Not Signed-In
Which clippings match 'Socio-constructivism' keyword pg.1 of 1

Intelligence (articulated by individuals) is produced by communities

Brian Eno speaking at 'Basic Income: How do we get there?' Basic Income UK meet-up at St Clements Church Kings Square, London, 3 December 2015.



2015 • basic income • Brian Eno • community intelligence • cooperative intelligence • creative behaviour • cultural scene • David Graeber • Frances Coppola • ideas articulated by individuals • intelligence • intelligence is articulated by individuals • intelligence is produced by communities • intelligence of a whole cultural scene • intuition of a whole cultural scene • Londonlone genius • meet-up • myth of the genius • scenius • socio-constructivismsocio-cultural interactionsociological perspective • we are all born unequa


Simon Perkins
31 OCTOBER 2012

Constructivism: a recent perspective on learning with ancient roots

"Constructivism is a recent perspective or philosophy on learning with ancient roots (von Glasersfeld, 1995) that has extensive implications for the use of collaborative learning tools. In employing constructivism, some teachers believe that better learning occurs when knowledge is the result of a situated construction of reality (Brooks, 1990). Unfortunately, although constructivist revolutionaries have ventured onto the battlefield of epistemological change, most have not provided practicing educators with the wherewithal to reconstitute and embed constructivist ideas within their personal philosophies and teaching practices. Teachers might, in fact, design useful constructivistic learning environments and strategies, but may not recognize that they operate from a constructivist paradigm (Harris & Pressley, 1991). Even when constructivism is recognized as valuable, few guidelines exist for implementing and assessing it. So, when CSCL tools enter the instructional arsenal of public schools and higher education settings, constructivism may not be the theory of choice. And, undoubtedly, many scholars and researchers fuel this problem with intense debates that most practitioners simply lack the time and energy to deal with (e.g., see Ernest, 1995; von Glasersfeld, 1995).

Further muddying the debate, there is no canonical form of constructivist theory. Cobb (1994) identified two variations – cognitive constructivist and social constructivist – and there are undoubtedly more. Cognitive constructivists tend to draw insight from Piaget and focus on individual constructions of knowledge discovered in interaction with the environment ... Social constructivists rely more on Vygotsky (1978) and view learning as connection with and appropriation from the sociocultural context within which we are all immersed."

(Curtis Jay Bonk, Donald J. Cunningham and Kira S. King, p.32)

Bonk, Curtis Jay; Cunningham, Donald J. Bonk, Curtis Jay (Ed); King, Kira S. (Ed), (1998). "Searching for Learner–Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools" in Electronic collaborators: Learner–centered technologies for literacy, apprenticeship, and discourse., (pp. 25–50). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.


etter learning • canonical form • cognitive constructivist • collaborative learning tools • Computer Supported Collaborative Learningconstructivism • constructivist paradigm • constructivist theory • constructivistic learning environments • constructivistic learning strategies • CSCL • CSCL tools • Curtis Jay Bonk • Donald J. Cunningham • embed constructivist ideas • epistemological change • epistemological divergence • Ernst von Glasersfeld • individual constructions of knowledge • interaction with the environment • Jacqueline Grennon Brooks • Jean Piaget • Karen Harris • learningLev Vygotsky • Michael Pressley • Paul Cobb • Paul Ernest • personal philosophies • philosophy on learning • practicing educators • reconstitute constructivist ideas • situated construction of realitysocial constructivistsocio-constructivismsocio-constructivist • sociocultural context • teaching practices


Simon Perkins
08 JULY 2012

Gellof Kanselaar Research Education Psychology CSCL Learning

"Lev Vygotsky's (1896–1934) main relevance to constructivism derives from his theories about language, thought, and their mediation by society. He holds the anti–realist position that the process of knowing is rather a disjunctive one involving the agency of other people and mediated by community and culture. He sees collaborative action to be shaped in childhood when the convergence of speech and practical activity occurs and entails the instrumental use of social speech. Although in adulthood social speech is internalized (it becomes thought), Vygotsky contends, it still preserves its intrinsic collaborative character. "

(Gellof Kanselaar, 2002)

Kanselaar, Gellof, (2002). Unpublished paper about (Socio–)Constructivism.


(Socio-)Constructivism • adulthood • agency of other people • anti-realist position • becomes thought • childhoodcollaborative action • collaborative character • constructivism • convergence of speech and practical activity • disjunctive • education • education psychology • educational psychology • Gellof Kanselaar • instrumental use of social speech • internalised • Jean Piaget • Lev Semenovich Vygotsky • Lev Vygotsky • mediated by community and culture • mediation by society • process of knowing • psychology • shaped in childhood • social construction of knowledge • social speech • socio-constructivismsocio-constructivist • theories about language • thought • unpublished paper


Simon Perkins

to Folksonomy

Can't access your account?

New to Folksonomy?

Sign-Up or learn more.