Monday, February 28, 2011

Q&A #5

1. Here's a brief defense of one art form -- music -- as essential to the liberal arts:
http://www.aft.org/newspubs/periodicals/ae/fall2006/kalkavage.cfm

2. Here's a more substantive treatment of complexity, creativity, improvisation, education, and the arts:
http://api.ning.com/files/u6VkeVE11hlISIeGH3tv5XD2Ci41HMRMLatYabSyT7cQSSzfJyiPq4aQ*JK-gx2gnIIguKRV2znsqWDUakhBd25rDk58rh7h/MontuoriHumanRelations.pdf

3. Question: what are the potential benefits/challenges of an improvisational approach to learning and teaching (any topic, not simply music)?

4. Write 2 questions of your own.

Thursday, February 10, 2011

Q&A #3

1. Read (a) Ernst von Glasersfeld, the founder of "radical constructivism," "Cognition, Construction of Knowledge, and Teaching":

http://www.univie.ac.at/constructivism/EvG/papers/118.pdf

(b) Dewey Dykstra, "Against Realist Instruction":

http://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1007&context=physics_facpubs

Optional reading:

a. Von Glasersfeld, "An Introduction to Radical Constructivism":

http://www.cesipc.it/materiali/articoli/vG1.html

b. Donald Hatcher, "Should Anti-realists Teach Critical Thinking?":

http://chss.montclair.edu/inquiry/summ95/hatcher.html

c. Robert Sutton, "Realism and Other Philosophical Mantras":

http://chss.montclair.edu/inquiry/summ95/sutton.html

d. Peter Slezak, "Radical Constructivism: Epistemology, Education, and Dynamite":

http://www.univie.ac.at/constructivism/journal/articles/6/1/102.slezak.pdf

e. Michael Matthews, "Constructivism in Math and Science Education":

http://wwwcsi.unian.it/educa/inglese/matthews.html

2. Question: Ought teachers to be "radical constructivists" (i.e., anti-realists) or "realists"?

3. Write 2 questions of your own.