Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology Export

@article{citeulike:2739209, abstract = {There is something of a controversy taking place over how best to theorize human learning. This article joins the debate over the relation between sociocultural and constructivist perspectives on learning. These 2 perspectives differ not just in their conceptions of knowledge (epistemological assumptions) but also in their assumptions about the known world and the knowing human (ontological assumptions). Articulated in this article are 6 themes of a nondualist ontology seen at work in the sociocultural perspective, and suggested is a reconciliation of the 2. This article proposes that learning involves becoming a member of a community, constructing knowledge at various levels of expertise as a participant, but also taking a stand on the culture of one's community in an effort to take up and overcome the estrangement and division that are consequences of participation. Learning entails transformation both of the person and of the social world. This article explores the implications of this view of learning for thinking about schooling and for the conduct of educational research.}, author = {Packer, Martin J. and Goicoechea, Jessie}, citeulike-article-id = {2739209}, citeulike-linkout-0 = {http://dx.doi.org/10.1207/S15326985EP3504_02}, doi = {10.1207/S15326985EP3504_02}, journal = {Educational Psychologist}, keywords = {constructivism, learning}, number = {4}, pages = {227--241}, posted-at = {2009-11-05 20:53:45}, priority = {2}, publisher = {Routledge}, title = {Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology}, url = {http://dx.doi.org/10.1207/S15326985EP3504_02}, volume = {35}, year = {2000} }

TY - JOUR ID - citeulike:2739209 L3 - citeulike-article-id:2739209 N2 - There is something of a controversy taking place over how best to theorize human learning. This article joins the debate over the relation between sociocultural and constructivist perspectives on learning. These 2 perspectives differ not just in their conceptions of knowledge (epistemological assumptions) but also in their assumptions about the known world and the knowing human (ontological assumptions). Articulated in this article are 6 themes of a nondualist ontology seen at work in the sociocultural perspective, and suggested is a reconciliation of the 2. This article proposes that learning involves becoming a member of a community, constructing knowledge at various levels of expertise as a participant, but also taking a stand on the culture of one's community in an effort to take up and overcome the estrangement and division that are consequences of participation. Learning entails transformation both of the person and of the social world. This article explores the implications of this view of learning for thinking about schooling and for the conduct of educational research. IS - 4 JF - Educational Psychologist EP - 241 TI - Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology PB - Routledge VL - 35 SP - 227 KW - constructivism KW - learning AU - Packer, Martin AU - Goicoechea, Jessie PY - 2000/// UR - http://dx.doi.org/10.1207/S15326985EP3504_02 ER -