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- 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.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Fb6tslteaz + (Now, if the invariant can be used on the r … Now, if the invariant can be used on the representational level, without an activity, it becomes like a program or a subroutine that is invariant in that it is stored somewhere in a memory from which it can be retrieved. It is this change of status that gives rise to the concepts of permanence and of identity, a further step in the construction of permanent objects. in the construction of permanent objects.)
- Annotation:Learning and Adaptation in the Theory of Constructivism/Lhkld42o67 + (Obwohl reflexive Handlungsmuster "verkablet" sind und für eine gewisse Zeit fixiert bleiben, können sie durch Erfahrung des Organismus verändert oder sogar abgebaut werden.)
- Annotation:Annotationen:Why I Consider Myself a Cybernetician/Iftsmuex46 + (On the strength of all this, I came to bel … On the strength of all this, I came to believe that the meanings we attribute to words and phrases, and to whole speeches and texts, are meanings, or built up of meanings, that we ourselves have generated in our own experience. They are the result of “self-regulation” – and the study of self-regulation is an integral part of cybernetics.lation is an integral part of cybernetics.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Spl40hlv6t + (One can say that such an organism will lea … One can say that such an organism will learn only as a result of disturbance, and it will give up or modify something it has learned only when this again leads to disturbance. This mode of functioning, as we shall see later, fits very well into the Piagetian conception of the complementary processes of assimilation and accommodation.ocesses of assimilation and accommodation.)
- Annotation:Annotationen:Piaget’s Legacy: Cognition as Adaptive Activity/K3oyc0qges + (One can therefore say: in perception, sensory signals call up a concept, in re-presentation, on the other hand, a concept calls up sensory impressions. In neither case is the experience caused by what philosophers want to call “reality”.)
- Annotation:Annotationen:Teleology and the Concepts of Causation/Csbic9bgys + (Prediction, in one form or another, permeates our living, and the expectation that the efficient causes we have isolated in the past will have their effects also in the future, is the key to whatever success we have in managing our experience.)
- Annotation:Annotationen:Teleology and the Concepts of Causation/Feuye9k6by + (Prescriptive purposes, therefore, are there prior to their embodiment, which then has the particular purpose in it.)
- Annotation:The Construction of Knowledge/R436ky3mmt + (Prämisse)
- Annotation:Annotationen:Knowledge as Environmental Fit/Cczrua7jsz + (Pyrrho and his followers had successfully … Pyrrho and his followers had successfully argued that if, say, an apple appears to have a certain color and a certain smell, feels smooth and tastes sweet to us, this cannot give us the knowledge that a real apple possesses these properties, because we have no way of examining the apple other than by seeing, smelling, tasting, and feeling it again., smelling, tasting, and feeling it again.)
- Annotation:Annotationen:Knowledge as Environmental Fit/I1w826em8p + (Pyrrho, a little later, formulated the arg … Pyrrho, a little later, formulated the argument that quickly became and still remains the cornerstone of all kinds of philosophical scepticism. How, he asked, could we ever tell whether or not the pictures our senses “convey” are accurate and true, if the only way they can be checked is again through our senses? The question is, indeed, unanswerable.es? The question is, indeed, unanswerable.)
- Annotation:Annotationen:An Introduction to Radical Constructivism/Wejx8rywia + (Quite generally, that means that the world which we experience is, and must be as it is, because we have put it together that way.)
- Annotation:Annotationen:Abstraction, Re-Presentation, and Reflection: An Interpretation of Experience and of Piaget’s Approach/Ndkqy9lz7e + (Reflecting upon experiences is clearly not the same as having an experience.)
- Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/Wsnqs105li + (Relations, therefore, are not “perceived” but fictitious)
- Annotation:The Construction of Knowledge/X2zg4cjqwc + (Rhetorische Figur: Irreführungen aufzeigen)
- Annotation:Annotationen:An Introduction to Radical Constructivism/Jcx3h525gq + (Sameness, however, as we have seen, is alw … Sameness, however, as we have seen, is always relative: Objects, and experiences in general, are the “same” with respect to the properties or components that have been checked in a comparison. Hence, an experience that consists, for instance, of the elements a, b, and c, can be considered the same as an experience consisting of a, b, c, and x, as long as x is not taken into account.x, as long as x is not taken into account.)
- Annotation:The Construction of Knowledge/Rqb3mx02zu + (Schlussfolgerung)
- Annotation:The Concepts of Adaptation and Viability in a Radical Constructivist Theory of Knowledge/C4a5k9dyme + (Schock)
- Annotation:Thoughts about Space, Time, and the Concept of Identity/Bbv4rsyxwl + (Schockierende Erkenntnis)
- 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.)
- Annotation:Annotationen:On the Concept of Interpretation/X30bxs5up8 + (The constraints within which it attempts to achieve viability are set by the text alone and not by any external area of experience. Hence, the quest for the interpretation of a text turns out to be a futile undertaking.)
