Hi All:
Do you think you could have questions by 7 pm tomorrow night? This way, I could send to Greta.
Here is one possible question I would like to pose.
Is social constructivist learning language dependent? At what point do you move from the the axis of individual creation of knowledge to social construction of knowledge?
Thanks,
Marcos
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Marcos A. Stafne
917.562.0613/ fax 718.699.1340
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2 comments:
I like this question. I had some difficulty with the problem of individual creation of knowledge vs. sociopolitical constructions of knowledge. It seems that if you view other people in the same way you view objects, that they become part of the individual's experience in the same way as a chair or fork. Does this change the way the individual operates? Does it change the way an educator approaches her work?
QUESTION:
How do the various Constructivisms bear on the professional practice of teachers?
A follow up question is my usual: Don't different questions require different models to explore them? How does choosing a camp and sticking with it limit the development of understanding regarding this issue?
In Phillips' "Response to Ernst von Glasersfeld," he states that "these philosophical issues do not have to be settled before the business of education can proceed...a student can manipulate geological samples without having to settle on a defensible philosophical account about the nature of the existence of these samples."
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