Abstract
Diverse forms of constructivism can be found in the literature today. They exhibit a commonality regarding certain classical positions that they oppose — a unity in their negative identities — but a sometimes wild multiplicity and incompatibility regarding the positive proposals that they put forward. In particular, some constructivisms propose an epistemological idealism, with a concomitant relativism, while others are explicitly opposed to such positions, and move in multifarious different directions. This is a potentially confusing situation, and has resulted in some critics branding all constructivisms with the charge of relativism, and throwing out the baby with the bath water. In addition, since the epistemological foundations of even non-relativist constructivisms are not as familiar as the classical positions, there is a risk of mis-interpretation of constructivisms and their consequences, even by some who endorse them, not to mention those who criticize. Because I urge that some version of constructivism is an epistemological necessity, this situation strikes me as seriously unfortunate for philosophy, and potentially dangerous for the practice of education.
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Bickhard, M.H. (1998). Constructivisms and Relativisms: A Shopper’s Guide. In: Matthews, M.R. (eds) Constructivism in Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-5032-3_6
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DOI: https://doi.org/10.1007/978-94-011-5032-3_6
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