Knowledge in Pieces

Non-Trivial Constructivisms encompass a range of learning theories that invoke a “learning as construing” – vs. a “learning as constructing” – metaphor. The construing–constructing distinction is critical, and it became an issue because the French verb construire can be translated as either “to construe” (i.e., to integrate elements to make sense of) or “to construct” (i.e., to build something).

Complex Systems Research focuses on systems comprising sets of agents that form unified wholes in their interactions, relationships, or dependencies. Their emergent, global behaviors cannot be predicted on the basis of the rules governing the individual agents. Definitions and descriptions of complex systems revolve around such terms as emergent, adaptive, nonlinear, irreducible, noncompressible, non-decomposable, multi-level, self-organizing, context-sensitive, and adaptive.

Radical Constructivism focuses on personal knowing – that is, the ongoing, iterative dynamic by which individuals construe coherent sense from their personal perceptions and experiences. Concisely, learning is understood as a continuous process of revising concepts to maintain personal coherence in the face of new experiences/demands.

Genetic Epistemology is a theory of the genesis/origins of knowing/epistemology, in which learning is framed as an adaptive process in which the principal criteria of personal truth are coherence among elements of understanding and their utility for making sense of one’s own experience, not match between internal, subjective interpretations and external, objective reality. Cognitive Developmentalism is a key element of Genetic Epistemology.

Cognitive Modeling is concerned with simulating human thinking and problem solving, with views toward predicting human conceptual performance on focused tasks and improving human–computer interaction. Cognitive Modeling employs many different strategies, including decision-tree-like diagrams, sets of equations to simulate nonlinear systems, trainable neural nets, and interactive computer programs.

The multiple interpretations of Conceptual Change in the education literature converge around the point that it has to do with restructuring, problematizing, or replacing an existing conception to give way to a new one. The notion can be applied at the level of individual learning or collective knowledge production, and so the theory draws an explicit, bi-directional link between personal and cultural knowledge.