This book argues that the 'constructivist metaphor' has become a
self-appointed overriding concept that suppresses other modes of
thinking about knowing and learning science. Yet there are
questions about knowledge that constructivism cannot properly
answer, such as how a cognitive structure can intentionally develop
a formation that is more complex than itself; how a learner can aim
at a learning objective that is, by definition, itself unknown; how
we learn through pain, suffering, love or passion; and the role
emotion and crises play in knowing and learning.
In support of the hypothesis that passibility underlies
cognition, readers are provided with a collation of empirical
studies and phenomenological analyses of knowing and learning
science-in schools, scientific laboratories and everyday life-all
of which defy a constructivist explanation. The author argues that
'passibility' constitutes an essential factor in the development of
consciousness, with a range of essential experiences that cannot be
brought into the linguistic realm. His exploration is guided by
concepts such as 'otherness', passion, passivity and
undecidability, and concludes by resituating the construction
metaphor to accord it its proper place in a more comprehensive
theory of learning.
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