Articles

Radical versus Social Constructivism: An Epistemological-Pedagogical Dilemma

Shashidhar Belbase

Abstract

In this paper, the author has discussed the epistemological and the pedagogical dilemma he faced in the past and that he is still facing within radical and social constructivist paradigms. He built up an understanding of radical constructivism from the works of Ernst von Glasersfeld and social constructivism from the works of Paul Ernest. He introduced the notion of constructivism including both radical constructivism and social constructivism in brief. Then he reconceptualized these forms of constructivism in terms of epistemological and pedagogical motivation leading to a dilemma. He emphasized how the dilemma within these paradigms might impact one’s actions and how resolving this dilemma leads to eclecticism. He summarized that one paradigm world does not function well in the context of teaching and learning of mathematics (and science). Finally, he concluded the dilemma issue with epistemological and pedagogical eclecticism.  

Anahtar Kelimeler: Radical Constructivism, Social Constructivism, Epistemological-pedagogical Dilemma, Epistemological Eclecticism, Pedagogical Eclecticism

How to Cite

Belbase, S. (2014). Radical versus Social Constructivism: An Epistemological-Pedagogical Dilemma. International Journal of Contemporary Educational Research, 1(2), 98–112. Retrieved from https://ijcer.net/index.php/pub/article/view/20
Endnote/Zotero/Mendeley (RIS) BibTeX

Author Biography

Shashidhar Belbase

Corresponding Author: Shashidhar Belbase, belbaseshashi@gmail.com, University of Wyoming, Laramie.

