Getting personal on reflecting teams / Cole, Patricia M. -- Shatz, Karen -- Sapoznik, Marcia -- Demeritt, Lisa A.

In: Journal of Systemic Therapies. - Roč. 20, č. 2, s. 74-87. - 2001

Reflecting teams remain a creative way of bending the tradition of a therapy team hidden behind a one way mirror. Several therapists have adapted the original reflecting team concept to fit with a more narrative tradition, particularly that of encouraging reflecting team members to talk about their personal experiences. This concept will be illustrated through a case example with the therapist, team members, and supervisor sharing their different perspectives. The discussion concludes with specific guidelines to help ensure the effectiveness of reflecting team self disclosure.

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Constructivist learning theory to web-based course design:
 An instructional design approach / Daley, Barbara J. -- Conceição-Runlee, Simone

With the advent of web-based courses and distance education technology, it is necessary to carefully consider how the use of this technology fosters the learning intended in adult education programs. In this paper, we have outlined constructivist learning theory as an approach to fostering web-based course development. A constructivist approach allows both learners and facilitators to take advantage of the World Wide Web, because the theory focuses on making connections and making meaning in the learning process. Web-based courses that are designed with a constructivist approach encourage the learners to navigate, create, and construct their unique knowledge base.

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Self-Organizing Systems / Decker, Ethan H.

One of the questions guiding subsets of physics, chemistry and biology research is Where does order come from? Following the general laws of thermodynamics it would seem that dynamic processes would find the path of least energy until the system found a low spot, a dead calm, and remained at equilibrium there until some obvious perturbation moved it from its complacency. For example, a pot of steaming sugar water will give off matter (water vapor) and energy (heat) until it reaches equilibrium with its environment. Cooling, evaporation and crystallization, governed by simple physical and chemical laws, will drive the system to a point of least energy, and we should find rock candy in the bottom of a dry pot.

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Constructivism: A ‘Next’ Area of Scientific Development? / Zeeuw, Gerard de

In: Foundations of Science, special issue on "The Impact of Radical Constructivism on Science", edited by A. Riegler. - Roč. 6, č. 1-3, s. 77-98. - 2001

Radical Constructivism has been defined as an ‘unconventional approach to the problem of knowledge and knowing’. Its unconventionality is summarised by its claim that it is impossible to attribute unique meaning to experience-as no mind-independent yardstick can be assumed to exist against which to identify uniqueness, and hence to produce knowledge and knowing. In other words, it is claimed that there is no ‘reality’ that is knowable to all individual knowers.

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Against Realist Instruction: Superficial Success Masking Catastrophic Failure and an Alternative / Dykstra, Dewey I. Jr.

In: Constructivist Foundations. - Roč. 1, č. 1, s. 49-60. - 2005

In Radical Constructivism (RC) (Glasersfeld 1991) we judge our understanding by what can be accomplished using that understand- ing. Realists do not understand the notion that RC is not about “truth,” but about fit to experience. In this article, we look at evidence in educational settings. While the evidence will be mostly from physics education, what is being described is not unique to the results of physics instruction. Education as we know it today is based in realism. How do the results of this education as we know it compare with results of education based in RC?

Hesla: vyučování

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Social constructivism as a philosophy of mathematics:
radical constructivism rehabilitated? / Ernest, Paul

In: Science & Education. - č. 2, s. 49-60. - 1993

Epistemological issues, although controversial, are central to teaching and learning and have long been a theme of PME. A central epistemological issue is that of the philosophy of mathematics. It is argued that the traditional absolutist philosophies need to be replaced by a conceptual change view of mathematics. Building on the principles of radical constructivism together with the assumption of the existence of the physical and social worlds, a social constructivist philosophy of mathematics is proposed. This suggests an explanation of both the apparent objectivity and the utility of mathematics. A consequence is that the criticism that radical constructivism is necessarily solipsistic is overcome.

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The MRI reflecting team: an integrated approach / Eubanks, Robert A.

In: Journal of Systemic Therapies. - Roč. 21, č. 1, s. 10-19. - 2002

The postmodern movement has opened avenues for unique, integrated ap- proaches to therapy. Postmodernism encourages a collaborative effort by the client and therapist in resolving presenting problems. The Mental Re- search Institute (MRI) reflecting team exemplifies this movement toward eclectic and integrated approaches to therapy, drawing upon the clients’ ability to find what will work best as a solution to their problems. This paper illustrates the integration of reflecting teams with MRI therapy.

Viz též: PŘEKLAD

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An Introduction to “Maturana’s” Biology / Fell, Lloyd

In: Seized by Agreement, Swamped by Understanding. Lloyd Fell, David Russell & Alan Stewart (Eds.) A collection of papers to celebrate the visit to Australia in August 1994 by Humberto Maturana. - - 1994

Our passion for this work arose in very different histories of living, but these histories converged some years ago around the writings of Humberto Maturana. There were other reasons for us getting together, but it was the ideas of Maturana which inspired us both to take another look at the way we were doing things in our research and education, respectively. One of us (Lloyd) was grappling with basic biological questions which arose from research on the physiology of stress. Maturana's ideas provided a new way of thinking about the relationship between living things and their environment. David, in psychology and education, sought from Maturana a more solid scientific grounding for the extraordinary richness of the experiential learning environment in which he worked.

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The Fuzziness of Communication A Catalyst for Seeking Consensus / Fell, Lloyd -- Dimitrov, Vladimir

In: Seized by Agreement, Swamped by Understanding. Lloyd Fell, David Russell & Alan Stewart (Eds.) A collection of papers to celebrate the visit to Australia in August 1994 by Humberto Maturana. - - 1994

Human beings differ in ways of understanding, interpreting, describing or sharing experience. On the basis of experience we construct our own conceptual systems (beliefs and values) that are neither consistent nor monolithic. "Alternative conceptual systems exist, whether one likes it or not. They are not likely to go away, since they arise from a fundamental human capacity to conceptualise experience...A refusal to recognise conceptual relativism where it exists does have ethical consequences. It leads directly to conceptual elitism and imperialism - to the assumption that our behaviour is rational and that of other people is not, and to attempts to impose our way of thinking on others" (Lakoff, 1987; p.337).

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Living Systems - Autonomous Unities / Fell, Lloyd -- Russell, David

In: Seized by Agreement, Swamped by Understanding. Lloyd Fell, David Russell & Alan Stewart (Eds.) A collection of papers to celebrate the visit to Australia in August 1994 by Humberto Maturana. - - 1994

The question which is never entirely resolved is: what is life? Biology, claims to stand for the study of life and living things, yet we would say that it cannot make a thoroughly clear distinction between living and non-living, except in some very obvious cases. There are textbook definitions, of course, based on certain notable properties such as the ability to metabolize or reproduce, but these are arbitrary. If we are familiar with the characteristics of a particular animal or plant, we know enough to be able to pronounce that it is dead when certain internal and external behaviours are no longer evident. Even this has difficulties - such as revealed in the arguments about whether to switch off a human life-support system or not. When you find a squishy object on the seashore, can you be sure if it is alive or dead - or never living? The same dilemma confronts medical scientists and microbiologists trying to decide, for example, whether viruses are living, or quasi-living, or intermittently living, or what.

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