Author: Markus F. Peschl
Board Member of Constructivist Foundations
Bio Note: Markus F. Peschl is professor for Cognitive Science and Philosophy of Science at the University of Vienna, Austria. He spent several years at the University of California, San Diego (UCSD, cognitive science, neuroscience, and philosophy department), at the University of Sussex and in France for post-doctoral research. His focus of research is on the highly interdisciplinary question of knowledge (creation/innovation, construction) in various contexts: in natural and artificial cognitive systems, in science, in organizations, in educational settings, and in the context of knowledge technologies and their embedding in social systems. Currently he is working in the field of radical innovation, where he developed the concepts of Emergent Innovation and Enabling Spaces.
Affiliation: University of Vienna, Austria
Publications in Constructivist Foundations
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Peschl M. F., Bottaro G., Hartner-Tiefenthaler M. & Rötzer K. (2014) Authors’ response: Challenges in studying and teaching innovation: Between theory and practice. Constructivist Foundations 9(3): 440–446. http://constructivist.info/9/3/440
Peschl M. F., Bottaro G., Hartner-Tiefenthaler M. & Rötzer K. (2014) Learning how to innovate as a socio-epistemological process of co-creation: Towards a constructivist teaching strategy for innovation. Constructivist Foundations 9(3): 421–433. http://constructivist.info/9/3/421
Zimmermann E., Peschl M. F. & Römmer-Nossek B. (2010) Constructivist curriculum design for the interdisciplinary study programme mei:Cogsci – a case study. Constructivist Foundations 5(3): 144–157. http://constructivist.info/5/3/144
Peschl M. F. (2007) Triple-loop learning as foundation for profound change, individual cultivation, and radical innovation: Construction processes beyond scientific and rational knowledge. Constructivist Foundations 2(2-3): 136–145. http://constructivist.info/2/2-3/136
Peschl M. F. (2006) Modes of knowing and modes of coming to know knowledge creation and co-construction as socio-epistemological engineering in educational processes. Constructivist Foundations 1(3): 111–123. http://constructivist.info/1/3/111