Abstract

Open peer commentary on the article “Heterarchical Reflexive Conversational Teaching and Learning as a Vehicle for Ethical Engineering Curriculum Design” by Philip Baron. Upshot: I question the scope of curriculum design as proposed by the target article in relation to radical constructivist learning theory and terminology. In addition, I provide contextualization and clarification regarding the relationships between learning, teaching and design.

Citation

Herr C. M. (2018) Curricula, knowledge and design in the context of radical constructivist education. Constructivist Foundations 13(3): 321–322. http://constructivist.info/13/3/321

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