153:(1944–1999), the creator of post-rationalist cognitive therapy, hypothesized that the mind is a complex system of tacit abstract rules responsible for the concrete and particular qualities of our conscious experience. His major publications were published in the 1980s and 1990s. Guidano's theory of abstract and unconscious knowledge is not equivalent to the computational theory of amodal symbols, but instead proposes that tacit, sensory and emotional cognition is abstract in the sense that it creates sensory generalizations already during sensory processing. This implies that the mind does not contain copies of the world, rather, the world is a model created in action, as stated in
142:(1905–1967), the creator of personal construct theory, was concerned primarily with the epistemic role of the observer in interpreting reality. He argued that the way we expect to experience the world alters how we feel about it and act. In other words, we order ourselves by ordering our thoughts. The goal of his therapeutic approach was therefore to allow the client to explore their own minds, acting as a facilitator of the exploration of their own meanings, or "constructs". Kelly's major publications were published in the 1950s and 1960s.
35:), are all connected by a common critique of previous standard approaches, and by shared assumptions about the active constructive nature of human knowledge. In particular, the critique is aimed at the "associationist" postulate of empiricism, "by which the mind is conceived as a passive system that gathers its contents from its environment and, through the act of knowing, produces a copy of the order of reality".
38:
In contrast, "constructivism is an epistemological premise grounded on the assertion that, in the act of knowing, it is the human mind that actively gives meaning and order to that reality to which it is responding". The constructivist psychologies theorize about and investigate how human beings
75:'s theory describes how children do not simply mimic everything that is part of the external environment, but rather that developing and learning is an ongoing process and interchange between individuals and their surroundings, a process through which individuals develop increasingly complex
68:
Constructivist psychology when applied to education emphasizes that students are always engaged in a process of actively constructing meaning—a process which "the teacher can only facilitate or thwart, but not himself invent".
121:, Piaget said that "behaviour is the motor of evolution". His major publications spanned fifty years from the 1920s to the 1970s. Piaget's approach to constructivism was further developed in
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Mascolo, Michael F.; Basseches, Michael; El-Hashem, Amanda (2015). "What would an integrative constructivism look like?". In Raskin, Jonathan D.; Bridges, Sara K.; Kahn, Jack S. (eds.).
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and colleagues, constructivism describes how a learner constructs knowledge via different concepts: complex cognition, scaffolding, vicarious experiences, modeling, and
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87:. This makes students, teachers, the environment and anyone or anything else in which the student has interaction active participants in their learning.
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O'Donnell, Angela M.; Reeve, Johnmarshall; Smith, Jeffrey K. (2012) . "Social learning theory, complex cognition, and social constructivism".
792:. Yearbook of the National Society for the Study of Education. Vol. 99th, pt. 1. Chicago: National Society for the Study of Education.
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Lyddon, William J. (November 1990). "First- and second-order change: implications for rationalist and constructivist cognitive therapies".
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Simpson, Barbara; Large, Bob; O'Brien, Matthew (January 2004). "Bridging difference through dialogue: a constructivist perspective".
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but in large part because of the way they frame their problems, or the way people make sense of events that occur in their life.
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109:(1896–1980), the creator of genetic epistemology, argued that positions of knowledge are grown into; that they are not given
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refers to many schools of thought that, though extraordinarily different in their techniques (applied in fields such as
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221:"Epistemological and theoretical foundations of constructivist cognitive therapies: post-rationalist developments"
254:"Constructivism in psychology: personal construct psychology, radical constructivism, and social constructionism"
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Winter, David A. (September 2008). "Cognitive behaviour therapy: from rationalism to constructivism?".
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Geelan, David R. (January 1997). "Epistemological anarchy and the many forms of constructivism".
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habits. The assumption here is that clients encounter problems not because they have a
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117:'s epistemology, but rather that knowledge structures develop through interaction. In
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asking questions that confront a client's worldview in an effort to expand his or her
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Constructivism in education: opinions and second opinions on controversial issues
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International handbook of research in history, philosophy and science teaching
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Handbook of child psychology: formerly
Carmichael's Manual of child psychology
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Studies in meaning 5: perturbing the status quo in constructivist psychology
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create systems for meaningfully understanding their worlds and experiences.
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Constructing realities: meaning-making perspectives for psychotherapists
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Smith III, John P.; diSessa, Andrea A.; Roschelle, Jeremy (April 1994).
647:. Advances in child development and behavior. Vol. 43. Amsterdam:
768:"Building vs. borrowing: the challenge of actively constructing ideas"
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Constructions of disorder: meaning-making frameworks for psychotherapy
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960:. The CBT distinctive features series. Hove, East Sussex; New York:
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In psychotherapy, for example, this approach could translate into a
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in association with the Centre for
Personal Construct Psychology.
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Narrative therapy: the social construction of preferred realities
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The self in process: toward a post-rationalist cognitive therapy
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The evolving self: problem and process in human development
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Neimeyer, Robert A.; Mahoney, Michael J., eds. (1995).
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Neimeyer, Robert A.; Raskin, Jonathan D., eds. (2000).
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European
Journal of Psychotherapy & Counselling
957:Constructivist psychotherapy: distinctive features
228:Dialogues in Philosophy, Mental and Neuro Sciences
1018:Meaning reconstruction and the experience of loss
644:Rational constructivism in cognitive development
600:"Appraising constructivism in science education"
1110:Rosen, Hugh; Kuehlwein, Kevin T., eds. (1996).
123:neo-Piagetian theories of cognitive development
422:Educational psychology: reflection for action
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696:. Vol. 1 (6th ed.). Hoboken, NJ:
679:"Dynamic development of action and thought"
606:. New York: Springer. pp. 1023–1055.
383:. Vol. 1 (4th ed.). New York:
64:Constructivism (philosophy of education)
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186:Journal of Constructivist Psychology
470:(1st American ed.). New York:
252:Raskin, Jonathan D. (Spring 2002).
1190:10.1002/j.1556-6676.1990.tb01472.x
1149:American Psychological Association
1022:American Psychological Association
291:American Psychological Association
146:Post-rationalist cognitive therapy
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1016:Neimeyer, Robert A., ed. (2001).
602:. In Matthews, Michael R. (ed.).
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16:Psychological school of thought
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261:American Communication Journal
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424:(3rd ed.). Hoboken, NJ:
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694:Handbook of child psychology
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375:. In Mussen, Paul Henry;
176:Evolutionary epistemology
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171:Distributed cognition
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931:. pp. 248–301.
700:. pp. 313–399.
548:Guidano, Vittorio F.
514:. London; New York:
219:Balbi, Juan (2008).
181:Genetic epistemology
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