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The relationship between radical constructivism, social constructivism and sociocultural theory

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Title: The relationship between radical constructivism, social constructivism and sociocultural theory


1
The relationship between radical constructivism,
social constructivism and sociocultural theory
  • Christian Holmboe
  • Dept of Teacher Training and School development
    University of Oslo

2
Outline of the talk
  • Clarify
  • Confuse
  • Tie together

Radical constructivism
Radical constructivism
Radical constructivism
Radical constructivism
Radical constructivism
Social constructivism
Social constructivism
Social constructivism
Social constructivism
Social constructivism
Sociocultural theory
Sociocultural theory
Sociocultural theory
Sociocultural theory
Sociocultural theory
3
Clarify
4
Learning theory based on epistemology
  • What is knowledge?
  • Where is knowledge?
  • How is knowledge created?
  • What is knowledge about?

5
Dichotomies (epistemology)
  • Scientist or student

6
Dichotomies (knowledge)
  • Scientist or student
  • Personal or collective

7
Dichotomies (learning process)
  • Scientist or student
  • Personal or collective
  • Discovery or construction

8
Dichotomies (world view)
  • Scientist or student
  • Personal or collective
  • Discovery or construction
  • Realism or relativism

Emc2
9
Constructivism
  • Knowledge is organised in cognitive schemes
  • Learning takes place in the form of assimilation
    (adding to the existing schemes) or accommodation
    (modifying the schemes)

10
Constructivism
11
The many faces of constructivism
Rationalistconstructivism
Psychologicalconstructivism
Radicalconstructivism
Empiricalconstructivism
Cyberneticconstructivism
Epistemicconstructivism
Idealistconstructivism
Trivialconstructivism
Metaphysicalconstructivism
Educationalconstructivism
Socialconstructivism
Philosophicalconstructivism
Cognitiveconstructivism
Epistemologicalconstructivism
12
Our 2 (or 3) faces of constructivism
Relativism, viability, and implications for the
meaning of reality and truth
Rationalistconstructivism
Psychologicalconstructivism
Radicalconstructivism
Empiricalconstructivism
Cyberneticconstructivism
Epistemicconstructivism
Idealistconstructivism
Sociology of Scientific Knowledge and
implications for the status of scientific
knowledge
Trivialconstructivism
Metaphysicalconstructivism
Educationalconstructivism
Socialconstructivism
Social mediation ofindividual learning
Philosophicalconstructivism
Cognitiveconstructivism
Epistemologicalconstructivism
13
Radical Constructivism
  • Knowledge is not passively received, but is
    actively built up by the cognizing subject.
  • The function of cognition is adaptive, and serves
    the subjects organization of the experiential
    world, not the discovery of an objective
    ontological reality.
  • von Glasersfeld (1995 p51)

Ernst von Glasersfeld
14
Relativists see truth as relative to a scientific
paradigm
15
Relativists see truth viability as relative to a
scientific paradigm
16
Sociology of Scientific Knowledge
  • Scientific knowledge as collectively endorsed
    beliefs
  • All beliefs (true or false) have some cause
    that should be symmetrically explainable
  • Scientific beliefs are explained as socially
    constructed through discursive persuasion and not
    as empirically deduced from observation
  • Bloor (1976/1991)

David Bloor
17
Socially mediated individual learning
18
Social Constructivism
  • Concepts evolve with aid of strenuous mental
    activity on the part of the child himself
  • Vygotsky (1986 p157)
  • Higher mental functioning in the individual
    derives from social life
  • Vygotsky (1978 p128)

Lev Vygotsky
19
Constructivism in science
determined inquiry
social negotiation
logical deduction
Fma
logical deduction
Fma
20
Constructivism in education
empirical analysis social negotiation
determined inquiry
random
Fma
adaptedby teacher
adaptedby teacher
interaction
reflection social negotiation
reflection social negotiation
viability check
viability check
21
The Vygotskian project
  • To find how aspirant members of a culture learn
    from their tutors how to understand the
    world.
  • There is no way, none, in which a human being
    could possibly master that world without the aid
    and assistance of others for, in fact, that world
    is others.
  • Bruner (1985)

