The Glasersfeld

Question: One view of reality, solipsism, asserts that the mind and mind alone creates the world and one's reality. Does this align with or rest contrary to the view expressed by von Glasersfeld (1989)? Explain. After reading the von Glasersfeld article, how will you create the reality of your doctoral journey as it relates to you own self-identity? Answer: The Glasersfelds (1989) article talks about the radical constructivisms two principles and latter of which suggest that, instead of discover=ing the reality of ontological things, the cognition work as adaptive functioning and serves organization of the experiential world. As a result of this, while considering according to explorers point of view seeking the structural properties of an inaccessible reality, it observed that experiences are now considered as a builder of cognitive structures which require solving the problems as the organism perceives. Here I will discuss first about the first principle of constructivism which von Glasersfeld (1989) expressed, it is observed that metaphor of construction is implicit in that first principle. The principle is, one cannot receive knowledge passively but it has to build actively by cognizing the subject (Shotter, 1993). On the basis of this principle one can simply term the constructivism. The learning theories import concern about practical implications, pedagogically in the learning process and to create the reality of my doctoral journey as it relate to my own identity. According to me neither of any pedagogy wholly necessitated nor it can rule wholly by any of the learning theory elements. Hence specific research approaches cannot imply by the learning theory. My previous learning and constructions need and value are suggested by simple constructivism. It also identifies errors and misconceptions of my learning and the diagnostic teaching and cognitive conflict techniques play important role to overcome the misconceptions. In radical constructivism attention is given towards leaner perception as a whole that is their overall experienced world (Pfundt Duit, 1991). Also provide attention towards fragility of all research methodologies. The role of root metaphors is considered as basal grounds of learners meaning and understanding. It is also stated by Glasersfelds that learner perceptions are get attention from radical constructivism. Reference: Glasersfeld, E. (1989). Learning as a constructive activity. In Proceedings of 5th PME-NA (Vol. 1, pp. 4169). Shotter, J. (1993). Conversational Realities: Constructing Life through Language. London: Sage. Pfundt, H., Duit, R. (1991). Students Alternative Frameworks and Science Education. Kiel, Germany: IPN, University of Kiel.