- Annotation:Annotationen:Of Knowing, Telling, and Showing/Y3a08kbbyn + (The crucial difference, for me, is this: W … The crucial difference, for me, is this: Whatever is called forth by the piece of language, the items it refers to, are items that have been abstracted from experience. They may, but need not, have any immediate link with sensory-motor experience that is going on, nor any link with present or future manifest behavior. Yet, what is said or heard is not without effect. But the effect is on the language users’ acts of representation.he language users’ acts of representation.)
- Annotation:Annotationen:Teleology and the Concepts of Causation/Th8cbc3vq6 + (The example of the bronze statue again off … The example of the bronze statue again offers a useful image. The shape of the statue is quite literally ‘defined’ by the mold, in the sense that the mold constrains and delimits where the liquid metal can flow. Analogously, the ‘parts of a definition’ constrain and delimit both conceptual construction and the application of concepts.struction and the application of concepts.)
- Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Rr6ajt0u6w + (The experiential environment in which an i … The experiential environment in which an individual’s constructs and schemes must prove viable is always a social environment as well as a physical one. Though one’s concepts, one’s ways of operating, and one’s knowledge cannot be constructed by any other subject than oneself, it is their viability, their adequate functioning in one’s physical and social environment, that furnishes the key to the solidification of the individual’s experiential reality (von Glasersfeld, 1985).eriential reality (von Glasersfeld, 1985).)
- Annotation:Annotationen:The Radical Constructivist View of Science/F9mjk3bynq + (The first is usually intended as an item i … The first is usually intended as an item isolated as part of experience; e.g. the chair you sit on, the keyboard in front of you, the hand that does the typing, the deep breath you have just taken. In short, any item of the furniture of someone’s experiential world can be called an object.xperiential world can be called an object.)
- Annotation:Annotationen:Reflections on Cybernetics/Wf4pa99zd7 + (The good old thermostat, the favorite exam … The good old thermostat, the favorite example in the early literature of cybernetics, is still a useful explanatory tool. In it a temperature is set as the goal-state the user desires for the room. The thermostat knows nothing of the room or of desirable temperatures. It is designed to eliminate any discrepancy between a set reference value and the feedback it receives from its sensory organ, namely the value indicated by its thermometer. If the sensed value is too low, it switches on the heater, if it is too high, it switches on the cooling system. Employing Gordon Pask’s clever distinction (Pask, 1969, p.23–24): from the user’s point of view, the thermostat has a purpose for, i.e. to maintain a desired temperature, whereas the purpose in the device is to eliminate a difference.n the device is to eliminate a difference.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Nrxlcbrcl4 + (The indispensable limitation of this hypot … The indispensable limitation of this hypothesizing is that the organism can operate only with its own proximal data, i.e., with signals that can be supposed to originate within it rather than with “information” originating in what from the observer’s point of view is the organism’s environment. I would also like to emphasize that this analysis is provisional and lays no claim to being definitive, let alone exhaustive.to being definitive, let alone exhaustive.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Y9pfk6yah9 + (The invariant the system achieves can, therefore, never be found or frozen in a single element because, by its very nature, it consists in one or more relationships—and relationships are not in things but between them.)
- Annotation:Annotationen:The Control of Perception and the Construction of Reality: Epistemological Aspects of the Feedback-Control System/K0ahsljmye + (The key point is that we may be able to analyze the structure of our experience without making the unwarranted assumption that to perceive must be a process of passive reception rather than a process of construction)
- Annotation:Annotationen:Why Constructivism Must be Radical/Gutpr341qe + (The meanings of words – and this also appl … The meanings of words – and this also applies to every sign and every symbol – must be constructed by each user of the language individually, and this construction is based solely on the subjective experience of the particular parson. Hence it stands to reason that the interpretation of a word or a text will always remain an essentially subjective operation.emain an essentially subjective operation.)
- Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Mrkitz3yc3 + (The models of another’s conceptual operating that one can build on the basis of observable behavior, thus, are and remain hypothetical;)
- Annotation:Annotationen:An Introduction to Radical Constructivism/Gv8fsjs8m9 + (The only aspect of that “real” world that actually enters into the realm of experience, are its constraints;)
- Annotation:Annotationen:Anticipation in the Constructivist Theory of Cognition/E4dke75vc7 + (The passage I quoted also indicates that t … The passage I quoted also indicates that there is more than one level of adaptation. On the sensorimotor level of perception and bodily action, it is avoidance of physical perturbation and the possibility of survival that matter. On the level of thought we are concerned with concepts, their connections, with theories and explanations. All these are only indirectly linked to the practice of living. On this higher level, viability is determined by the attainment of goals and the elimination of conceptual contradictions. elimination of conceptual contradictions.)
