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A list of all pages that have property "AnnotationComment" with value "Schockierende Erkenntnis". Since there have been only a few results, also nearby values are displayed.

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  • Annotation:An Introduction to Radical Constructivism/Luw055wkng  + (Schwächen und die Möglichkeit der Missinterpretation der eigenen Theorie aufzeigen)
  • Annotation:Annotationen:Knowing in Self-Regulating Organisms (A Constructivist Approach)/Uonkg7x2bd  + (Scientific knowledge, then, does not and c … Scientific knowledge, then, does not and could not yield a picture of the “real” world; it provides more or less reliable ways of dealing with experience. Hence it may be viable, but it can make no claim to “Truth”, if “Truth” is to be understood as a correspondence to the ontologically real world. On the other hand, this way of looking at knowledge, be it scientific or other, makes it immune against the sceptics’ perennial argument. Since this constructivist notion of knowledge does not claim to provide a picture of something beyond experience, the fact that one cannot compare it with such a something, does not detract from this kind of knowledge - it is either viable or it is not. Indeed, as a constructivist, I tend to go one step further: Since we have access only to experience and cannot get outside the experiential field, there is no way one could show that one’s experiences are the effects of causes that lie outside the experiential world.s that lie outside the experiential world.)
  • Annotation:Annotationen:The Logic of Scientific Fallibility/M5nkqqbbg1  + (Seen in this way, the scientific method does not refer to, nor does it need, the assumption of an “objective” ontological reality—it concerns exclusively the experiential world of observers.)
  • Annotation:Annotationen:Die Radikal-Konstruktivistische Wissenstheorie/Erlmg3yhji  + (Selbst wenn die fürsorgliche Mutter eine T … Selbst wenn die fürsorgliche Mutter eine Tasse vom Tisch hebt und zur einjährigen Tochter sagt: „Schau, Marie, das ist eine Tasse, eine Tasse.“, muß Marie zuerst den Gegenstand in ihrem Gesichtsfeld isolieren und den Wortlaut von anderen gleichzeitigen Geräuschen trennen, bevor sie zwischen beiden eine semantische Verbindung hersteilen kann.ne semantische Verbindung hersteilen kann.)
  • Annotation:Annotationen:Knowledge as Environmental Fit/X3553l47nw  + (Similarly, the problem-solver attempts to … Similarly, the problem-solver attempts to conceive a method that will successfully open a path to his or her goal. Any method that does this will serve as well as any other, and to the extent that the problem-solver is successful, his or her know-how is functionally adapted to the constraints of unknowable ontic reality. Note that considerations as to how well a method serves its purpose are secondary in that they require reflection on what has been done as well as the introduction of ulterior values, such as speed, economy, ease of execution, compatibility with the methods used for other problems, etc. the methods used for other problems, etc.)
  • Annotation:Annotationen:Die Radikal-Konstruktivistische Wissenstheorie/Onut2fruoj  + (So kann zum Beispiel eine Frau ihrer Freun … So kann zum Beispiel eine Frau ihrer Freundin entrüstet von einer Party berichten: „Stell Dir vor, die Irmgard kam in demselben Kleid wie ich!“; und der Sohn kann der Familie auf einer Ferienfahrt erklären: „Das ist das gleiche Auto, das uns schon vor dem Mittagessen vorgefahren ist.“ - Im ersten Fall sind es zwei Kleider, die sich in Bezug auf die Eigenschaften, die da maßgebend sind, nicht unterscheiden; im zweiten Fall hingegen handelt es sich um ein und dasselbe Auto. Anders ausgedrückt: Im ersten Fall wird auf Grund eines Vergleichs die Zugehörigkeit zweier Gegenstände zu einer bestimmten Klasse behauptet, im zweiten wird dem Gegenstand zweier zeitlich getrennter Erlebnisse individuelle Identität zugeschrieben.isse individuelle Identität zugeschrieben.)
  • Annotation:Annotationen:The Construction of Knowledge/T32kgxwkn8  + (So we are trapped in a paradox. We want to believe that we can know something of the outside world, but we can never tell whether this knowledge is true.)
  • Annotation:An Introduction to Radical Constructivism/W0hci79pef  + (So wie Umwelt dem lebenden Organismus Grenzen setzt und beseitigt, was die Grenze überschreitet, so bildet die Erfahrungswelt die Grenzen für unsere Ideen (kognitiven Strukturen))
  • Annotation:Annotationen:The Reluctance to Change a Way of Thinking/Onvo8k214n  + (Solutions, from the constructivist perspec … Solutions, from the constructivist perspective, are always relative — and this, in turn, makes clear that problems are not entities that lie about in the universe, independent of any experiencer. Instead, problems arise when obstacles block the way to a subject’s goal.stacles block the way to a subject’s goal.)
  • Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/S11y3eyx2r  + (Space is the medium in which things maintain or, as the case may be, change their location; time is the medium in which they must conserve their identity lest they disappear qua “things” and be reduced to momentary apparitions.)
  • Annotation:The Development of Language as Purposive Behavior*/C5m9y02ijk  + (Sprache erlaubt uns zu Sprechen, nich nur über Dinge, die räumlich oder zeitlich entfernt sind, sindern auch über Dinge, nirgendwo sind und nie passieren.)
  • Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Gv92fgoj8x  + (Suppose a very young child applies the wor … Suppose a very young child applies the word dog to every four-legged creature he sees. He may have abstracted a limited set of attributes and created a large category, but his abstraction will now show up in his vocabulary. Parents will not provide him with a conventional name for his category, e.g., quadruped, but instead will require him to narrow his use of dog to its proper range... The child who spontaneously hits on the category four-legged animals will be required to give it up in favor of dogs, cats, horses, cows, and the like ... The schoolboy who learns the word quadruped has abstracted from differentiated and named subor- dinates. The child he was abstracted through a failure to differentiate. Abstraction after differentiation may be the mature process, and abstraction from a failure to differentiate the primitive. a failure to differentiate the primitive.)
  • Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Rejukma2yn  + (Take a finger of your right hand and run i … Take a finger of your right hand and run it along your left forearm: the tactual signals originating in your finger will be a homogeneous “continuous” succession because the receptors from which they come remain the same; the tactual signals originating in your left arm, instead, will constitute a sequence of different signals because they come from different receptors. If you consider this second set of signals as a sequence of different locations with which your finger establishes and terminates contact, you will conceive of your finger as moving. If you consider them equivalent units linked into sequence by the continuous signals from your finger, you will conceive of them as points or “moments” in time. In this second case, the finger of your right hand supplies what is perhaps the closest sensory-motor analogy to the continuity of the experiencing subject that we call our ““self.”riencing subject that we call our ““self.”)
  • Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/Srf747xbx0  + (Take, for example, the two statements: “Th … Take, for example, the two statements: “This is the same girl I saw yesterday” and “She bought the same dress as her sister.” The girl is one and the same individual, seen twice; the dresses are two, considered equivalent in every respect that one chose to take into account when comparing them. to take into account when comparing them.)
  • Annotation:Annotationen:Conceptual Models in Educational Research and Practice/Ygtpo8ulgm  + (Teachers, therefore, need an at least part … Teachers, therefore, need an at least partially generalized theory and a model of the learner that is general enough to serve as a basis for the establishment of more than one individual model. Ideally, then, the teachers’ models of individual students will be instantiations of the educational scientists’ more general model of mathematics learning; and conversely, the individual models the teachers construct for individual students will be a continuous testing ground for the theoretical assumptions the scientists have incorporated in the more general model.ve incorporated in the more general model.)
  • Annotation:Annotationen:Teleology and the Concepts of Causation/P45fqlsyeq  + (That is to say, neither of these two basic elements in the construction of our experiential world is conceivable unless we segment experience into separate discrete frames and then focus attention on similarities or differences between the segments.)
  • Annotation:Annotationen:Conceptual Models in Educational Research and Practice/Frhb3rw86n  + (That is to say, no matter how hard investi … That is to say, no matter how hard investigators try to adapt their analyses to the “foreign” ways of children, the model they build up will always be a model constructed out of concepts that are necessarily the investigators’. Because children’s ways of thinking are never directly accessible, the investigators’ model can never be compared to a child’s thought in order to determine whether there is or is not a perfect match. The most one can hope for is that the model fits whatever observations one has made and, more importantly, that it remains viable in the face of new observations.ns viable in the face of new observations.)
  • Annotation:Annotationen:The Logic of Scientific Fallibility/Ua9u5cntbi  + (That is to say, one must define certain experiences so that one can recognize them when one experiences them again. There can hardly be regularity before one has noticed repetition.)
  • Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Faufc0pgou  + (That is to say, teachers must try to infer … That is to say, teachers must try to infer, from what they can observe, what the students’ concepts are and how they operate with them. Only on the basis of some such hypothesis can teachers devise ways and means to orient, direct, or modify the students’ mental operating. This is a context in which the constructivist approach and its analysis of conceptual development seemed promising.f conceptual development seemed promising.)
  • Annotation:Annotationen:The Reluctance to Change a Way of Thinking/Fy4315bj08  + (That is to say, the proponents of a theory will assimilate new experiences as long as they possibly can, even in the face of considerable perturbations.)
  • Annotation:Annotationen:Knowledge as Environmental Fit/Jvbbgirs3v  + (That notion, in fact, is no less an ontolo … That notion, in fact, is no less an ontological assumption than the realist’s assumption that the experiencer-independent ontic reality should have a knowable structure. The character of experiential reality will have to be explained, not as a result of preordained ways of experiencing (Kant’s Anschauungsformen), but as a result of the experiencer’s coordinatory and conceptual operations.’s coordinatory and conceptual operations.)
  • Annotation:Annotationen:Teleology and the Concepts of Causation/Zyymiew3sa  + (The analogy, of course, does not stretch t … The analogy, of course, does not stretch to include the sculptor. The natural environment that carries out the selective process has no more a vision of the forms that are left than the sculptor’s chisel has a vision of the statue it helps to peel out of the marble. Such a vision may be attributed to the sculptor. It would constitute a telos or goal, which will be discussed when we come to final causes.be discussed when we come to final causes.)
  • Annotation:Annotationen:Piaget’s Legacy: Cognition as Adaptive Activity/W0er5ff75u  + (The argument that our concepts, which we abstract from experience, cannot grasp anything that lies beyond our experiential interface, applies not only to the divine but also to any ontological reality posited as independent of the human experiencer.)
  • Annotation:Annotationen:Homage to Jean Piaget (1896–1980)/G365xnoeih  + (The case of the mollusks may serve as an e … The case of the mollusks may serve as an example. It is as though a growing mollusk could notice that the water around it flows quickly, and that the shell it is building had therefore better be flat, so that it offers less resistance. From an evolutionary point of view, such a notion is even worse than the Lamarckian heresy. is even worse than the Lamarckian heresy.)
  • Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Nsr28z6iul  + (The child who stands in front of a looking … The child who stands in front of a looking glass, sticks out his tongue, and contorts his face into all sorts of grimaces gets a constant confirmation of this causal link. The mirror image is as obedient as his own limbs and can, thus, be integrated with the body percept, expanding it by providing visual access to otherwise invisible aspects. And like the body image, it is a visual percept, an item that is experienced not the item that does the experiencing.d not the item that does the experiencing.)
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