil  + (Jede Sprechergruppe hat für sich eine "richtige" Weise, auf die Welt zu blicken, es gibt aber keine Richtigkeit außerhalb von Sprechergruppen.)
• Annotation:Annotationen:An Introduction to Radical Constructivism/Ejuf8dv6qw  + (Just a the environment places constraints … Just a the environment places constraints on the living organism (biological structures) and eliminates all variants that in some way transgress the limits within which they are possible or “viable,” so the experiential world, be it that of everyday life or of the laboratory, constitutes the testing ground for our ideas (cognitive structures).ound for our ideas (cognitive structures).)
• Annotation:Annotationen:Conceptual Models in Educational Research and Practice/Wn9qz8ed09  + (Just as the interpretation of a piece of language is always guided by the individual interpreter’s experience and expectations, so the interpretation of what one observes is always governed by some theory one has in mind and a goal one has chosen.)
• Annotation:Annotationen:How Do We Mean A Constructivist Sketch of Semantics/H4w2btqhvp  + (Just as, for instance, the Morse code links short and long experiences of beeps to re-presentations of letters of the alphabet, so in language, sound images are linked to concepts, that is, to re-presentations of experiential units.)
• Annotation:Annotationen:Why I Consider Myself a Cybernetician/R51gk0jcsu  + (Knowledge was no longer expected to provide a “true” picture of an absolute reality – something the sceptics of all ages had shown to be impossible. Instead, it was to be seen as a means towards the organism’s equilibration.)
• Annotation:Annotationen:Aspects of Constructivism/Eitjn1doih  + (Knowledge, then, could be treated, not as a more or less accurate representation of external things, situations, and events, but rather as a mapping of actions and conceptual operations that had proven viable in the knowing subject’s experience.)
• Annotation:Annotationen:Knowledge as Environmental Fit/Y8edpp9u4p  + (Knowledge, therefore, was knowledge of the things that caused one’s experiences, the things that were given, the data, and it could all be put together as a picture of Reality.)
• Annotation:Annotationen:Knowledge as Environmental Fit/Brsz38tooa  + (Knowledge, thus, is usually assumed to be knowledge of the environment.)
• Annotation:The Development of Language as Purposive Behavior*/X8f74stx0o  + (Kommunikation ist als "instrumental", "zielorientiert" und damit "zielgerichtet" zu betrachten.)

• Annotation:The Development of Language as Purposive Behavior*/R0k8c782nv  + (Kommunikation ist ein Werkzeug)

• Annotation:The Development of Language as Purposive Behavior*/Qnx8s2knfn  + (Kommunikationsverhalten entwickelt sich in Situationen, in denen die Zusammenarbeit nicht nur die additive Aktivität mehrerer Personen erfordert, sondern auch eine Organisation im Sinne der Aufgabenteilung)
• Annotation:Adaptation and Viability/Cdgz89aatp  + (Konklusion: Die Koordination in komplexen operativen Systemen kann nicht der natürlichen Selektion zugeschrieben werden, sondern ist Ergebnis des Lernens)
• Annotation:Adaptation and Viability/Q11yok691f  + (Konklusion: Ein Organismus lernt, was zu zufriedenstellenden Ergebnissen führt)
• Annotation:Adaptation and Viability/Pui85bouz3  + (Konklusion: In der Ontologie hat Selektion nicht Eliminierung zur Folge, sondern erfolglose Versuche)
• Annotation:Adaptation and Viability/U74jy5vhph  + (Konklusion: Neue Verhaltensweisen entstehen, wie Mutationen, ohne biologischen Grund und werden von Generation zu Generation aufrecht erhalten, sofern sie die Lebensfähigkeit nicht beinträchtigen)
• Annotation:Adaptation and Viability/Ykactjanqj  + (Konklusion: Um eine bestimmte Sittuation oder Veränderung der Unmwelt zu überleben, muss ein Organismus die erforderlichen Eigenschaften durch Mutation bereits vorher erworben haben.)
• Annotation:Annotationen:Die Radikal-Konstruktivistische Wissenstheorie/Amy5j5prop  + (Kurz, alles, was überlebt. war schon im Vorhinein an die Bedingungen und Beschränkungen angepaßt, durch die die natürliche Auslese nun das Nichtangepaßte vernichtet.)
• Annotation:Annotationen:Die Radikal-Konstruktivistische Wissenstheorie/Iv70iak5ec  + (Kurz, man kann die allgemeine Regel formulieren, daß Akkommodationen und somit Lernen dann zustande kommen, wenn ein gewohntes Schema ein unerwartetes Resultat hervorbringt.)
• Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Ubaxm0s76d  + (Language does not transport pieces of one person’s reality into another’s – it merely prods and prompts the other to build up conceptual structures which, to this other, seem compatible with the words and actions the speaker or writer has used)
• Annotation:Learning and Adaptation in the Theory of Constructivism/G2chvzdbr5  + (Lernen ist eine bewusssteoder unbewusst gesteuerte Aktivität wärhrend Anpassung in seiner grundlegenden Bedeutung keine Aktivität des Organismus ist.)
• Annotation:The Development of Language as Purposive Behavior*/L9ijfjpwid  + (Lernen, ob bewusst oder unbewusst, entspringt immer derselben Wurzel: einem mehr oder weniger regelmäßigen Wieederauftreten in vergangener Erfahrung.)
• Annotation:Annotationen:Adaptation and Viability/Gu6abzpjqn  + (Let me cite one example that is particular … Let me cite one example that is particularly well-documented and well-known: the Japanese macaque Imo on Koshima Islet that started washing her sweet potatoes (Kawai, 1965). Within 10 years the entire population, with the exception of a few old males who were too conservative, practiced potato washing. There was no time for a mutation or some other genetic accident to increase or decrease anyone’s viability. Nor, indeed, is there any evidence that potato washing has increased anyone’s genetic fitness. But as the new activity quickly created exceptional familiarity with water, it led to yet another novel behavior: swimming. Since all this has taken place in a country where earthquakes and tectonic disasters are not at all impossible, it might be tempting to conjecture that if Koshima Islet should one day sink into the sea, the swimming skill might yet become the crucial feature that allows these macaques to reach a safe shore while the macaques in other sinking regions perish. Subsequent generations of sociobiologists could then use the swimming macaques as a textbook example for “evolutionary explanation.” But such a scenario in which swimming might become an important asset toward the survival of macaques or macaque genes has not yet happened. Yet the washing of food and swimming have become part of the behavioral repertoire of a macaque population without the benefit of an evolutionary explanation.he benefit of an evolutionary explanation.)
• Annotation:Annotationen:Homage to Jean Piaget (1896–1980)/N2w7shbk55  + (Let me give you a very simple example. It … Let me give you a very simple example. It is a charming anecdote I read, but cannot remember where. A little girl is walking, and every now and then she pushes her ball to roll ahead. As the path begins to go up a hill, the ball, to her surprise, comes rolling back. And she asks: “How does the ball know where I am?.” The little girl’s question demonstrates that she is at least to some extent aware of her experience and can reflect upon it. Only a reflective mind, a mind that is looking for order in the baffling world of experience, could formulate such a question. It is the kind of question that, after innumerable further trials and untenable assumptions, would lead an imaginative thinker with the stamina of Galilei, to an explanatory principle such as ‘gravitation’.planatory principle such as ‘gravitation’.)
• Annotation:Annotationen:The Construction of Knowledge/S4pp73v9fl  + (Let us assume that I was here yesterday a … Let us assume that I was here yesterday and, just as now, had a glass of water in front of me. I come in today and say: “Oh, this is the same glass, the identical glass that stood here yesterday.” If someone asked me, how I can tell that it is the identical glass, I should have to look for a particular that distinguishes this glass from all others. This may turn out to be impossible.thers. This may turn out to be impossible.)
• Annotation:Annotationen:The Constructivist View of Communication/Edohi93gyj  + (Let us assume that your attention is caugh … Let us assume that your attention is caught by the color red. As such the redness is not confined, has not yet a specific shape in your visual field, and is not a discrete thing. But as you focus on it, you are able to fit the color into the pattern you have learned to call “house”. If you were asked to describe what you see, you would most likely say: “there is a red house”. You choose the adjectival connection because the color and the thing were produced in a continuous application of attention. If, on the other hand, you recognize in your visual field a pattern that fits your concept of “house” and only then, scanning it more closely, you focus attention on its color, you would most likely say: “the house is red”. This syntactic structure clearly expresses that the concept of “house” was brought forth independently of the color that was subsequently attributed to it.or that was subsequently attributed to it.)
• Annotation:Annotationen:Anticipation in the Constructivist Theory of Cognition/Omso6tefg9  + (Let us look at the example more closely. I … Let us look at the example more closely. I am thirsty, and there is a glass of water in front of me on the table. From past experience I have learned (by induction and abstraction) that water is a means to quench my thirst. This is the ‘voluntary purpose’ I have chosen at the moment. In other words, I am anticipating that water will do again what it did in the past. But to achieve my purpose, I have to drink the water. There, again, I am relying on past experience, in the sense that I carry out the ‘specific movements’ which I expect (anticipate) to bring the glass to my lips. It is these movements that are controlled and guided by negative feedback. When I reflect upon this sequence of decisions and actions, it becomes clear that the notion of causality plays an important role in the event.lity plays an important role in the event.)
