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This book argues that the a€˜constructivist metaphora€™ has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science. Yet there are questions about knowledge that constructivism cannot properly answer, such as how a cognitive structure can intentionally develop a formation that is more complex than itself; how a learner can aim at a learning objective that is, by definition, itself unknown; how we learn through pain, suffering, love or passion; and the role emotion and crises play in knowing and learning. In support of the hypothesis that passibility underlies cognition, readers are provided with a collation of empirical studies and phenomenological analyses of knowing and learning sciencea€”in schools, scientific laboratories and everyday lifea€”all of which defy a constructivist explanation. The author argues that a€˜passibilitya€™ constitutes an essential factor in the development of consciousness, with a range of essential experiences that cannot be brought into the linguistic realm. His exploration is guided by concepts such as a€˜othernessa€™, passion, passivity and undecidability, and concludes by resituating the construction metaphor to accord it its proper place in a more comprehensive theory of learning.... (d) assembling furniture (e.g., from IKEA) from a sheet of instruction that are either in verbal or, frequently nowadays, in pictorial form; (e) learning to operate a new piece of software from a manual; or (f) using a new, fully electronic kitchenanbsp;...

Author:Wolff-Michael Roth
Publisher:Springer Science & Business Media - 2011-08-05


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