Lonergan's Theory of Cognition, Constructivism and Science Education

Roscoe, Keith

doi:10.1023/b:sced.0000042853.60774.b2

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…His GEM provides a framework that can be applied in any discipline, including the sciences, to "bridge the gap between lecturing and hands-on learning" (Marroum, 2004, p. 521). As Roscoe (2004) suggests, Lonergan offers a way to reconcile constructivist theories of learning, which hold that students form their own knowledge, and traditional 'realism' that emphasizes instruction of the student. For Lonergan, the presentation of content and individual construction of concepts "does not constitute a dichotomy, but simply different parts of the same process of knowing" (Roscoe, 2004, p. 550; see also Kirschner & van Merriënboer, 2013).…”

Section: The Praxis Program Of the Advanced Seminar On Missionmentioning

confidence: 99%

“…Students worked in pairs on these projects and chose from a range of topics, or could propose their own topic for approval. The authors felt that students would be more engaged in conducting research for a topic they had chosen, engendering in them sufficient interest to wonder and ask questions (Marroum, 2004;Roscoe, 2004), rather than simply reporting on set experiments. In Lonergan's terms, these assignments gave students an opportunity to expand their horizons beyond the class laboratory and appropriate their own knowledge (Lonergan, 1993).…”

Section: Lessons Learned and Revisions To The Coursementioning

confidence: 99%

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Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Rose-Wiles

Glenn

Stiskal

2017

The Journal of Academic Librarianship

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IntroductionThe purpose is to illustrate how a team of 3 faculty from different disciplines sought to increase select information literacy outcomes of first year biology students using Bernard J. Lonergan's cognitional theory, the Generalized Empirical Method (GEM). The majority of students entering college have little experience in finding, retrieving, understanding, evaluating, incorporating, and citing scholarly sources in their scientific research papers. One factor may be a lack of library instruction and research experience in high school (Head, 2013;Smith et al., 2013;Douglas & Rabinowitz, 2016). Even for those with prior instruction, transitioning from high school level assignments to college level research can be a formidable challenge (Bent, 2008;Warwick et al., 2009;Varlejs et al., 2014;Loesch, 2017). In addition, few students understand the system of scholarly publishing or the structure of scientific information (Badke, 2012). They do not grasp the relationship between articles, journals, and library databases or the difference between searching a scientific database and using search engines such as Google. In her seminal paper "Desperately Seeking Citations: Uncovering faculty assumptions about the undergraduate research", Leckie (1996) describes how undergraduates have only the vaguest ideas about the research and scholarly publication process; they conceptualize research as "a fuzzy, library-based activity that is required of them to complete their coursework" (p. 202-203). A follow-up report (Rose-Wiles & Hofmann, 2013) suggests that little has changed in almost three decades, and that dependence on databases and on-line articles, rather than searching in physical journals, makes the library-based research process even more confusing for naïve undergraduate students.Science is a research-driven discipline, and therefore students should possess the requisite search skills. They have heard of the scientific method, but seem to associate it solely with completing hands-on experiments or Eureka style discovery rather than with background reading, hypothesis formation and testing and finally communication of results. As Cervetti and Pearson (2012) note, students treat science texts as if they contained established truths, without understanding how facts are determined or thinking of science as way of answering questions. Furthermore, most first year science students do not know how 4 PREPRINT: Enhancing information literacy using Bernard Lonergan's Generalized Empirical Method to generate interesting research questions that would lead to the discovery of new information and contribute to their learning. Even within a science course, the students' laboratory experiences seldom go beyond replicating well-established observations, with minimal dialog when reporting the results.Students often lack an understanding of how a literature search contributes to an in-depth discussion of their laboratory results. Thus to succeed in college, students must transition from replication of data obtained in a highly ...

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Section: The Praxis Program Of the Advanced Seminar On Missionmentioning

confidence: 99%

Section: Lessons Learned and Revisions To The Coursementioning

confidence: 99%

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Rose-Wiles

Glenn

Stiskal

2017

The Journal of Academic Librarianship

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“…As AI systems grow in complexity, there is a temptation to see them as near-perfect facsimiles of human intelligence or even spiritual conduits (Porayska-Pomsta and Rajendran 2019; Ryan 2020). But Lonergan would prompt us to remember that genuine understanding, especially in spiritual realms, goes beyond mere data processing or pattern recognition (Roscoe 2004;Lonergan 2013). It encompasses the richness of human emotion, intuition, faith, and the transcendental connection to the divine (Lonergan 2017, p. 207).…”

Section: A Future Of Co-creation: Mankind Ai and Divinitymentioning

confidence: 99%

The Intersection of Bernard Lonergan’s Critical Realism, the Common Good, and Artificial Intelligence in Modern Religious Practices

Umbrello

2023

Religions

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Artificial intelligence (AI) profoundly influences a number of societal structures today, including religious dynamics. Using Bernard Lonergan’s critical realism as a lens, this article investigates the intersections of AI and religious traditions in their shared pursuit of the common good. Beginning with Lonergan’s principle that humans construct their understanding through cognitive processes, we examine how AI-mediated realities align with or challenge traditional religious tenets. By delving into specific cases, we spotlight AI’s role in reshaping religious symbols, rituals, and even creating novel spiritual meanings. Using Lonergan’s insights on the balance between subjectivity and objectivity, I analyze AI’s potential to both create new sacred spaces and challenge religious orthodoxy. The crux of the discussion centers on the negotiation between religious values and technological innovation, assessing how AI can bolster religious life while maintaining its core essence. Ultimately, this article underscores the importance of the common good in the age of AI-driven religious evolution.

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“…While Lonergan regards this judgement process to be rather objective (Roscoe, ), I propose it is subjective, ‘coloured’ by the judge's cultural, paradigmatic and individual embeddedness. Here, presenting the participants with the theoretical perspective becomes useful because it can change the individual ‘colouring’, i.e.…”

Section: Experiential and Generic Knowledgementioning

confidence: 99%

The Contribution of Theory and Experience to Generic Meaning‐making: A Reflection on Participatory System Dynamics Modelling

Zimmermann

2017

Syst. Res

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Lonergan's Theory of Cognition, Constructivism and Science Education

Cited by 7 publications

References 8 publications

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

The Intersection of Bernard Lonergan’s Critical Realism, the Common Good, and Artificial Intelligence in Modern Religious Practices

The Contribution of Theory and Experience to Generic Meaning‐making: A Reflection on Participatory System Dynamics Modelling

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