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008			150903s2011 ne | o |||| 0|eng d
020			_a9789400719088 _99789400719088
024	7		_a10.1007/9789400719088 _2doi
035			_avtls000366699
039		9	_a201509031041 _bVLOAD _c201405070430 _dVLOAD _y201402251343 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLC8-6691
100	1		_aRoth, Wolff-Michael. _eautor _9307583
245	1	0	_aPassibility : _bAt the Limits of the Constructivist Metaphor / _cby Wolff-Michael Roth.
264		1	_aDordrecht : _bSpringer Netherlands, _c2011.
300			_axiv, 282 páginas _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aClassics in Science Education ; _v3
500			_aSpringer eBooks
505	0		_aFrontispiece -- Preface -- 1. De/Constructing the Blind Spots of Constructivism -- PART A: PASSIVITY, UNCERTAINTY, UNDECIDABILITY -- 2. Learning and the Erasure of Knowledge -- 3. Radical Passivity in Learning -- 4. Radical Uncertainty in Acting -- 5. Emergence of Duality -- PART B: OTHERNESS -- 6. Talking Conceptions without Conceptions -- 7. Thought Follows Communication -- 8. Otherness of Self -- 9. The Nonsense of Meaning -- PART C: PASSIONS -- 10. Emotion, Motives, Motivations -- 11. Crises, Suffering, Joy -- 12. From Incarnation to Responsibility -- PART D: EPILOGUE -- 13. Sublating the Constructivist Metaphor -- References -- Index.
520			_aThis book argues that the ‘constructivist metaphor’ has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science. Yet there are questions about knowledge that constructivism cannot properly answer, such as how a cognitive structure can intentionally develop a formation that is more complex than itself; how a learner can aim at a learning objective that is, by definition, itself unknown; how we learn through pain, suffering, love or passion; and the role emotion and crises play in knowing and learning. In support of the hypothesis that passibility underlies cognition, readers are provided with a collation of empirical studies and phenomenological analyses of knowing and learning science—in schools, scientific laboratories and everyday life—all of which defy a constructivist explanation. The author argues that ‘passibility’ constitutes an essential factor in the development of consciousness, with a range of essential experiences that cannot be brought into the linguistic realm. His exploration is guided by concepts such as ‘otherness’, passion, passivity and undecidability, and concludes by resituating the construction metaphor to accord it its proper place in a more comprehensive theory of learning.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9789400719071
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-1908-8 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c312010 _d312010