It is argued that fundamental to Piaget's life works is a biologically based naturalism in which the living world is a nested complex of self-regulating, self-organising (constructing) adaptive systems. A structuralist-rationalist overlay on this core position is distinguished and it is shown how it may be excised without significant loss of content or insight. A new and richer conception of the nature of Piaget's genetic epistemology emerges, one which enjoys rich interrelationships with evolutionary epistemology. These are explored and it is (...) shown how a regulatory systems evolutionary epistemology may be embedded within genetic epistemology. (shrink)

What is common to all languages is notation, so Universal Grammar can be understood as a system of notational types. Given that infants acquire language, it can be assumed to arise from some a priori mental structure. Viewing language as having the two layers of calculus and protocol, we can set aside the communicative habits of speakers. Accordingly, an analysis of notation results in the three types of Identifier, Modifier and Connective. Modifiers are further interpreted as Quantifiers and Qualifiers. The (...) resulting four notational types constitute the categories of Universal Grammar. Its ontology is argued to consist in the underlying cognitive schema of Essence, Quantity, Quality and Relation. The four categories of Universal Grammar are structured as polysemous fields and are each constituted as a radial network centred on some root concept which, however, need not be lexicalized. The branches spread out along troponymic vectors and together map out all possible lexemes. The notational typology of Universal Grammar is applied in a linguistic analysis of the ‘parts of speech’ using the English language. The analysis constitutes a ‘proof of concept’ in (1) showing how the schema of Universal Grammar is capable of classifying the so-called ‘parts of speech’, (2) presenting a coherent analysis of the verb, and (3) showing how the underlying cognitive schema allows for a sub-classification of the auxiliaries. (shrink)

This study aimed to investigate the challenges refugee children face in learning the English language from teachers’ perspectives and the challenges of refugees’ English language teachers in Jordan. To achieve this aim, a quantitative approach was implemented using a questionnaire. The findings from this study suggest that refugee teachers’ acknowledge that they face challenges teaching refugees in terms of cultural competency, preparation, self-efficacy, and practices they implement, and refugee children face linguistic and psychological challenges in learning English. This study attempted (...) to find out the relationship between teachers’ preparation and their cultural competency, self-efficacy, and practices they implement and then the relationship between refugees’ psychological needs and linguistic challenges, respectively, and teachers’ self-efficacy, cultural competency, and practices. Results revealed several significant relationships between challenges and presented them in a model. (shrink)

Jean Piaget, along with Sigmund Freud and B. F. Skinner, is one of the most influential thinkers in psychology. His influence on developmental and cognitive psychology, pedagogy and the so-called cognitive revolution is without doubt. The contributors to the book under review aim to show his past, contemporary as well as future relevance to important areas of psychology. I argue that they fail because they use Piaget’s own terminology, instead of explaining his ideas and relevance in a way accessible to (...) someone not already familiar with or sceptical about his assumptions and ideas. Thus, the book neither meets the authors’ own stated goals, nor provides an accessible exposition of Piaget for the uninitiated or sceptical reader. A companion book like this one should help give answers to questions which someone unfamiliar with or sceptical of, but curious about, Piaget’s work would ask. (shrink)

Context: Constructivist approaches to cognition have mostly been descriptive, and now face the challenge of specifying the mechanisms that may support the acquisition of knowledge. Departing from cognitivism, however, requires the development of a new functional framework that will support causal, powerful and goal-directed behavior in the context of the interaction between the organism and the environment. Problem: The properties affecting the computational power of this interaction are, however, unclear, and may include partial information from the environment, exploration, distributed processing (...) and aggregation of information, emergence of knowledge and directedness towards relevant information. Method: We posit that one path towards such a framework may be grounded in these properties, supported by dynamical systems. To assess this hypothesis, we describe computational models inspired from swarm intelligence, which we use as a metaphor to explore the practical implications of the properties highlighted. Results: Our results demonstrate that these properties may serve as the basis for complex operations, yielding the elaboration of knowledge and goal-directed behavior. Implications: This work highlights aspects of interaction that we believe ought to be taken into account when characterizing the possible mechanisms underlying cognition. The scope of the models we describe cannot go beyond that of a metaphor, however, and future work, theoretical and experimental, is required for further insight into the functional role of interaction with the environment for the elaboration of complex behavior. Constructivist content: Inspiration for this work stems from the constructivist impetus to account for knowledge acquisition based on interaction. (shrink)

The number of studies related to natural and artificial mechanisms of learning rapidly increases. However, there is no general theory of learning that could provide a unifying basis for exploring different directions in this growing field. For a long time the development of such a theory has been hindered by nativists' belief that the development of a biological organism during ontogeny should be viewed as parameterization of an innate, encoded in the genome structure by an innate algorithm, and nothing essentially (...) new is created during this process. Noam Chomsky has claimed, therefore, that the creation of a non-trivial general mathematical theory of learning is not feasible, since any algorithm cannot produce a more complex algorithm. This study refutes the above argumentation by developing a counter-example based on the mathematical theory of algorithms and computable functions. It introduces a novel concept of a Universal Learning System (ULS) capable of learning to control in an optimal way any given constructive system from a certain class. The necessary conditions for the existence of a ULS and its main functional properties are investigated. The impossibility of building an algorithmic ULS for a sufficiently complex class of controlled objects is shown, and a proof of the existence of a non-algorithmic ULS based on the axioms of classical mathematics is presented. It is argued that a non-algorithmic ULS is a legitimate object of not only mathematics, but also the world of nature. These results indicate that an algorithmic description of the organization and adaptive development of biological systems in general is not sufficient. At the same time, it is possible to create a rigorous non-algorithmic general theory of learning as a theory of ULS. The utilization of this framework for integrating learning-related studies is discussed. (shrink)

The paper presents the content, as well as approaches to the use in the educational process of the author’s Electronic educational methodical complex (EEMC) “Construction of car”. The course is created for students of the speciality 015 Professional education (Transport, the operation and repairing of automobiles). Its content covers general topics including the study of a car engine, electrical equipment and automotive driveline. The created electronic course embraces, in addition to textual material, illustrations, dynamic models, instructions, manuals, textbooks, reference books (...) and glossaries, test material for each topic. Its possibilities of application during lectures, in the course of performing 15 laboratory works, organizing test control of knowledge, as well as for managing students’ independent study activities have been shown. Approaches to expert evaluation of the developed electronic study course by 11 criteria have been disclosed. The directions for further improvement of the content and methods of organizing the study and cognitive activity of students when using the course have been highlighted. These include the organization of level assimilation of the material, the creation of an individual educational trajectory of students. A rather high assessment of the developed author’s course received from experts allows it to be used in the system of vocational preparation specialists in the transport area of expertise. (shrink)

In this paper, we argue, grounded on empirical evidence, that enactivism is a promising philosophical stance with great potential to address challenges brought by our rapidly changing world. We then propose Freedom Education, a new form of teaching and learning founded on the enactivist theory. After discussing what constitutes Freedom Education and what it is not, we recommend several principles to establish a learning world of free-dom education.