- Annotation:Annotationen:Anticipation in the Constructivist Theory of Cognition/Elrguxn0ti + (The pattern of learning, however, is the same as in Piaget’s scheme theory, and once we impute to an organism the capability of reflecting upon its experiences, we can say that the principle of induction arises in its own thinking.)
- Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/Orsmj1g1z5 + (The pen I hold in my hand does not become … The pen I hold in my hand does not become another while you’re watching it. You are quite sure of that – at least until you’ve seen a sharper do a sleight of hand with cards. Then you suddenly realize that things can change their identity under your very eyes. It is a question of speed – and speed, after all, is the quotient of space an time. The conservation of individual identity may be more of a problem than it seemed.y may be more of a problem than it seemed.)
- Annotation:Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Qyxq84o1xl + (The point I want to make is that it is the … The point I want to make is that it is the experiencer who generates the image, the configuration that becomes the “representation”, and that this configuration is always one of several others that are equally possible within the constraints of the sensory material. This, I claim, goes for all the experiential units or things to which we give names, and it is the reason why I maintain that meanings are always subjective.ntain that meanings are always subjective.)
- Annotation:Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Pht7smbl07 + (The point I want to make is that it is the … The point I want to make is that it is the experiencer who generates the image, the configuration that becomes the “representation”, and that this configuration is always one of several others that are equally possible within the constraints of the sensory material. This, I claim, goes for all the experiential units or things to which we give names, and it is the reason why I maintain that meanings are always subjective. They are subjective in the sense that they have to be constructed by the experiencer.have to be constructed by the experiencer.)
- Annotation:Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Uigwach9pn + (The point I want to stress is that from ou … The point I want to stress is that from our perspective it is attention and above all its movements that generate the conceptual structures and thus the things we talk about. These items, as I said before, cannot have an existence of their own but originate through the operations of an experiencer or observer. operations of an experiencer or observer.)
- Annotation:Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Zkhy51itjb + (The problem of meaning thus comes down to the problem of how we generate units in our experience such that we can associate them with words, and how we relate these units to form larger conceptual structures.)
- Annotation:Annotationen:An Introduction to Radical Constructivism/Zrmagm8yfp + (The products of conscious cognitive activity, therefore, always have a purpose and are, at least originally, assessed according to how well they serve that purpose.)
- Annotation:Annotationen:An Introduction to Radical Constructivism/Hu8t7ivxxd + (The question is unanswerable, because no matter what we do, we can check our perceptions only by means of other perceptions, but never with the apple as it might be before we perceive it.)
- Annotation:Annotationen:Knowledge as Environmental Fit/Ffnlniggh4 + (The radical constructivist, therefore, mus … The radical constructivist, therefore, must not be thought to do away with “objectivity”—he merely defines it in a different way. Any concept, event, theory, or model will be considered “objective” if and only if it has proved to be viable not only in one’s own organization of the experiential world, but also in the particular area of conceptual organization that proves to be a viable model for the experiential worlds one imputes to others.experiential worlds one imputes to others.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Jv9v5wdu9q + (The rep- resentation, therefore, will have … The rep- resentation, therefore, will have to be no more and no less than a hypothetical model of functions, entities, and events that could “explain” regularities in the organism’s experience. And as a cyberneticist would expect, there is no way to match the model against the “real” structure of the black box.nst the “real” structure of the black box.)
- Annotation:Annotationen:Knowing in Self-Regulating Organisms (A Constructivist Approach)/Rgsagcgxj3 + (The salient point in all this is that, since this “reality” manifests itself only in failures of our acting and/or thinking, we have no way of describing it except in terms of actions and thoughts that turned out to be unsuccessful.)
- Annotation:Annotationen:Knowledge as Environmental Fit/Vz9cv6boae + (The scenario, in which the knower is suppo … The scenario, in which the knower is supposed to acquire “true” pictures or representations of the real world, is thus inherently unsatisfactory. If the knower can never be sure that the picture of the world which he or she distills from experience is unquestionably a correct representation of a world that exists as such, the knower is cast in the role of a discoverer who has no possible access to what he or she is expected to discover.to what he or she is expected to discover.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Js950dj36j + (The second development made possible by th … The second development made possible by the introduction of the representational use of invariants is that they can now be used as building blocks for conceptual constructions that move further and further away from the raw material of sensory or motor signals. This shift constitutes one of the salient characteristics of all the “higher,” more sophisticated mental operations and it has consequences for epistemology far beyond the scope of this chapter.logy far beyond the scope of this chapter.)
- Annotation:Annotationen:Knowledge as Environmental Fit/Ny31x2tjef + (The self, thus, is an experiential entity to which the experiencer attributes a number of specific properties, abilities, and functions.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Pngbtm20at + (The simplest learning system, thus, will h … The simplest learning system, thus, will have a repertoire of several different activities and at least one sense organ and one comparator that generates an error signal whenever the sensory signals do not match the reference value. What it has to learn (i.e., what is not determined by fixed wiring), is to make the error signal trigger the particular activity that is likely to reduce it.ular activity that is likely to reduce it.)
