History Construction and Psychological and Pedagogical Technologies for the Formation of the Subject

The article examines history from the standpoint of radical constructivism as a conceptual construction of past events. History is a system of suggested social abstractions in relation to past events. Abstractions are embedded in the subject in the form of value attitudes through the transformation of connotations (symbolic) into concepts (imaginary). As a result of the use of psychological and pedagogical technologies, a socially mature and patriotically motivated personality appears.

Pengaruh Model Pembelajaran Problem Based Learning Dengan Modul Kontruktivisme Radikal Terhadap Hasil Belajar Peserta Didik

The low students' learning achievement is one of the problems that is occurred in learning process that is caused by the inappropriate learning strategy that was applied in the classroom in delivering the lesson, therefore the expected goal cannot be achieved. Learning in the classroom should be able to guide the students to be more creative and independent through a series of scientific activity. The purpose of this study was to measure the effect of Problem Based Learning (PBL) models and radical constructivism module on students' learning outcome in the Madrasah Tsanawiyah, Banda Aceh. The data were collected since November 2019 until April 2020. The method used in this study was an experimental method with randomized post-test only control- group design. This research was conducted in two classes: experimental class with PBL model learning with radical constructivism module and the control class with PBL model learning only. The number of samples for this research were 160 students. The samples were chosen through random sampling method by observing the students’ chances in each class and the Madrasah as the experiment and control classes. The objective tests were used as an instrument to measure students' learning outcome. The data were collected through post-test about the pollution of environment. The independent sample t-test was used to test the hypotheses to see the effect of Problem Based Learning (PBL) models and radical constructivism module on students’ learning outcome. The results analysis based on the outcome learning score was the value of Sig 0,05, t valuet table, 4,741,97. Hence, the students who took part in learning PBL model and radical constructivism module showed significantly better in their learning outcomes compared to students who took part in learning PBL model only.

Of the Trivial and the Radical: Is There a Coherent Constructivist Pedagogy?

Where a pedagogy is to be understood not simply in its weak sense as a range of classroom techniques but rather in its strong sense as embodying some conception of the ends of education such techniques subserve, coherence derives from the theoretical basis to which that pedagogy appeals. Where, however, such a theoretical basis is indistinguishable from that it purports to supplant or where it is inherently self-contradictory, the resulting pedagogy is incoherent. It is maintained here that “trivial constructivism” fails in the first respect and “radical constructivism” in the second and that any pedagogies based upon them are therefore incoherent.

Modelling the reciprocal dynamics of dialogical communication: On the communication-philosophical undercurrent of radical constructivism and second-order cybernetics

Even though both Ernst von Glasersfeld, the founding father of radical constructivism, and his epistemological alter ego, Heinz von Foerster, one of the principal architects of second-order cybernetics, would both repeatedly stress the formative importance of communication, neither would ever model communication as a phenomenon per se. I will propose a first modelling of communication as seen through the stereoscopic lens of these two schools of thought. I will first present, discuss and evaluate how communication is traditionally modelled. This will serve as an informed backdrop when I proceed to integrate the common denominators pertaining to communication from relevant works of both scholars. In addition to the fact that both would willingly profess to the ‘Linguolaxis’ of Maturana and Varela, i.e., that humans exist suspended in communication, two basic assumptions have proven formative. Firstly, that communication is perceived as a flux, as an almost William-James-like ‘stream of communication’. Secondly, and this is more in the vein of Heraclitus, that both communicators and communication alike undergo transformations in the process of immersion. This implies favouring a view of communication in which communication is a perpetual oscillation between ongoing reciprocal perturbations (Glasersfeld), that occur over time, and the endeavours to re-establish (cognitive) homeostasis (Foerster). The latter must not be reduced to either mere compliance, as it were, i.e., that the ‘other’ does as s/he is told, or to the mutual understanding of a dominance-free communication of a Habermasian persuasion, but rather in the pragmatic notion of ‘compatibility’ (Glasersfeld). For illustrative purposes I will end this paper by translating these notions into a model depicting what I have labelled co-actional communication, in effect forging an exemplar.

Historical Truth and the Truthfulness of Historians

Although philosophers and theologians have speculated on the ability of timeless, ontological truth to manifest itself in the flux of history, most working historians have focused on epistemological questions concerning the relationship between history as what actually happened and history as its present representation. Two extreme positions—naïve positivism and radical constructivism—have proven equally untenable. This chapter examines three alternatives: falsificationism, the new experientialism, and institutional justificationism. It defends the last of these, which posits a self-reflective community of competence, morally obliged to be truthful and engaged in an endless quest for plausible narratives and compelling explanations of past occurrences, as the most persuasive answer to skepticism about historical truth.

DIGITAL SOCIETY AND THE HUMAN PROBLEM

The article is devoted to the study of the human problem in a digital society. It is a question of changing the very nature of man, of transforming man into a transhuman, and later into a Posthuman. The principle of constructivism in this process is of key importance, forming constructivist thinking and worldview in the social sphere, in science and in culture as a whole. Such properties of radical constructivism as revolutionism, operationalism, efficiency, technicism, pragmatism, reductionism, and utilitarianism are highlighted. The article analyzes such manifestations of Posthuman as artificial intelligence, cyborgization, genetic manipulation, transhumanization, dehumanization of a person.

HISTORICAL REALITY IN THE LIGHT OF CONSTRUCTIVISM

The purpose of the article is to substantiate the thesis «historical reality as a narrative». The relevance of the article determines the place of historical knowledge as the most important ideological tool formalizing the national and civilian identity. The originality of the article lies in an attempt to find a middle ground between radical constructivism and realism whilst explaining the phenomenon of «historical reality». Research methodology — constructivism. This methodology leads to following results: 1. Historical reality is always a construct that has an author with his political, moral, religious or other beliefs. Based on this, it should be taken into consideration that other researchers establish different and even alternative historical realities. Therefore, the story will remain as a multitude of competing stories. 2. The reference to historical facts as a proof meaning the correspondence of the narrative to the described event is not a valid argument. There are the following reasons for this: a) any story originated in the past is limited to a certain number of facts. Meanwhile, there are always some unknown facts that can significantly change the picture of historical reality; b) historical reality made of fact selection depends on the researcher and the goals he pursues; c) falsification of facts is often used in historical sources. 3. Every honest researcher creates his own narrative out of real-life events and characters, which makes it possible to assert his objectivity and the incorrectness of the radical constructivism methodology. But even the most honest researcher has personality traits that can be reflected on his work, which gives grounds to claim that realism is wrong. Therefore, the truth still lies somewhere in the middle and being represented by moderate constructivism or constructive realism.

Constructive realism: advantages of ontology and methodology

This article attempts to reveal and analyse the advantages of constructive realism as a methodological framework of contemporary science. Comparing realism and constructivism as two divergent positions in epistemology in their extreme forms, we mention their downsides. These are the epistemological component for extreme realism and the ontological component for radical constructivism. We indicate that the concept of our study is characterized with the best balance of ontology and gnoseology and it allows overcoming ontological and epistemological difficulties associated with constructivism and realism correspondingly. We conclude that constructive realism may facilitate the development of the scientific worldview pertinent to modern knowledge and ready to respond the inherent methodological challenges that science faces.