Table of Contents

Series Editor Preface Paul Ernest Preamble Heinz von FoersterSection I: Knowledge, Language and Communication 1. Problems of Constructivism Ernst von Glaserfeld 2. The Topic of Entity as it Relates to Ernst von Glaserfeld's Constructivism Edmond Wright 3. Ernst von Glaserfeld's Philosophy of Language: Roots, Concepts, Perspectives S.J. SchmidtSection II: Construction of the Self, Ethics and Paideia 4. Constructivism and Paideia Philip Lewin 5. Radical Constructivism: Notes on Viability, Ethics, and other Educational Issues Marie Larochelle 6. Constraints, Paideia, and Occassioning: Can Mathematics Teaching be Part of Paideia? Thomas E. Kieren 7. Epistemological Origins of Ethics Hugh Gash 8. Perspectives on Issues Concerning the Self, Paideia, Constraints and Viability, and Ethics Leslie P. SteffeSection III: Practice of Mathematics Education 9. Students' Constructions: A Necessity for Formalizations in Geometry Jan van den Brink 10. Professional Development in Recovery Education Robert J. Wright 11. Constructivism in Social Context Paul Cobb 12. Perspective on Practice in Mathematics Education Leslie P. StaffeSection IV: Teacher Education in Mathematics and Science 13. Science Teacher Preparation: An Attempt at Breaking the Re-Production Cycle of the Traditional Model of Teaching Jacques Desautels 14. Constructivism, Mathematics Teacher Education, and Research in Mathematics Teacher Development Martin A. Simon 15. Themes and Issues in Mathematics Teacher Education Robert P. Hunting 16. Becoming a Teacher-Researcher in a Constructivist Teaching Experiment Despina Potari 17. Perspectives on Constructivism in Teacher Education Leslie P. StaffeSection V: Reflections and Directions 18. Radical Constructivism: Reflections and Directions Patrick W. Thompson

About the Author

Leslie P. Steffe, Patrick W. Thompson