• Annotation:Annotationen:Die Radikal-Konstruktivistische Wissenstheorie/Gn8rwmbam5  + (Man braucht mindestens zwei, zwischen dene … Man braucht mindestens zwei, zwischen denen man einen Unterschied feststellt. Nehmen wir an, ich sehe, daß der Apfel, den meine Frau mir vor zwei Tagen auf den Schreibtisch gelegt hat, nun angefault ist. Das Diagramm dieser Änderung sieht so aus: ((53)) Um zu sagen, daß der Apfel „X“ sich verändert hat, muß ich annehmen, daß er in beiden Beobachtungen derselbe war; wäre er es nicht, so müßte ich ‘Austausch’ denken, nicht ‘Veränderung’. Ist der Apfel an eine andere Stelle des Schreibtischs gerollt, so setzte ich statt der Eigenschaften im Diagramm die zwei verschiedenen Ortsbestimmungen ein, und dann zeigt es die ‘Ortsveränderung’ an. ((54)) Wenn ein Objekt im Laufe mehrerer Erlebnisse in gewisser Hinsicht unverändert bleibt, so kann ich die Fortdauer seines Zustands durch zwei einander folgende, aber ansonsten gleiche Momentaufnahmen anzeigen und so den Begriff der Dauer nahelegen. Verbinde ich das Element der Fortdauer an einem Ort mit der Beobachtung des identischen Individuums an einem anderen, so erhalte ich den Begriff der räumlichen ‘Ausdehnung’. ((55)) Daß die in diesen Diagrammen angedeuteten mentalen Operationen zumeist nicht bewußt registriert werden, läßt sich mit Hilfe von zwei ganz banalen Aussagen zeigen. Einmal sage ich zu einem Besucher: „Der Zug geht direkt von hier nach Boston“, ein andermal,.Diese Straße geht nach Boston.“ Normalerweise wird weder mir noch ihm dabei bewußt, daß der Zug nur jeweils an einem Ort sein kann, während die Straße als an beiden Orten zugleich gedacht wird.als an beiden Orten zugleich gedacht wird.)
• Annotation:Why I Consider Myself a Cybernetician/Nzrw03dgo4  + (Metapher)
• Annotation:Adaptation and Viability/Dz5gvl6lhi  + (Metapher)
• Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/Vc8cvn18ir  + (More often than not, this will do the trick, because the possession of specific memories is accepted as unquestionable proof of individual continuity.)
• Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/Q32xrhbg0q  + (Mount Etna towers over Sicily regardless o … Mount Etna towers over Sicily regardless of any Sicilians, the Monalisa smiles whether the Louvre is open to the public or not, and the river Inn flows down the Engadin even when no one dangles a toe in its icy water. All that (and more) is what we hold to be reality. The mountain, the painted smile, and – in spite of what Heraclitus said – even the flowing river, are supposed to have their place and to remain what they are.e their place and to remain what they are.)
• Annotation:Aspects of Constructivism/Byuqywxnma  + (Nach Piaget bedeutet Interaktion nicht, dass ein Organismus mit Objekten interagiert, wie sie „wirklich“ sind, sondern dass ein kognitives Subjekt sich mit zuvor konstruierten Wahrnehmungs- und Konzeptstrukturen auseinandersetzt.)
• Annotation:Why I Consider Myself a Cybernetician/P7qg84omqx  + (Neue Erkentnisse, die schockieren)
• Annotation:Annotationen:Abstraction, Re-Presentation, and Reflection: An Interpretation of Experience and of Piaget’s Approach/P55yeeak0x  + (No act of mental re-presentation, which in … No act of mental re-presentation, which in this context of conceptual analysis means neither less nor more than the re-generation of a prior experience, would be possible if the original generation of the experience had not left some mark to guide its reconstruction.eft some mark to guide its reconstruction.)
• Annotation:Annotationen:An Introduction to Radical Constructivism/Plr2bjld4g  + (No one uses these conceptual possibilities … No one uses these conceptual possibilities more skillfully than the professional magician. During a performance he may, for instance, request a spectator’s ring, toss another ring across the room to his assistant, and then let the stunned spectator find his ring in his own coat pocket. The magic consists in directing the spectators’ perception in such a way that they unwittingly construct an individual identity between the first experience of the ring and the experience of the thrown object. Once that has been done, it would, indeed, require magic to transfer the ring from the assistant to the spectator’s pocket. Another case is that of the red ribbon which the magician cuts into little pieces and then – literally with a flick of his hand – produces once more as one whole piece.d – produces once more as one whole piece.)