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Constructing Constructivism, Epistemological and Pedagogical


by Kenneth R Howe & Jason Berv — 2000

The chapter is divided into two major parts. In the first, we provide a characterization—our construction—of constructivism as an epistemological view. This endeavor is worth undertaking for two general reasons. First, “epistemology” is a much overworked term these days, so much so that it is often difficult to discern the difference between embracing a different epistemology—something quite fundamental and far reaching—and merely embracing different beliefs. Clarity is to be gained by examining constructivism in terms of the traditional philosophical sense of epistemology, as a general theory of knowledge. A second reason is that “constructivism” is not prominent in the lexicon of philosophy.


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This article originally appeared as NSSE Yearbook Vol 99, No. 1.


Cite This Article as: Teachers College Record Volume 102 Number 7, 2000, p. 19-40
http://www.tcrecord.org ID Number: 18697, Date Accessed: 10/24/2017 7:10:48 AM

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About the Author
  • Kenneth Howe
    University of Colorado, Boulder.
    E-mail Author
    KENNETH R. HOWE is a professor who specializes in philosophy of education and educational policy at the School of Education, University of Colorado, at Boulder.
  • Jason Berv
    University of Colorado, Boulder.
    E-mail Author
    JASON BERV has been a high school teacher and administrator and is currently a doctoral student in social foundations and educational policy at the School of Education, University of Colorado, at Boulder
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