Notes from Rutkowski and Smits’ GDSS paper on the constructivist school:
“The cognitive development rests both on the principles of organisation (i.e. scheme’s hierarchial integration) and on the principles of adaptation (i.e. scheme’s assimilation and accommodation). Paiget (1960) pretends [???] “that the maintenance of an equilibrium between the organism and the environment, can be defined as a balance of assimilation and accommodation” (Kohlberg, 1984, p. 14).”
^^ Accommodation must be reorganising – revising the constructs in light of new info.
^^ The parallals with bloom’s taxonomy in learning theory are obvious…
“Constructivists focus on the interactive-brian side of making sense.”
“First individuals “incorporate proactively the inputs” received from the environment
Second, they construct their “personal constructs” on the base of their experience
Third, they meaningful organise those constructs”
“the cognitive organisation is perceptable through language”
^^ So discourse analysis can be placed here, and freelisting as a basic starting point. More sophisticated tools would be:
“Because knowledge is assumed to belong to various levels of cognitive awareness, individuals can be helped, with methodological tools as, for example, repertory grids, downward arrow or personal construct laddering, to organise their knowledge about the meaning of the world”
And then thepaper heads off into a discussion of therapy…
Comments are closed.