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1. In my account of the two educational models I have used material from the following sources: Graham D. Hendry, "Constructivism and Educational Practice," Australian Journal of Education 40, no. 1 (1996): 19-45; Kathryn Morgan, "Socialization, Social Models, and the Open Education Movement: Some Philosophical Considerations," in The Philosophy of Open Education, ed. David Nyberg (London: Routledge and Kegan Paul, 1975); and Richard S. Prawat, "Teachers' Beliefs About Teaching and Learning: A Constructivist Perspective," American Journal of Education 100, no. 3 (1993): 354-95.
2. Michael Devitt, Realism and Truth (Oxford: Blackwell, 1991), 235. 3. Morgan, "Socialization, Social Models, and the Open Education Movement," 129ff. 4. C. Tolman, "Metatheoretical Constructivism: A Materialist Evaluation," Canadian Psychology 80, no. 3 (1980): 7-13. 5. Morgan, "Socialization, Social Models, and the Open Education Movement," 121-23. 6. Ibid. 7. Morgan, "Socialization, Social Models, and the Open Education Movement," 119-20, 138 and Robert Sigel, "Assumptions about the Learning of Political Values," in Psychology and Politics, ed. Leroy N. Rieselbach and G.I. Balch (New York: Holt, Rinehart, and Winston, 1967), 74, 79-81. 8. Hilary Putnam, Reason, Truth, and History (Cambridge: Cambridge University Press, 1981), 52. 9. Ernst von Glasersfeld, Radical Constructivism: a Way of Learning and Knowing (London: Falmer, 1995). 10. Hendry, "Constructivism and Educational Practice," 19-20. 11. Prawat, "Teachers' Beliefs About Teaching and Learning," 367-71. 12. Compare, for example, Hendry, "Constructivism and Educational Practice." |