- Annotation:Annotationen:Learning and Adaptation in the Theory of Constructivism/V69skpy6zw + (The urge to know thus becomes the urge to fit, on the sensorimotor level as well as in the conceptual domain, and learning and adaptation are seen as complementary phenomena.)
- Annotation:Annotationen:Anticipation in the Constructivist Theory of Cognition/P519c13mit + (The use of a cause-effect link in order to bring about a change is based on the belief that, since the cause has produced its effect in the past, it will produce it in the future.)
- Annotation:Annotationen:On the Concept of Interpretation/Go8jrkwg07 + (The viability of an interpretation, after all, can be assessed only from the interpreter’s point of view.)
- Annotation:Annotationen:Teleology and the Concepts of Causation/Vh8ic6066z + (The way the sculptor imposes form, is by c … The way the sculptor imposes form, is by chipping away the bits of marble that do not fit into his vision. The way form is imposed on the bronze, is by pouring it into a constraining mold. Potentially, the material could end up in innumerable other forms, but the procedure of statue-making, be it chipping or casting, eliminates all but one.ipping or casting, eliminates all but one.)
- Annotation:Learning and Adaptation in the Theory of Constructivism/E8zvftzw99 + (Theorien, die missverstanden werden)
- Annotation:Annotationen:Teleology and the Concepts of Causation/Xjnnfo8noa + (There are, for instance, the conscious or … There are, for instance, the conscious or unconscious accommodations we have to make – and make quite successfully – in the thousands of trivial routines that are indispensable in our way of living, such as retrieving the toothpaste that has fallen behind the wash basin, looking up the telephone number of a person we want to meet, locating a book on a shelf, finding our misplaced car keys, negotiating the stairs to the garage during a power failure, etc., etc. garage during a power failure, etc., etc.)
- Annotation:Annotationen:The Construction of Knowledge/Xy8dgydyu4 + (There is no constructing unless you have some form of reflection.)
- Annotation:Annotationen:The Control of Perception and the Construction of Reality: Epistemological Aspects of the Feedback-Control System/Pkmy35hasn + (There is no good reason to believe that our senses somehow provide a one-to- one correspondence with something which we do not perceive.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Egekgp55vu + (There seems to be no way around the assump … There seems to be no way around the assumption that, as far as the organism is concerned, an “object” must be a construct, actively abstracted from a number of experiences by holding on to a somewhat flexible constellation of characteristics and allowing each of them to vary within a certain range.ch of them to vary within a certain range.)
- Annotation:Annotationen:The Construction of Knowledge/Yehw74dp6p + (Therefore there must be some place beyond my field of experience where the glass could be while I was busy experiencing other things or asleep.)
- Annotation:Annotationen:Learning and Adaptation in the Theory of Constructivism/Twposv16hf + (This addition was legitimate because, alth … This addition was legitimate because, although reflexive action patterns are ‘wired in’ and remain fixed for a certain time, they can eventually be modified or even dismantled by the organism’s experience. Adults, for instance, no longer manifest some of the reflexes that helped them to find the mother’s nipple when they were infants.he mother’s nipple when they were infants.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Hq4m25toh1 + (This central item, the experiencer himself, remains mysterious.)
- Annotation:Annotationen:Learning and Adaptation in the Theory of Constructivism/Gnftdj3fe7 + (This means that learning is an activity that we, consciously or unconsciously, have to carry out ourselves. In contrast, the basic meaning of adaptation is not an activity of organisms or species.)
- Annotation:Annotationen:The Control of Perception and the Construction of Reality: Epistemological Aspects of the Feedback-Control System/Y1fflsoldg + (This part of the loop, however, is not accessible to the organism itself, because, as Powers has said, the organism can perceive nothing but its own sensory signals)
- Annotation:Annotationen:Reflections on Cybernetics/Allfaemdcq + (This principle is, indeed, universal. If t … This principle is, indeed, universal. If there is something we would like to create or have, we look for some specific event or action to which experience has tied the desired item as ‘effect’. If we find it, we try to implement its causal function, hoping that it will produce what we wanted.oping that it will produce what we wanted.)
- Annotation:Annotationen:Knowledge as Environmental Fit/Qgvba1vpvs + (This viability is, in principle, the same notion as in the case of the lock and the key.)
- Annotation:Annotationen:Knowing in Self-Regulating Organisms (A Constructivist Approach)/Ca15tuuxgp + (This, I believe, is as close as a constructivist can come to “objectivity”.)
- Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Cakas2wfvu + (This, of course, is the reason why the best teachers have always paid more attention to the sources of mistakes than to the how of students’ correct answers.)
- Annotation:Annotationen:Teleology and the Concepts of Causation/Nbtl2adohh + (Though the sequential frames that compose … Though the sequential frames that compose the concept of efficient cause are obviously abstracted from prior experience and therefore lie in the past, they can, and often are, projected as predictions into areas that have not yet been actually experienced.at have not yet been actually experienced.)
