Some Differences between Maturana and Varela 's Theory of Cognition and Constructivism

Proulx, Jérôme

doi:10.29173/cmplct8778

Cited by 28 publications

(15 citation statements)

References 18 publications

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“…Indeed, dialogue is the essence of education: it is through dialogic interaction that knowledge emerges [35,43], through discourse that we think and create meaning [44,45]. There is evidence that the way talk is used in classrooms affects learning [46], and analysis of classroom talk is core to understanding the effects of remedial interventions [47].…”

Section: Methodsmentioning

confidence: 99%

Remediation of at-risk medical students: theory in action

2013

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BackgroundPrevious work has shown that a programme that draws on a blend of theories makes a positive difference to outcomes for students who fail and repeat their first semester at medical school. Exploration of student and teacher perspectives revealed that remediation of struggling medical students can be achieved through a cognitive apprenticeship within a small community of inquiry. This community needs expert teachers capable of performing a unique combination of roles (facilitator, nurturing mentor, disciplinarian, diagnostician and role model), with high levels of teaching presence and practical wisdom. Yet, despite participants’ convergent opinions on the elements of effective remediation, significant differences were found between outcomes of students working with experienced and inexperienced teachers. The current study explores the actual practice of teachers on this remediation course, aiming to exemplify elements of our theory of remediation and explore differences between teachers.MethodsSince it is in the classroom context that the interactions that constitute the complex process of remediation emerge, this practice-based research has focused on direct observation of classroom teaching. Nineteen hours of small group sessions were recorded and transcribed. Drawing on ethnography and sociocultural discourse analysis, selected samples of talk-in-context demonstrate how the various elements of remediation play out in practice, highlighting aspects that are most effective, and identifying differences between experienced and novice teachers.ResultsLong-term student outcomes are strongly correlated to teacher experience (r, 0.81). Compared to inexperienced teachers, experienced teachers provide more challenging, disruptive facilitation, and take a dialogic stance that encourages more collaborative group dynamics. They are more expert at diagnosing cognitive errors, provide frequent metacognitive time-outs and make explicit links across the curriculum.ConclusionsRemediation is effective in small groups where dialogue is used for collaborative knowledge construction and social regulation. This requires facilitation by experienced teachers who attend to details of both content and process, and use timely interventions to foster curiosity and the will to learn. These teachers should actively challenge students’ language use, logical inconsistencies and uncertainties, problematize their assumptions, and provide a metacognitive regulatory voice that can generate attitudinal shifts and nurture the development of independent critical thinkers.

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Section: Methodsmentioning

confidence: 99%

Remediation of at-risk medical students: theory in action

2013

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“…La cognición entonces depende tanto de procesos reflexivos e interpretativos que realiza el individuo como de su acción. De hecho, Varela y Maturana (Proulx, 2008) le dan tanto peso a esta relación que acuñan el concepto de enacción, en donde se especifica que no existe una sola definición de lo real, sino que existe una interpretación subjetiva de la realidad que depende no solamente de los procesos cerebrales del individuo y de su memoria sino de la acción de sus sentidos.…”

Section: El Emprendedor Y Los Procesos Cognitivosunclassified

Estrategia Deliberada Y Emergente en Emprendimiento: Propuestas Desde Un Enfoque Cognitivo

Ramírez

Sanchez

Bustos

2020

FACE

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Proponer desde un enfoque cognitivo una ayuda visual para pilotear la estrategia deliberada de los emprendedores y establecer una guía de vigilancia estratégica para la creación de estrategias emergentes basada en la dinámica de los sistemas. Se utiliza una posición epistemológica constructivista y se basa en un método de intervención acción. Se establecen una ayuda visual basadas en el flujo de efectivo para pilotear la estrategia deliberada y se establece a la variabilidad, las restricciones y la incertidumbre como elementos para la reflexión en la creación de estrategias emergentes. Los emprendedores se deben de basar en la heurística para establecer estrategias tanto deliberadas como emergentes.

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“…However, how to learn to become an 'effective' teacher, a 'good' teacher is not a case of simply observing and copying another person or applying theories of learning and teaching. It involves a continuous circular process where both knower and known are brought forth and co-specify each other (Proulx, 2008). In TRUVIC students formed a collective consciousness that observed, became comfortable in a school, in different pedagogical spaces, got to know adolescent students, then volunteered to teach as they saw how they could contribute to the schoolteachers' lessons.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Transforming Teacher Education Thinking: Complexity and Relational Ways of Knowing

2015

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In order that teacher education programs can act as significant scaffolds in supporting new teachers to become informed, creative and innovative members of a highly complex and valuable profession, we need to re-imagine ways in which teacher education programs operate. We need to re-imagine how courses are conceptualized and connected, how learning is shared and how knowledge, not just “professional”, but embedded knowledge in authentic contexts of teaching and learning is understood, shaped and re-applied. Drawing on our study of a locally developed program in secondary teacher education called Transformative University of Victoria (TRUVIC), we offer a relational approach to knowing as an alternative to more mechanistic explanations that limit teacher growth and development. To ground our interpretation, we draw on complexity theory as a theory of change and emergence that supports learning as distributed, relational, adaptive and emerging.

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Some Differences between Maturana and Varela 's Theory of Cognition and Constructivism

Cited by 28 publications

References 18 publications

Remediation of at-risk medical students: theory in action

Remediation of at-risk medical students: theory in action

Estrategia Deliberada Y Emergente en Emprendimiento: Propuestas Desde Un Enfoque Cognitivo

Transforming Teacher Education Thinking: Complexity and Relational Ways of Knowing

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