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- Annotation:Aspects of Constructivism/Qb5o39daj8 + (Wissen ist weniger eine genaue Darstellung externer Dinge, Situationen und Ereignisse, sondern mehr eine Abbildung von Handlungen und konzeptionellen Operationen, die sich in der Erfahrung des wissenden Subjekts bewährt haben.)
- Annotation:An Introduction to Radical Constructivism/Bgxhqrc31a + (Wissen kann nicht das Ergebnis eines passiven Empfanges sein, sondern ist das Produkt einer aktiven Subjektivität.)
- Annotation:The Construction of Knowledge/Kejl5y3gzn + (Wissenschaftliche Referenz)
- Annotation:Annotationen:The Control of Perception and the Construction of Reality: Epistemological Aspects of the Feedback-Control System/Mgmrugxl8t + (With a rat in a Skinner box, for instance, … With a rat in a Skinner box, for instance, it will no longer be sufficient to ask why the rat’s bar-presses become more or less frequent; we also have to ask how the rat succeeds in pressing the bar when it may have to start toward it from different places in the box. In other words, how is it that the rat – or ourselves, for that matter – ever manage to hit a target or attain a goal?r manage to hit a target or attain a goal?)
- Annotation:Annotationen:Abstraction, Re-Presentation, and Reflection: An Interpretation of Experience and of Piaget’s Approach/Tb4vyjiobf + (With regard to the need for an acting agen … With regard to the need for an acting agent, a program is similar to a map. If someone draws a simple map to show you how to get to his house, he essentially indicates a potential path from a place you are presumed to know to the unknown location. The drawing of the path is a graphic representation of the turns that have to be made to accomplish that itinerary, but it does not and could not show what it is to move and what it is to turn right or left. Any user of the map, must supply the motion and the changes of direction with the focus of visual attention while reading the map. Only if one manages to abstract this sequence of motions from the reading activity, can one transform it into physical movement through the mapped region.ysical movement through the mapped region.)
- Annotation:Annotationen:The Reluctance to Change a Way of Thinking/Er0iabn9hc + (Without going into the details of the proc … Without going into the details of the process that links the experience of a thing with the experience of a word, it should be clear that both these items are composed of elements that are part of the acting subject’s experiential world and are, therefore, determined by what the subject attends to and how the subject perceives and conceives it.ow the subject perceives and conceives it.)
- Annotation:Annotationen:Anticipation in the Constructivist Theory of Cognition/H846yq7lyj + (Without the conception of change there would be no use for the notion of causation.)
- Annotation:Annotationen:Conceptual Models in Educational Research and Practice/Vzvbroqbxa + (Working with children is in many ways like working with foreigners with whom one has only fragments of a language in common.)
- Annotation:Annotationen:Why Constructivism Must be Radical/Itbb43cpjy + (Yet, analysis of the process which led a student to answer in a particular way is one of the best means available towards an understanding of his or her concepts and mental operations.)
- Annotation:Annotationen:Piaget’s Legacy: Cognition as Adaptive Activity/Ubwx4s36q1 + (You may, for example, dream that you are i … You may, for example, dream that you are in a room, but all you see of the room is a door (perhaps because you expect someone to come in through it). You have no idea of the size of the room, and there are no windows, curtains, pictures, no ceiling or furniture, or anything else that usually characterizes a room. These items may come in later—as the plot of the dream develops— but at this point, they are irrelevant in your dream-presentation of a room. In contrast, your perception of a room starts from sensory impressions that you proceed to coordinate, and they then allow you to consider them compatible with your concept of “room”.em compatible with your concept of “room”.)
- Annotation:The Construction of Knowledge/Nclwd46km4 + (Zeit ist keine Illusion)
- Annotation:Annotationen:On the Concept of Interpretation/Ji0byrkvz3 + (a linguistic message, under any circumstances, can be interpreted only in terms of the receiver’s experience.)
- Annotation:Annotationen:On the Concept of Interpretation/P7byiq9npw + (and again, any such adaptation and abstraction must be based on the individual construction of patterns of concepts and actions which turn out to be compatible with actions and reactions of other users of the language.)
- Annotation:Annotationen:Die Radikal-Konstruktivistische Wissenstheorie/Y177jn5fk6 + (auf Grund einer einzigen Beobachtung kann man keine Änderung konzipieren.)