- Annotation:Annotationen:Teleology and the Concepts of Causation/Sm4e3gn8n1 + (Thus it is, indeed, an inductive procedure, because ‘what works’ is seen from the organism’s point of view and selected within the organism’s own experience.)
- Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Iksre2deu2 + (Thus the inside becomes ‘self’, the outside the individual’s ‘universe’.)
- Annotation:Annotationen:Teleology and the Concepts of Causation/Szvmnrm7i9 + (Thus there was no proper causal connection … Thus there was no proper causal connection between reinforcement and subsequent behavior, because it was to some extent the rat who decided what it considered reinforcing and what not. Taylor wants to turn the effects of a feedback mechanism’s behavior into a ‘causal factor’, but he overlooks that one and the same effect does not always generate the same subsequent behavior.ays generate the same subsequent behavior.)
- Annotation:Annotationen:The Concepts of Adaptation and Viability in a Radical Constructivist Theory of Knowledge/Qcgycyjn3c + (Thus we can say that the only indication w … Thus we can say that the only indication we may get of the "real" structure of the environment is through the organisms and the species that have been extinguished; the viable ones that survive merely constitute a selection of solutions among an infinity of potential solutions that might be equally viable.al solutions that might be equally viable.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Ybv6wh6231 + (Thus, although we can visually distinguish … Thus, although we can visually distinguish birds, coffee cups, tables, and hands from the rest of the visual field and from one another, it seems clear that a naive organism (i.e., an organism such as an infant that does not yet have a great deal of intermodally coordinated experiences) cannot visually discriminate between a hand and his own hand.criminate between a hand and his own hand.)
- Annotation:Annotationen:Why Constructivism Must be Radical/Py465bmka3 + (Thus, instead of claiming that knowledge is capable of representing a world outside of our experience, we would say, as did the pragmatists, that knowledge is a tool within the realm of experience.)
- Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/Ic5wyhdv2n + (Thus, there is no basis for the assumption that re-presentations arise as internal images of an outside world; instead, it seems quite plausible that they constitute the material which the cognizing subject externalizes in the construction of reality.)
- Annotation:Annotationen:Knowing in Self-Regulating Organisms (A Constructivist Approach)/S1dg1cdpih + (Thus, we need Others.)
- Annotation:Annotationen:The Radical Constructivist View of Science/W408y8cj5k + (Thus, what we ordinarily call ‘experience’ … Thus, what we ordinarily call ‘experience’ has already been ordered and structured into discrete ‘things’ by perceptual and conceptual operations which endless repetition has rendered unconscious, and by assimilation to more complex conceptual configurations that have been formed in past experience. that have been formed in past experience.)
- Annotation:Annotationen:The Reluctance to Change a Way of Thinking/Ggfynwin3d + (To be adapted, therefore, means no more and no less than to be viable.)
- Annotation:Annotationen:The Construction of Knowledge/Rokbai5kv3 + (To be viable, a new thought should fit into the existing scheme of conceptual structures in a way that does not cause contradictions. If there are contradictions, either the new thought or the old structures are deemed to require changing.)
- Annotation:Annotationen:The Development of Language as Purposive Behavior/Xixfrqskqo + (To begin, we may say that there could hardly have been an evolution of speech, or language, if there had not been an origin.)
- Annotation:Annotationen:Anticipation in the Constructivist Theory of Cognition/Uox21p9i32 + (To believe that the future affects the pre … To believe that the future affects the present is no doubt a superstition, but to declare that purpose and goal-directed action must be discarded because they are teleological notions is no better. It shows an abysmal ignorance of the difference between empirical and metaphysical teleology.ween empirical and metaphysical teleology.)
- Annotation:Annotationen:On the Concept of Interpretation/C2rcic5sas + (To interpret an utterance or a written pie … To interpret an utterance or a written piece of language (be it a message or a text) requires something more than the construction of its conventional linguistic meaning. In fact, to interpret an utterance requires the insertion of whatever we consider its conventional meaning into a specific experiential context.ning into a specific experiential context.)
- Annotation:Annotationen:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/Oczp7q8gfi + (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’.)
- Annotation:Annotationen:The Radical Constructivist View of Science/U2y731stlo + (To know, thus, is to have viable procedures or, as Maturana said “to operate adequately in an individual or cooperative situation” (1988, p.53).)
- Annotation:Annotationen:The Construction of Knowledge/Kceifrus1i + (To me, therefore, time is not, as Prigogin … To me, therefore, time is not, as Prigogine said, an illusion. If I called the construct of time an illusion, the entire world that I know, the world that I live in, would also have to be called an illusion. And that is not the way I would characterize it. Although my entire world is a construction, I can still make a useful distinction in it between illusion and reality. But remember that for me “reality” always refers to experiential reality, not to the ontological reality of traditional philosophy. If we want to construct a rational reality for ourselves, time and space are indispensable building blocks, and I would rather call “illusion” any claim to knowledge beyond the field of our experience.wledge beyond the field of our experience.)
