Ernst von Glasersfeld (8 March 1917 – 12 November 2010) and the radical constructivism


Έλαβα σήμερα την παρακάτω επιστολή

Dear readers

Today we celebrate the centenary of Ernst von Glasersfeld who founded radical constructivism in 1974 as «an unconventional approach to the problems of knowledge and knowing. It starts from the assumption that knowledge, no matter how it is defined, is in the heads of persons, and that the thinking subject has no alternative but to construct what he or she knows on the basis of his or her own experience.»

Ernst von Glasersfeld was born on 8 March 1917 in Munich of Austrian parents, and grew up in Northern Italy and Switzerland. Briefly studied mathematics in Zürich and Vienna. Returned to Italy in 1946, worked as a journalist, and collaborated until 1961 in Ceccato’s Scuola Operativa Italiana (language analysis and machine translation). From 1962 director of US-sponsored research project in computational linguistics. From 1970, he taught cognitive psychology at the University of Georgia, USA. Professor Emeritus in 1987. He held several honorary doctorates. Ernst von Glasersfeld passed away on 12 November 2010.

Find below some links to publications and web pages focusing on the work of this exceptional scholar.

Festschrift for Ernst von Glasersfeld Celebrating His 90th Birthday, edited by Ranulph Glanville & Alexander Riegler

Special Issue “Can Radical Constructivism Become a Mainstream Endeavor?”, edited by Andreas Quale & Alexander Riegler

Commemorative Issue for Ernst von Glasersfeld, edited by Hugh Gash & Alexander Riegler

Special Issue “Forty Years of Radical Constructivism in Educational Research”, edited by Alexander Riegler & Leslie P. Steffe

Bibliography and full texts of all 307 publications written by Ernst von Glasersfeld

Ernst von Glasersfeld Homepage

Ernst von Glasersfeld Centenary Conference in April 2017 in Innsbruck, Austria

Ernst von Glasersfeld Archive

Alexander Riegler

constructivist-foundations mailing list






quote-what-radical-constructivism-may-suggest-to-educators-is-this-the-art-of-teaching-has-ernst-von-glasersfeld-134-54-86 (1)

Ταξινομία διδακτικών στόχων κατά Bloom


Ο Μπέντζαμιν Σάμιουελ Μπλουμ (19131999) ήταν Αμερικανός Ψυχολόγος της Εκπαίδευσης, ο οποίος συνεισέφερε στην επιστήμη προτείνοντας την ταξινόμηση των εκπαιδευτικών στόχων (Bloom’s Taxonomy, 1956) και τη θεωρία του για τη Μάθηση (Mastery Learning, 1968). Επίσης, διεύθυνε μια ερευνητική ομάδα, η οποία διεξήγαγε μια σημαντική έρευνα σχετικά με την ανάπτυξη εξαιρετικού ταλέντου, τα αποτελέσματα της οποίας είναι σχετικά με την αναζήτηση της υπεροχής, του εξαιρετικού επιτεύγματος και της ανωτερότητας.

Μεγιστοποίηση της Μάθησης* (Mastery Learning)


*Αποδόθηκε έτσι στα Ελληνικά από την Αναστασία Μαυρίδου το 1992.

Bloom’s revised Taxonomy with verbs!


Bloom’s Taxonomy of Learning Domains


1956                                                –                                            2001-2

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

Anderson, Lorin W., & Krathwohl, David R. (eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn and Bacon. ISBN 978-0-8013-1903-7

Krathwohl, David R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218. ISSN 0040-5841