References

  1. Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development, vol. 6: Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press.
  2. Belbase, S. (2006). My journey of learning and teaching mathematics from traditionalism to constructivism: A portrayal of pedagogical metamorphosis. (Unpublished M. Phil. Dissertation). Kathmandu University. Online available from: http://files.eric.ed.gov/fulltext/ED502252.pdf
  3. Belbase, S. (2011). Radical versus social constructivism: Dilemma, dialogue, and defense. Online available
  4. from: http://files.eric.ed.gov/fulltext/ED525159.pdf
  5. Belbase, S. (2013). A unified theory of mind-brain relationship: Is it possible? Open Journal of Philosophy,
  6. (4), 443-450. Online available from: http://file.scirp.org/Html/37629.html
  7. Belbase, S., Luitel, B. C., & Taylor, P. C. (2008). Autoethnography: A method of research and teaching for
  8. transformative education. Journal of Education and Research, 1(1), 86-95. Online available from:
  9. http://www.nepjol.info/index.php/JER/article/view/7955
  10. Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational
  11. practice. In C. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of
  12. instructional theory (vol. 2) (pp. 269-292). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  13. Christie, A. (2005). Constructivism and its implications for educators. Online available from the World Wide
  14. Web: http://alicechristie.com/edtech/learning/constructivism/index.htm
  15. Cobb, P. (1990, February). Reconstructing elementary school mathematics. Paper presented at the annual
  16. meeting of the Research Council for Diagnostic and Prescriptive Mathematics, Washington D.C.
  17. Confrey, J. (1990). What constructivism implies for teaching, in Davis, Maher, and Noddings (Eds.).
  18. Constructivist views on the teaching and learning of mathematics. Monograph of the Journal of
  19. Research in Mathematics Education. Reston, VA: NCTM.
  20. Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A constructivist approach.
  21. Reference Services Review, 32(2), 141-148. Online available in the following World Wide Web:
  22. http://www.unc.edu/~bwilder/inls111/111beyondactivelearningWED.pdf
  23. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the
  24. classroom. Educational Researcher, 23(7), 5-12.
  25. Ellerton, N.F., & Clements, M. A. (1992). Some pluses and minuses of radical constructivism in mathematics
  26. education. Mathematics Education Research Journal, 4(2), 1-22.
  27. Ernest, P. (1991). The philosophy of mathematics education. London, U. K.: Falmer.
  28. Ernest, P. (1995). The one and the many. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 459–
  29. . Hillsdale, NJ: Lawrence Erlbaum.
  30. Ernest, P. (1998). Social constructivism as a philosophy of mathematics. New York, NY: State University of
  31. New York Press.
  32. Ernest, P. (2010). Reflections on theories of learning. In B. Sriraman & L. English (Eds.), Theories of
  33. mathematics education: Seeking new frontiers (pp. 39-47). New York, NY: Springer. DOI:
  34. 1007/978-3-642-00742-2_4
  35. Ernest, P. (March 23, 1999). Social constructivism as a philosophy of mathematics: Radical constructivism
  36. rehabilitated. Online available from: http://people.exeter.ac.uk/PErnest/soccon.htm
  37. Gray, A. (1997). Constructivist teaching and learning. SSTA Research Center Report. Online retrieved from:
  38. http://saskschoolboards.ca/research/instruction/97-07.htm#What is Constructivism?
  39. Hackenberg, A. J. (2010). Mathematical caring relations in action. Journal for Research in Mathematics
  40. Education, 41(3), 236-273.
  41. Hardy, M., & Taylor, P. C. (1997). Von Glasersfeld’s radical constructivism: A critical review. Science &
  42. Education, 6, 135-150.
  43. Hatfield, L. L. (2013). Some pedagogical and psychological aspects of mathematical modeling in school
  44. mathematics. In R. L. Mayes, L. L. Hatfield, & M. V. Mackritis (Eds.), Quantitative reasoning in
  45. mathematics and science education: Papers from an international STEM research symposium
  46. (WISDOMe Monograph, Vol. 3, pp. 149-167). Laramie, WY: University of Wyoming.
  47. Hein, G. E. (1991). Constructivist learning theory. Paper presented at the International Committee of Museum
  48. Educators Conference, Jerusalem Israel, (15-22 October). Online available from the World Wide Web:
  49. http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
  50. Heylighen, F. (1997). Epistemological constructivism. Online retrieved on July 10, 2011 from the World Wide
  51. Web: http://pespmc1.vub.ac.be/CONSTRUC.html
  52. Leo, C. (1990). Reflexive thinking in mathematics: Formal and informal aspects. In A. Diez, J. Echeverria, A.
  53. Ibarra (Eds.), Structures in mathematical theories (383-389). San Sebastian International Symposium.
  54. Online available from: http://www.tau.ac.il/~corry/publications/articles/pdf/reflexive.pdf
  55. Luitel, B. C. (2009). Narrative explorations of lived mathematical curriculum: An epic journey. Saarbrucken,
  56. Germany: VDM Verlag.
  57. Noddings, N. (1990). Constructivism in mathematics education. In R.B. Davis, C.A. Maher, & N. Noddings
  58. (Eds.), Monographs of the Journal for Research in Mathematics Education, 4, 19-29. Reston, VA:
  59. NCTM.
  60. Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9), 1623-1640. New York, NY:
  61. Teachers College, Columbia University.
  62. Solomon, J. (1983). Learning about energy: How pupils think in two domains. European Journal of Science
  63. Education, 5(1), 49-59.
  64. Steffe, L. P. (2011). Perspectives on collaborative research in mathematics education with interdisciplinary
  65. connections. In S. A. Chamberlin, L. L. Hatfield, & S. Belbase (Eds.), New perspectives and directions
  66. for collaborative research in mathematics education: Papers from a planning conference for
  67. WISDOMe (WISDOMe Monograph, Vol. 1, pp. 11-28). Laramie, WY: University of Wyoming.
  68. Steffe, L. P. (n. d.). Basic problems in mathematics education research. Retrieved from the World Wide Web:
  69. http://www.wiziq.com/tutorial/1892-Basic-Problems-in-Mathematics-Education-Research1
  70. Steffe, L. P., & Kieren, T. (1994). Radical constructivism and mathematics education. Journal for Research in
  71. Mathematics Education, 25(6), 711-733.
  72. Steffe, L. P., Moore, K. C., Hatfield, L. L., & Belbase, S. (Eds.). (2014). Epistemic algebraic students:
  73. Emerging models of students’ algebraic knowing: Papers from an invitational international conference
  74. (vol. 4). Laramie, WY: College of Education, University of Wyoming.
  75. Steffe, L. P., & Thompson, P. W. (Eds.). (2000). Radical constructivism in action: Building on pioneering work
  76. of Ernst von Glasersfeld. New York, NY: RoutledgeFalmer.
  77. Thompson, P. W. (2000). Radical constructivism: Reflections and directions. In L. P. Steffe & P. W. Thompson
  78. (Eds.), Radical constructivism in action: Building on the pioneering work of Ernst von Glasersfeld (pp.
  79. -315). New York, NY: RoutledgeFalmer.
  80. Uden, L., Liu, K., & Shank, G. (2001). Linking radical constructivism and semiotics to design a constructivist
  81. learning environment. Journal of Computing in Higher Education, 12(2), 34-51.
  82. Von Glasersfeld, E. (1985a) Reconstructing the concept of knowledge. Archives de Psychologie, 53, 91–101.
  83. Von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & T. N. Postlethwaite (Eds.), The
  84. international encyclopedia of education: Research and studies (pp. 162-163). Supplementary Volume
  85. Oxford, U. K.: Pergamon Press.
  86. Von Glasersfeld, E. (1990). Environment and communication. In L.P. Steffe & T. Wood (Eds.), Transforming
  87. children’s mathematics education: International perspectives (pp. 30-38). Hillsdale, NJ: Lawrence
  88. Erlbaum.
  89. Von Glasersfeld, E. (1991). Questions and answers about radical constructivism. In M.K. Pearsall (Ed.), Scope,
  90. sequence, and coordination of secondary school science, Vol. II: Relevant research, (pp. 169-182).
  91. Washington, D.C.: The National Science Teachers Association.
  92. Von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. New York, NY:
  93. RoutledgeFalmer.
  94. Von Glasersfeld, E. (1996). Aspects of radical constructivism. Earlier Published as: Aspectos del
  95. constructivismo radical in M. Pakman (Ed.), Construcciones de la experiencia humana (23-49). Barcelona, Spain: Gedisa Editorial. Online available from the following World Wide Web:
  96. http://www.univie.ac.at/constructivism/EvG/papers/191.pdf
  97. Von Glasersfeld, E. (2001). Radical constructivism and teaching. Perspectives, 31(2), 191-2004. Online
  98. available from: http://www.univie.ac.at/constructivism/EvG/papers/244.2.pdf
  99. Vygotsky, L. S. (1930). Mind and society. Cambridge, MA: Harvard University Press.
  100. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  101. Wilding-Martin, E. C. (2011). Paul Ernest’s social constructivist philosophy of mathematics education.
  102. ProQuest, UMI Dissertation Publishing.
  103. Wuketits, F. M. (1984). Evolutionary epistemology: A challenge to science and philosophy. In F. M. Wuketits
  104. (Ed.), Concepts and approaches in evolutionary epistemology (pp. 1-29). Dordrecht, The Netherlands: Reidel.