From Constructivism to a Pragmatist Conception of Learning

Kivinen, Osmo; Ristelä, Pekka

doi:10.1080/03054980307442

Cited by 47 publications

(30 citation statements)

References 9 publications

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“…Indeed, Orit's persistence in seeking clear-cut answers as opposed to my persistence in documenting clear-cut questions, can be interpreted as a situation in which two competing discourses, the 'dilemmatic-knowing that' discourse (conveying the hegemony of abstraction of the Surfacing the tensions of constructivist pedagogy 303 academic world) and the 'problem-solving-knowing how' discourse (representing the concrete world of practice), were struggling to gain prominence on the conversational floor. Orit's conception of knowledge as a testable picture of an independent reality could not reconcile with my constructivist views that there can be no objective assessment of how knowledge fits the world (Kivinen & Ristela, 2003).…”

Section: Examining the Hidden Part Of The Iceberg: Critical Incidentsmentioning

confidence: 96%

“…This kind of 'loop' into both the process of mentoring the group, and the content of the authentic mentoring text, is theoretically grounded in the constructivist assumption that experiencing and introspection into the experience are complementary meaning-making processes. Put differently, thinking about something on the cognitive level can simultaneously direct and evaluate introspection at a meta-cognitive level (Kivinen & Ristela, 2003).…”

Section: Shaping the Iceberg: The Structure Of My Constructivist Pedamentioning

confidence: 99%

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Cracks in the iceberg: surfacing the tensions of constructivist pedagogy in the context of mentoring

Orland‐Barak

2005

Teachers and Teaching

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Section: Examining the Hidden Part Of The Iceberg: Critical Incidentsmentioning

confidence: 96%

Section: Shaping the Iceberg: The Structure Of My Constructivist Pedamentioning

confidence: 99%

Cracks in the iceberg: surfacing the tensions of constructivist pedagogy in the context of mentoring

Orland‐Barak

2005

Teachers and Teaching

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“…Although a popular topic in education, constructivism represents a variety of disparate learning theories and pedagogical practices (Kivinen and Ristela, 2003;Phillips, 1995;Prawat, 1996). While some have derided constructivism's benefits and proclaimed its weaknesses (Fox, 2006;Meyer, 2009), others have enthusiastically promoted it (Duffy and Cunningham, 1996;Jonassen et al, 2007;Palincsar, 1998).…”

Section: Constructivism Vs Instructivismmentioning

confidence: 99%

Applying constructivism in instructivist learning cultures

Porcaro

2011

Multicultural Ed & Tech Jnl

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Purpose -Many educators have advocated constructivist-based pedagogies as a way to develop the skills needed in knowledge societies. However, many countries have a tradition of instructivist-based practices, which rely on didactic lectures, rote memorization and high-stakes exams. The purpose of this paper is to conceptualize the reactions to constructivist-based pedagogy in instructivist-based learning cultures. Design/methodology/approach -The author employs a literature review to compare the philosophical and pedagogical differences between constructivism and instructivism, and proposes a conceptual model for introducing constructivist-based pedagogies into instructivist learning cultures. Findings -The needs of teachers, students, and institutions intersect during pedagogical innovations, which take place within national systems. The alignment between students' and teachers' educational philosophies, as well as an institutional system's resources, policy, and culture can bring conflict or congruence, as teachers, students, administrators and other stakeholders dismiss, adapt, ignore or celebrate the (mis)alignment. Originality/value -The model described in this paper is intended to serve as a guide for educators who are introducing innovative pedagogies in a variety of settings, and will continued to be validated through a design-research study in Oman.

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“…We would also like to mention that our outlook on university matters and academic life stems from the pragmatist tradition as a general frame of reference, although this article will not discuss pragmatism any further. (See Kivinen 2002;Kivinen andRistela¨2002 and2003. )…”

mentioning

confidence: 95%

Privileges of Universitas Magistrorum et Scolarium and their Justification in Charters of Foundation from the 13th to the 21st Centuries

Kivinen

Poikus

2006

High Educ

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Analysing foundation charters, this article explores the various purposes universities have been said to serve at different periods of time, how the distinction between universities and other educational establishments has been made, and how the actions of the academic community have been justified. The data consist of 225 charters of foundation from the year 1224 to 1999. Granted by rulers, the charters depict universities as being suited to serve widely differing purposes, such as furthering the material and spiritual prosperity of the nation and the local community, strengthening the right faith and training public servants. Charters granted universities privileges such as the status of studium generale and ius ubique docendi, a universal teaching licence. These privileges created a foundation for all later principles generally applicable to the academic world. The universities originating in academic guilds founded for the protection of scholars have always been answerable to societal demands. A certain degree of loyalty by academic people to those in power has, in turn, secured the universities and the academic community their vital integrity and freedom of opinion, publication and research.Keywords: academic community, academic privileges and their justification in charters of foundation, establishment of universities, guilds, status and functions of universities Research framework, data and previous studiesThe university has been a popular subject for writers throughout history, but there is a relatively small number of studies about the academic establishment attempting a comprehensive historical compass.

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From Constructivism to a Pragmatist Conception of Learning

Cited by 47 publications

References 9 publications

Cracks in the iceberg: surfacing the tensions of constructivist pedagogy in the context of mentoring

Cracks in the iceberg: surfacing the tensions of constructivist pedagogy in the context of mentoring

Applying constructivism in instructivist learning cultures

Privileges of Universitas Magistrorum et Scolarium and their Justification in Charters of Foundation from the 13th to the 21st Centuries

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