epistemology

  • Teoria komplementarności

    Author: Ewa Piaskowska
    Author: Zbigniew Piaskowski
    Year of publication: 2016
    Source: Show
    Pages: 17-35
    DOI Address: -
    PDF: kim/2016_1/kim2016102.pdf

    Theory of complementarity
    Abstract: We formulated linking issues psychological, genetic and logical a new concept of cognitive predispositions, called by us the theory of complementarity, on the basis of which can write much more perfect than the currently used algorithm of online employment agency. Besides cognitive psychologists, career counselors and geneticists our text will be interesting for young people who must choose vocational school, high school or higher education.

  • Wszystko to liczby Notatki o naturze cyfrowego świata

    Author: Marek Chlebuś
    Institution: Komitet Prognoz PAN
    Year of publication: 2017
    Source: Show
    Pages: 71-81
    DOI Address: https://doi.org/10.15804/tpom2017205
    PDF: tpom/26/tpom2605.pdf

    Just numbers. Notes about the Nature of a Digital World

    Only digits really exist in the digital world as only matter exists in a material world. In the first one, all physical things are pure abstraction, similarly as all numbers in the second one. Digits are the only substance of the digital worlds. This hi-tech Pythagoreanism leads to a very serious consequences, not only for philosophy, but also for practice. Various concepts and rules, evident here, in the digital world may not work at all, or work improperly, and guide us to absurds when used mindlessly.

  • Rzeczywistość – poznanie – edukacja w kontekście radykalnego konstruktywizmu Ernsta von Glasersfelda

    Author: Jacek Moroz
    Institution: Uniwersytet Szczeciński
    Year of publication: 2015
    Source: Show
    Pages: 71-89
    DOI Address: https://doi.org/10.15804/kie.2015.01.04
    PDF: kie/107/kie10704.pdf

    Constructivism is one of the most popular and fastest growing paradigm in recent pedagogy. The fundamental assumption of constructivism is the thesis that knowledge is always and with necessity human construction. All knowledge about the world around us is the result of our experience. Of course, there are many forms of constructivism, although the Polish educational literature generally mentions two faces of constructivism: the personal (inspired by Piaget’s psychology) and the social (based on the psychology of Vygotski). It appears that radical constructivism has not been given proper discussion in Polish pedagogy. This theory, what is important, is the most famous and important kind of constructivism because of its epistemological and educational assumptions and consequences. Therefore in this article I want to achieve two goals: 1) to present the principal assumptions and the thesis of radical constructivism as articulated by Ernst von Glasersfeld; 2) to discuss selected controversies that this model of knowledge and learning has brought about.

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