- Annotation:Annotationen:Reflections on Cybernetics/Hwbrfwl7ct + (To my mind, this illustrates what is perha … To my mind, this illustrates what is perhaps the most valuable feature of the cybernetical analysis of phenomena in general, and of 2nd-order Cybernetics in particular. It leads us to think in terms, not of single causes and effects, but rather of equilibria between constraints. This helps to avoid the widespread illusion that we could gather “information” concerning a reality supposed to be causing our experience; and it therefore focuses attention on managing in the experiential world we do get to know. the experiential world we do get to know.)
- Annotation:Annotationen:Distinguishing the Observer: An Attempt at Interpreting Maturana/Xb6s2cnbe9 + (To observe oneself as the maker of distinctions, therefore, is no more and no less than to become conscious of oneself.)
- Annotation:Annotationen:Homage to Jean Piaget (1896–1980)/Waq0mnarlo + (To put it generally, an organism must fit, i.e. be viable within the constraints of the environment.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/E31cg4n600 + (To refer once more to the feedback model, … To refer once more to the feedback model, one might say that assimilation, insofar as it adjusts sensory signals, reduces the generation of error signals. Accommodation, on the other hand, occurs only when there is a discrepancy or disturbance for which the organism does not yet have an established remedy.m does not yet have an established remedy.)
- Annotation:Annotationen:The Development of Language as Purposive Behavior/V00v2qclrd + (To sum up this discussion of linguistic co … To sum up this discussion of linguistic communication, I would suggest three criteria to distinguish ‘‘language’’, all of which are necessary but individually insufficient: There must be a set (lexicon) of communicatory signs, i.e., perceptual items whose meaningfulness (SEMANTICITY) is constituted by a conventional tie (semantic nexus) and not by an inferential one. These signs must be symbols, i.e., linked to representations (SYMBOLICITY) therefore they can be sent without reference to perceptual instances of the items they designate, and received without “triggering” a behavioral response in the receiver. As symbols they merely activate the connected representation. There must be a set of rules (GRAMMAR) governing the combination of signs into strings such that certain combinations produce a new semantic content in addition to the individual content of the component signs.individual content of the component signs.)
- Annotation:Learning and Adaptation in the Theory of Constructivism/Oricnp5iqa + (Traditionelle Sichtweise in Frage stellen)
- Annotation:The Development of Language as Purposive Behavior*/Ifee5rd52v + (Traditionelle Sichtweise widerlegen)
- Annotation:Annotationen:An Introduction to Radical Constructivism/D8ioavey6m + (Two eggs may be considered the same becaus … Two eggs may be considered the same because of their shape, size, or color, or because they come from the same hen; but there will be a pungent difference between them if one was laid yesterday and the other six weeks ago. A fieldmouse and an elephant are different in many ways, but they will be considered the same whenever we want to distinguish mammals from other animals. Finally, all eggs, all animals, and indeed all objects that I have ever seen or imagined, are the same in that one respect that I have isolated them as bounded, unitary objects in the total field of my experience.jects in the total field of my experience.)
- Annotation:The Concepts of Adaptation and Viability in a Radical Constructivist Theory of Knowledge/Djen566l8w + (Um zu überleben, muss ein Organismus die Einschränkungen der Umwelt "überwinden".)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Tmbubszdu4 + (Under the heading time, I said that continuity and sequence both spring from the juxtaposition of two successions of signals that are separate in the experiential field but interrelated by attention.)
- Annotation:Annotationen:Of Knowing, Telling, and Showing/Hhavmsx0r7 + (Understanding language, therefore, requires continuous checking and evaluation of the re-presentations the other’s words call forth.)
- Annotation:The Development of Language as Purposive Behavior*/Cmf9hd4k3k + (Vergleich)
- Annotation:Thoughts about Space, Time, and the Concept of Identity/Zz3dwfr4ip + (Was jemand selbst macht, kann nie die beständige Zuverlässigkeit haben, die man der "realen Welt" zuschreiben möchte)
- Annotation:Annotationen:The Constructivist View of Communication/Lqt3uy4hk3 + (We all develop a repertoire of conceptual items and connections, and learn to fit them to the syntactic structures that have become customary among the users of a given language.)
- Annotation:Annotationen:Piaget’s Legacy: Cognition as Adaptive Activity/Xzttr85swp + (We can visualize it with the help of a metaphor: the environment “selects” in the manner of a screen used to grade gravel: the screen admits what falls through and discards what does not.)
- Annotation:Annotationen:Homage to Jean Piaget (1896–1980)/E1csgrzbn1 + (We know that we can reflect, but we do not know how.)
