Keywords
radical constructivism
Dewey
pragmatic constructivism
How to Cite
Abstract
The constructivist critique usually centers on the comparison between the radical constructivism (RC) of Glasersfeld and the more moderate conception (MC) associated with Piaget. This comparison, while interesting, is limited by both a resemblance and a difference between both models. While RC confronts the issue of how reality is formed from a more conceptual perspective, MC focuses on how these cognitive abilities develop in children. Both RC and MC assume a dualist conception of construction: There exists an ego that ontologically precedes and is distinguished from the surrounding world. On the other hand, the pragmatist constructivism (PC) associated to Dewey surmounts the resemblance and difference establishing a new comparative framework. In reference to the resemblance, both RC and PC are grounded on a philosophical base and not on a matrix that focuses in the evolution of the cognitive abilities (as is the case with MC). In reference to the common element found in RC and MC, PC assumes a monist conception of experience: The distinction between the subject that constructs and the formed reality are two secondary, derived aspects of experience. In this sense PC presents an advantage over RC and MC.
How to cite:
Suárez-Silverio, E. J. (2014). El constructivismo radical de Glasersfeld versus el constructivismo pragmático de Dewey. Pedagogía, 47(1), 115-158. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16360
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