The book addresses the broad issue of sustainability of our civilization and seeks to contribute to the ongoing discussion of what many see as its systemic crisis. There is a broad agreement that new creative ideas, initiatives, and solutions are essential for dealing with the current problems. However, despite this recognition, we still know very little about the process of creation and how it works. As a result, our civilization fails to harness the enormous creative potential of humanity. This failure, (...) the book argues, is the main source of our current problems—languishing economy, deteriorating environment, continued violence, the deficit of democracy, and the lack of new fundamental breakthroughs in science. It examines some of these problems and demonstrates the connection between them and our failure to embrace the process of creation. The book offers a perspective that sheds light on the process of creation. It pays special attention to the theoretical contributions of Jean Piaget and the ongoing discussions of knowledge production that help us understand better how the process of creation works. The central argument of the book is that in order to solve our current problems and ensure the sustainability of our civilization well into the future we must embrace the process of creation and make it the central organizing principle of our social practice. Finally, the book provides an outline of the principal changes that the adoption of the new social practice organized around the process of creation will involve. (shrink)

This paper discusses essential elements of the philosophical works of Ludwik Fleck and their potential interpretation for the teaching and learning of science. In the early twentieth century, Fleck made substantial contributions to understanding the sociological character of the nature of science and explaining the embedding of science in society. His works have several parallels to the later and very popular work, The Structure of Scientific Revolutions, by Thomas S. Kuhn, although Kuhn only indirectly referred to the influence of Fleck (...) on his own theories. Starting from a short review of the life of Ludwik Fleck, his philosophical work and its connections to Kuhn, this paper elaborates upon and illustrates how his theories can be considered for science education in order to provide learners with a better understanding of the nature of scientific endeavor and the bi-directional science-to-society links. (shrink)

Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction with, and the challenge of, reality is eliminated, knowledge remains only (...) a subjective affair and the world is reduced to a living tautology. In this way, von Glasersfeld constructs a theory of ethical disengagement in which personal responsibility is de facto denied. Thus, to the extent that education entails responsibility, change, and comparison, radical constructivism is a theory that is unsuitable for education. I also attempt to argue that the equivalence between radical constructivism and relativism and nihilism that many support is i.. (shrink)