- Annotation:Why I Consider Myself a Cybernetician/Gsj2x871db + (Weil Entwicklungen und Aktivitäten nicht Bezug auf Ursachen aber in Bezug auf Einschränkungen erklärt werden kann, ist die Welt in der wir leben, die Welt, die wir im Rahmen unserer Einschränkungen konstruieren konnten.)
- Annotation:Thoughts about Space, Time, and the Concept of Identity/Vk67jxynp7 + (Weil der Erfahrende selbst entscheiden kann, was gleich, ähnlich oder unterschiedlich ist, sind die Beziehungen zwischen Gegenständen immer konstruiert.)
- Annotation:Why I Consider Myself a Cybernetician/Bnpyx2ifym + (Weil die Bedeutung eines neuen Wortes nicht einfach erklärt werden kann, muss jeder Sprechende die Bedeutungen von Wörtern selbst aufbauen, womit sie immer subjektiv sind.)
- Annotation:An Introduction to Radical Constructivism/Dwq1ozjsin + (Weil die Erlebniswelt genauso wie die Umwelt dem Organismen Grenzen setzt, werden im Lichte der Erfahrung Regelmäßigkeiten, Faustregeln und Theorien entweder als zuverlässig oder nicht zuverlässig eingestuft.)
- Annotation:Why I Consider Myself a Cybernetician/Zs0t2lesdo + (Weil ein Organismus sich anpasst, um die durch seine Umgebung gesetzten Einschränkungen zu überwinden, passt sich auch Wissen an, um das Gleichgewicht des Organismus zu erhalten. Wissen kann somit kein Abbild einer absoluten Realität sein.)
- Annotation:Why I Consider Myself a Cybernetician/Wffaf3ggpv + (Weil jede Sprache und jedes Wort in dieser Sprache eine unterschiedliche Realität darstellt, unterscheiden sich sprachliche Konzepte von Person zu Person.)
- Annotation:Why I Consider Myself a Cybernetician/Bo99gzkh67 + (Weil jeder Mensch auf unterschiedliche Erfahrungen zurückgreift und Dinge je nach Erfahrungsstand unterschiedlich wahrgenommen werden, können Bedeutungen von Wörtern nie auf die selbe Art und Weise erfasst werden.)
- Annotation:Why I Consider Myself a Cybernetician/F4ip0vpz5z + (Weil wir durch Anpassung und den Kontext Diskrepanzen im Verstehen vermeiden können, bedeutet Kompatibilität nicht Identität, sondern Durchführbarkeit unter den gegebenen Umständen.)
- Annotation:Annotationen:Die Radikal-Konstruktivistische Wissenstheorie/Ikwep5m4go + (Wenn der ‘intelligente’ Organismus nicht a … Wenn der ‘intelligente’ Organismus nicht auf Stimuli der Umwelt, sondern lediglich auf Unterschiede zwischen Wahrnehmungen und vorbestimmten Sollwerten reagiert, um sein internes Gleichgewicht zu erhalten, dann gewinnt der Organismus kein objektives Wissen von der Außenwelt. Er kann bestenfalls lernen, sein Gleichgewicht angesichts der Perturbationen, die er wahrnimmt, einigermaßen aufrecht zu erhalten.rnimmt, einigermaßen aufrecht zu erhalten.)
- Annotation:The Development of Language as Purposive Behavior*/Llays52mfn + (Wenn ein Individuum durch seine Handlung nicht nur seine eigene Störung sondern auch die Störung anderer Individuen reduziert, führt dies zwangsläufig zur Bildung von Gruppen)
- Annotation:Aspects of Constructivism/Cvdz9a8uhd + (Wenn wir das Lernen Studierender anregen wollen, dürfen wir nicht vergessen, dass Wissen außerhalb des Verstandes nicht existiert.)
- Annotation:Annotationen:Thoughts about Space, Time, and the Concept of Identity/Hnm7nbi88j + (What one makes oneself can hardly be expected to have that perennial reliability one would like to attribute to the real world.)
- Annotation:Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Z6pnfx3p0k + (What speakers of a language have construct … What speakers of a language have constructed as the meanings of the words they use, is at best compatible in the linguistic interactions with other speakers; but such compatibility remains forever relative to the limited number of actual interactions the individual has had in his or her past. What speakers have learned to mean always remains their own construction.ean always remains their own construction.)
- Annotation:Annotationen:The Reluctance to Change a Way of Thinking/Ef3tssha25 + (What we call “knowledge”, then, is the map of paths of action and thought which, at that moment in the course of our experience, have turned out to be viable for us.)
- Annotation:Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Olvapcssex + (Whatever one assumes to be genetically determined in children, it is they themselves who must actively isolate units in their experiential field and abstract them into concepts.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/B4xmtlx8ai + (When I visually distinguish a hand from th … When I visually distinguish a hand from the writing pad and the table on which it lies, I carry out exactly the same kinds of operations as when I distinguish the coffee cup from the table on which it stands, or the picture from the wall on which it hangs, or the cardinal outside my window from the branch on which it happens to be perched and from the rest of the landscape.erched and from the rest of the landscape.)