Lev Vygotsky
22
The many faces of sociocultural theory
Activity theory
Socio-historic
Situated cognition
Cultural-historic
Sociocultural theory
Dialogism
Distributed cognition
Socio-interactive
23
The many faces of sociocultural theory
Activity theory
Socio-historic
Situated cognition
Cultural-historic
Sociocultural theory
Dialogism
Distributed cognition
Socio-interactive
24
Sociocultural theory
  • Human mental functions are inextricably situated
    in social, cultural, institutional and historical
    contexts.
  • Wertsch (1991 p86)
  • Language is the most important cultural tool
    available to man
  • It is therefore of particular interest for
    studying processes of learning.
  • Wertsch (1991)

Jim Wertsch
25
Knowledge means competency that is valued in
various areas
26
Language as a cultural artefact
  • It is through communication that sociocultural
    resources are created, but it is also through
    communication that they are carried forth
  • Thinking in the individual are forms of
    communication that the individual has met,
    appropriated and uses as resource in future
    situations
  • Säljö (2000)

Roger Säljö
27
Knowledge is embedded in cultural artefacts used
to mediate meaning
28
Confuse
29
The path(s) more travelled
Radicalconstructivism
Construc-tivism
Cognitive psychology
Socialconstructivism
Socialformationof mind
Sociohistoric psychology
Sensored
Socioculturaltheory
Anthro-pology
1935
1975
1990
2005
30
Sociocultural theory in constructivist terms
  • Childrens prior conceptual knowledge
    significantly affects their predictions,
    explanations, and perceptions of novel phenomena
  • Hennessy, Situated Cognition and Cognitive
    Apprenticeship (1993 p10)
  • not all words submit equally easily to
    transformation into private property many words
    stubbornly resist, others remain alien they
    cannot be assimilated into his context
  • Bakhtin, The Dialogic Imagination (1981
    p293-4)

31
The path(s) more travelled
Radicalconstructivism
Construc-tivism
Cognitive psychology
Socialconstructivism
Socialformationof mind
Sociohistoric psychology
Sensored
Socioculturaltheory
Anthro-pology
1935
1975
1990
2005
32
Constructivism in sociocultural terms
  • Learning is seen as the process by which
    individuals are introduced to a culture by more
    skilled members. As this happens they
    appropriate the cultural tools through their
    involvement in the activities of this culture.
  • Driver et al. Constructing scientific knowledge
    in the classroom (1994 p7)

33
The path(s) more travelled
Radicalconstructivism
Construc-tivism
Cognitive psychology
Socialconstructivism
Socialformationof mind
Sociohistoric psychology
Sensored
Socioculturaltheory
Anthro-pology
Anthro-pology
1935
1975
1990
2005
34
Tie together
35
Is there room for individual knowledge within a
sociocultural perspective?
  • Given that we
  • accept an independent reality
  • as basis for our experiences
  • acknowledge individual knowledge
  • as explanations of these experiences
  • Can we then take a distributed or sociocultural
    perspective on knowledge?

36
Knowledge as individual cognitive representations
37
The sum of what is known to people, the shared
resources available to a community
38
Sociocultural perspective again
  • Individual knowledge
  • Ability to participate in cultural practices
  • Distributed knowledge
  • Communitys ability to perform social tasks and
    to engage in these practices
  • Collaborative utilisation of available tools.
  • Gradual appropriation of cultural tools and
    skills.
  • Higher level of specialisation
  • Increased collective body of knowledge

39
Knowledge is constructed by reflections on
experiencesagainst thebackground ofprior
knowledge
40
Is there room for individual knowledge within a
distributed cognition perspective?
  • Yes!
  • Communicative activity, and individual thinking
    have continuous, dynamic influence on each other
  • Studies of the joint construction of knowledge
  • Studies of the interrelationships between
    individual and collective forms of knowledge

