Passibility

At the Limits of the Constructivist Metaphor

  • Wolff-Michael Roth

Part of the Classics in Science Education book series (CISE, volume 3)

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Introduction/Deconstructing

    1. Front Matter
      Pages 1-1
  3. Passivity, Uncertainty, Undecidability

    1. Front Matter
      Pages 23-28
    2. Wolff-Michael Roth
      Pages 29-42
    3. Wolff-Michael Roth
      Pages 43-69
    4. Wolff-Michael Roth
      Pages 71-88
    5. Wolff-Michael Roth
      Pages 89-104
  4. Otherness

    1. Front Matter
      Pages 105-109
    2. Wolff-Michael Roth
      Pages 111-126
    3. Wolff-Michael Roth
      Pages 127-139
    4. Wolff-Michael Roth
      Pages 141-158
    5. Wolff-Michael Roth
      Pages 159-178
  5. Passion

    1. Front Matter
      Pages 179-183
    2. Wolff-Michael Roth
      Pages 185-203
    3. Wolff-Michael Roth
      Pages 205-224
    4. Wolff-Michael Roth
      Pages 225-242
  6. Epilogue

    1. Front Matter
      Pages 243-243
    2. Wolff-Michael Roth
      Pages 245-265
  7. Back Matter
    Pages 267-280

About this book

Introduction

This 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.

Keywords

constructivism epistemology knowing learning learning science motivation otherness passibility passion passivity phenomology science uncertainty undecidability

Authors and affiliations

  • Wolff-Michael Roth
    • 1
  1. 1.VICTORIACanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-007-1908-8
  • Copyright Information Springer Science+Business Media B.V. 2011
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-94-007-1907-1
  • Online ISBN 978-94-007-1908-8
  • About this book