- Annotation:Annotationen:Cybernetics, Experience, and the Concept of Self/Mr0ewqq6yn + (When an infant, for instance, assimilates … When an infant, for instance, assimilates some visual elements to the invariant pattern that, for him, constitutes a rattle, and grasps and shakes a piece of wood that happens to be within reach, then the absence of the auditory element expected to ensue may cause a discrepancy that cannot be eliminated by assimilation. In that case, attention is likely to be focused on any of the formerly disregarded visual or tactual elements by means of which the piece of wood could be discriminated from the rattle. Once the discrimination has occurred, the new elements, with or without some of the old ones, can be associated in an act of accommodation to form a novel scheme. This novel scheme, from then on, will serve as a relatively independent invariant for the assimilation of future experiences.or the assimilation of future experiences.)
- Annotation:Annotationen:The Reluctance to Change a Way of Thinking/Pp2o1bfp77 + (When the nail that holds up the wire to my … When the nail that holds up the wire to my computer falls out of the wall in my study and I use my shoe to hammer it in again, I am deliberately assimilating the shoe to the function of a hammer. It may work, or it may not, but even if it does work I am not led to believe that the shoe is a hammer. In contrast, a child that has just begun to associate two or three visual characteristics, such as four legs, a tail, and fur, with utterances of the word “dog”, may well utter that word when a new visual experience allows her to see these three characteristics. A psychologist who witnesses this, may smile and say: “Ah, you see, she assimilates the lamb to her concept of dog!” He will be quite right, of course, in making this assessment; but he will be wrong if he believes that the child’s utterance requires some special activity that is called “assimilation”. From the child’s point of view, given her criteria for using the word “dog”, the lamb is a dog, and she has no reason to modify her categorization until some unexpected event creates a perturbation. Only when the new item behaves in a way that seems undog-like to her, or when someone says “No, dear, this is a lamb”, will the child have occasion to accommodate, i.e., to look for a distinguishing characteristic and, if one can be found, to create a new conceptual category called “lamb”.e a new conceptual category called “lamb”.)
- Annotation:Annotationen:Why Constructivism Must be Radical/Gvgr1cfdyn + (When you are engaged, as you are now, in r … When you are engaged, as you are now, in reading what I have written, it can be said that communication is taking place. To be more precise, you are in the position of a receiver. Let’s take a moment to observe what goes on. To begin with, you have to be able to perceive a series of black marks printed on the page and to identify these marks, first as letters and then as combinations of letters forming words of a language with which you are familiar. You are familiar with a language whenever the meanings of most of its words hold some asso ciation for you. At that point, the perception of words calls up meanings in your head and you attempt to link these meanings together in order to develop larger conceptual structures that are related to the sentences of the text. If you succeed and manage to produce structures that appear reasonable to you, you feel that you have understood what the author intended to say.nderstood what the author intended to say.)
- Annotation:Annotationen:Teleology and the Concepts of Causation/Ptohla9ckc + (Where evolution is concerned, then, there is no harm in using ‘purpose of’ as a descriptive tool, provided one does not mistake it for the purpose for, which would imply a guiding outside force that intentionally designed the thing one is describing.)
- Annotation:The Construction of Knowledge/P9zy7ix2kf + (Wir können Dinge unterscheiden, weil wir "Informationen" der sogenannten "Außenwelt" erhalten.)
- Annotation:The Construction of Knowledge/Vv1v78go0n + (Wir können nur wissen, was wir selbst gemacht haben)
- Annotation:Annotationen:Die Radikal-Konstruktivistische Wissenstheorie/Gir8vy52bm + (Wir können unser Weltbild nur mit anderen … Wir können unser Weltbild nur mit anderen Vorstellungen vergleichen, die wie die erste auf unserem Erleben beruhen und somit durch unsere Art und Weise des Wahrnehmens und Begreifens gebildet wurden. Alles Wissen unterliegt dieser Bedingung, denn was immer wir auch tun, wir können aus unseren Formen des Erlebens und Denkens nicht aussteigen.des Erlebens und Denkens nicht aussteigen.)
- Annotation:An Introduction to Radical Constructivism/P9zxwcufnk + (Wir können unsere Wahrnehmung nur durch den Vergleich mit anderen Wahrnehmungen prüfen, aber nie mit dem Objekt wie es sein könnte, bevor wir es wahrnehmen)
- Annotation:The Construction of Knowledge/Wlj0k4uh7k + (Wissen bietet keine Darstellung einer unabhängigen Welt, sondern eine Karte dessen, was in der erlebten Umgebung getan werden kann.)
- Annotation:The Construction of Knowledge/Lmye72noaq + (Wissen ist konstruiert)
- 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.)