Volume 13, Number 3
July 2018
Cover Art: “String Theory #17” © Chris Hanson 2017 · Oil on Canvas, 48 × 36 inch
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How to Promote Constructivist Teaching
Curricula, Knowledge and Design in the Context of Radical Constructivist Education
Social Justice, Teacher Change and the Need for Case-Based Evidence
Radical Constructivism and the Decolonisation of Epistemology
Is the Reduction of Abstraction in the Syllabus an Appropriate Aim of Decolonisation?
Are We Professors If No One Is Learning? Changing University Education
Changing the Educational System: The Bigger Picture
Author’s Response: The University and Their Trained Educators: Future Undecided
Conflating Abstraction with Empirical Observation: The False Mind-Matter Dichotomy
Conflating the Concept with the Thing
Concepts, Intuitions, and Hypotheses
Epistemology, Metaphysics and the Preconditions of Science
Is Speaking of Mind or Matter a Matter of Choice?
Author’s Response: Informing Metaphysical Choices with Epistemic Considerations
What Is a Cognizing Subject? Construction, Autonomy and Original Causation
Misunderstood Circular Causation: “Who Implements Autonomy?” and “What Stabilises the Daisies?”
A Few Pending Challenges from the Perspective of a Theory of Organisms
How Inherently Non-Autonomous Are Robots?
Enaction Demands an Ontological Light Touch with Respect to the “Subject”
Author’s Response: Toward a Reciprocally Causal-Selective Architecture
What Is New in Non-Dualism? Advancement and Criticism between 2013 and 2018
Acknowledgment to Reviewers of Volume 13