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  • 1.
    Kjellman, Arne
    et al.
    KTH.
    Schmidt, Siegfried J.
    Univ Munster, D-4400 Munster, Germany..
    Bettoni, Marco
    Le Moigne, Jean-Louis
    Univ Aix Marseille, Marseille, France..
    Hersh, Reuben
    Univ New Mexico, Albuquerque, NM 87131 USA..
    Dykstra, Dewey I., Jr.
    Boise State Univ, Boise, ID 83725 USA..
    Steffe, Leslie P.
    Univ Georgia, Athens, GA 30602 USA..
    Kenny, Vincent
    Accademia Costruttivista Terapia Sistem, Rome, Italy..
    Mueller, Karl H.
    Meyer, Peter
    Univ Gottingen, D-3400 Gottingen, Germany..
    Quale, Andreas
    Univ Oslo, N-0316 Oslo, Norway..
    Raskin, Jonathan D.
    SUNY Albany, New Paltz, NY 12561 USA..
    Tsvasman, Leon R.
    Birbaumer, Niels
    Univ Tubingen, D-72074 Tubingen, Germany..
    Butz, Martin V.
    Univ Wurzburg, D-97070 Wurzburg, Germany..
    Di Paolo, Ezequiel
    Univ Sussex, Brighton BN1 9RH, E Sussex, England..
    Krippendorff, Klaus
    Univ Penn, Philadelphia, PA 19104 USA..
    Restivo, Sal
    Rensselaer Polytech Inst, Troy, NY 12181 USA..
    Baecker, Dirk
    Zeppelin Univ, Friedrichshafen, Germany..
    Fuchs, Christian
    Salzburg Univ, A-5020 Salzburg, Austria..
    Gergen, Kenneth J.
    Swarthmore Coll, Swarthmore, PA 19081 USA..
    von Glasersfeld, Ernst
    Univ Massachusetts, Amherst, MA 01003 USA..
    Open Peer Commentaries2008In: Constructivist Foundations, ISSN 1782-348X, E-ISSN 1782-348X, Vol. 3, no 2, p. 65-108Article in journal (Other academic)
    Abstract [en]

    Open peer commentary on the target article "Who Conceives of Society?" by Ernst von Glasersfeld. First paragraph: Ernst von Glasersfeld sets out to explain how familiar patterns (signs) arise in private experience - and how they are extracted or " recognized" as such. These patterns are recursive, which imposes significance (familiarity) on them, and are, in the course of time, collected into a " bulk of experience." I think a convinced constructivist can - if hesitantly - accept his rendering, even though it is one that lacks the stringency one expects from a supposedly natural scientist ( 46). However, the crucial point is that this paper does not address the convinced constructivist but rather the opposite camps, and I doubt he succeeds in convincing them.

  • 2.
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Developing Computational Thinking, "Fad" or "Fundamental"?2019In: Constructivist Foundations, ISSN 1782-348X, E-ISSN 1782-348X, ISSN 1782-348X, Vol. 14, no 3, p. 410-412Article in journal (Refereed)
    Abstract [en]

    Publicised by Wing and later expanded on, computational thinking purports to be the foundation of thought for coming generations, an indispensable skill-set that compulsory education must provide. The target article uses small tasks to develop skills relevant to computational science and computing, and explores the student interaction with these tasks. Useful skills may be developed by these students, but the article does not explicitly connect these tasks to computational thinking skills or competencies. This causes the reader to ask the question: are they developing computational thinking, or some other set of computer-related skills? A more fundamental question, and one beyond the scope of the target article, is what are the skills that are ultimately unique for computational thinking?

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