- Annotation:Annotationen:An Introduction to Radical Constructivism/Jscl4gi3cs + (because the success of a key does not depend on finding a lock into which it might fit, but solely on whether or not it opens the way to the particular goal we want to reach.)
- Annotation:Annotationen:Why I Consider Myself a Cybernetician/Poboue4lcr + (concepts associated with words are not the same from person to person in one and the same language.)
- Annotation:Annotationen:Why I Consider Myself a Cybernetician/Dbxypqgmvg + (each user of a language must build up meanings for him- or herself.)
- Annotation:Annotationen:An Introduction to Radical Constructivism/Siqwoam8h1 + (either a species fits its environment (including the other species), or it does not; i.e., it either survives, or it dies out.)
- Annotation:Annotationen:Conceptual Models in Educational Research and Practice/N5ujgpvawi + (if one wants to generate understanding, th … if one wants to generate understanding, the reasons why a student operates in a certain way are far more indicative of the student’s stage of conceptual development than whether or not these operations lead to a result that the teacher finds acceptable. Only when teachers have some notion of the conceptual structures with which students operate, can they try to intervene in ways that might lead students to change something in these conceptual structures. something in these conceptual structures.)
- Annotation:Annotationen:Piaget’s Legacy: Cognition as Adaptive Activity/Osb51lk0i4 + (so, to have survived does not tell the biological organisms anything about the constraints they have not met, i.e., the constraints that eliminated those that could not survive.)
- Annotation:Annotationen:Learning and Adaptation in the Theory of Constructivism/Lm8p20ek75 + (the adaptedness of living organisms can be credited only to accidental variations.)
- Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/M2albwakrd + (the fiction of individual identity is the key element in the conceptual construction of the basic notions of space and time.)
- Annotation:Annotationen:The Control of Perception and the Construction of Reality: Epistemological Aspects of the Feedback-Control System/Ubbllti36g + (there can be a “response” (i.e. activity) without a stimulus. Activity is triggered by an error signal, and an error signal is generated not only when there is a change in the sensory signal but also when there is a change in the reference value.)
- Annotation:Annotationen:Conceptual Models in Educational Research and Practice/Nprpymwev6 + (therefore, they need first of all a plausible model of the conceptual structures with which students are operating at the time.)
- Annotation:Why I Consider Myself a Cybernetician/Cfwnwjveq4 + (Überwinden traditioneller Ansichten)
- Annotation:Why I Consider Myself a Cybernetician/H1897uav5f + (Überwinden traditioneller Konzepte)
- Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/U6b3jonz63 + (‘there’s a book in front of you on the table; you know it’s a book, I know it’s a book, and anyone who looks at it would recognize it as a book – why do you keep telling us that the book is not really there?’)
- Annotation:Annotationen:The Construction of Knowledge/Hkoswpb9l6 + (“Knowledge is construction.”)
- Annotation:Annotationen:Knowledge as Environmental Fit/Umj2wwlxyn + (“Knowledge” and the process of cognizing a … “Knowledge” and the process of cognizing are therefore seen as inseparable. They reciprocally entail one another in the same way as drawing a “figure” entails categorizing the sheet of paper as “ground.” Knowledge, thus, becomes the product of an active, constructive mind.e product of an active, constructive mind.)
- Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/Ugqn3gwl39 + (“Sameness” and “difference”, then, refer to relations, and relations are instituted or constructed by the experiencing subject.)
- Annotation:Annotationen:On the Concept of Interpretation/Uxqiv7jqtz + (“Shut the door!,” for instance, must be re … “Shut the door!,” for instance, must be responded to with a sequence of motor acts which has to be learned in a succession of experiential situations, a succession which provides occasion for the acquisition of simple but nevertheless specific skills and, above all, occasion to experience what has to be avoided. Most of us have been scolded at one time or another for slamming a door when the instruction was to shut it. door when the instruction was to shut it.)
- Annotation:Annotationen:An Introduction to Radical Constructivism/Oj53uotm4g + (“natural selection” does not in any positive sense select the fittest, the sturdiest, the best, or the truest, but it functions negatively, in that it simply lets go under whatever does not pass the test.)