41
One big happy family
Radicalconstructivism
Construc-tivism
Cognitive psychology
Socialconstructivism
Socialformationof mind
Sociohistoric psychology
Sensored
Socioculturaltheory
Anthro- pology
1935
1975
1990
2005
42
The relationship between radical constructivism,
social constructivism and sociocultural theory
43
The road ahead
  • I believe that the prospects are good for
    developing a synthesis that will provide a
    coherent theory of social interaction and of
    cognitive processes.
  • If that happens in the next few decades it will
    be a strong scientific achievement of great
    importance to education
  • Greeno, 1997 p14

James Greeno
44
Some initial steps
  • Sfard On Two Metaphors for Learning and the
    Dangers of Choosing Just One Educational
    Researcher (1998)
  • Anderson, Greeno, Reder Simon Perspectives on
    Learning, Thinking, and Activity Educational
    Researcher (2000)
  • Leach Scott Individual and Sociocultural
    Views of Learning in Science Education Science
    Education (2003)

Anna Sfard
John Anderson
John Leach
45
Litterature
  • Anderson, J. R., Greeno, J. G., Reder, L. M.,
    Simon, H. A. (2000). Perspectives on Learning,
    Thinking, and Activity. Educational Researcher,
    29(4), 11-13.
  • Bloor, D. (1976). Knowledge and Social Imagery.
    London Routledge and Kegan Paul.
  • Bruner, J. (1985). Vygotsky A historical and
    conceptual perspective. In J.Wertsch (Ed.),
    Culture, communication and cognition Vygotskyan
    perspectives (pp. 21-34). Cambridge, UK
    Cambridge University Press.
  • Driver, R., Asoko, H., Leach, J., Mortimer, E.,
    Scott, P. (1994). Constructing Scientific
    Knowledge in the Classroom. Educational
    Researcher, 23(7), 5-12.
  • vonGlasersfeld, E. (1995). Radical
    Constructivism A Way of Knowing and Learning.
    The Falmer Press.
  • Greeno, J. G., Collins, A. M., Resnick, L. B.
    (1996). Cognition and Learning. In D. C. Berliner
    R. C. Calfee (Eds.), Handbook of Educational
    Psychology. New York McMillan.
  • Greeno, J. G. (1997). On Claims That Answer the
    Wrong Questions. Educational Researcher, 26(1),
    5-17.
  • Hennessy, S. (1993). Situated Cognition and
    Cognitive Apprenticeship Implications for
    Classroom Learning. Studies in Science Education,
    22, 1-41.
  • Kuhn, T. S. (1996). The Structure of Scientific
    Revolutions (3rd ed.). Chicago University of
    Chicago Press.
  • Lave, J., Wenger, E. (1991). Situated learning
    Legitimate peripheral participation. Cambridge,
    UK Cambridge University Press.
  • Leach, J., Scott, P. (2003). Individual and
    Sociocultural Views of Learning in Science
    Education. Science Education, 12, 91-113.
  • Piaget, J. (1954). The construction of reality in
    the child. New York Basic books.
  • Sfard, A. (1998). On Two Metaphors for learning
    and the Dangers of Choosing Just One. Educational
    Researcher, 27(2), 4-13.
  • Säljö, R. (2000). Lärande i Praktiken Ett
    sosiokulturellt perspektiv. Stockholm Prisma.
  • Vygotsky, L. (1978). Mind in Society The
    Development of Higher Psychological Processes.
    Cambridge, MA Harvard University Press.
  • Vygotsky, L. (1986). Thought and Language (A.
    Kozulin, Trans.). Cambridge, MA MIT Press.
  • Wenger, E. (1998). Communities of Practice.
    Learning, Meaning and Identity. Cambridge
    Cambridge University Press.
  • Wertsch, J. V. (1991). Voices of the Mind A
    sociocultural approach to mediated action.
    Cambridge, MA Harvard University Press.

46
The buzzwords of constructivism
Accommodation
Reflection
Viability
Cognitive conflict
Prior knowledge
Construction
Assimilation
Cognitive schemes
Experiences
47
The buzzwords of sociocultural theory
Community of practice
Mediated action
Apprenticeship
Legitimate peripheralparticipation
Scaffolding
Enculturation
Appropriation
Zone of Proximal Development (ZPD)
The more competent peer
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