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H. Gash [21]Hugh Gash [14]Huge Gash [1]
  1.  35
    A Theorical Point of View of Reality, Perception, and Language.Josué Antonio Nescolarde-Selva, Josep-Lluis Usó-Doménech & Hugh Gash - 2014 - Complexity 20 (1):27-37.
  2.  10
    Argumentum Ontologicum and Argumentum Ornithologicum : Anselm of Canterbury and Jorge Luis Borges.J. L. Usó-Doménech, J. A. Nescolarde-Selva & H. Gash - 2019 - Foundations of Science 24 (4):727-749.
    In this paper, the authors attempt to prove there is a relationship between Borges’ “Argumentum ornithologicum” and Anselm’s argument “Argumentum ontologicum”. We suggest Borges, using the image of a flock of birds, with oriental reminiscences, half joking, half serious attempts to prove the existence of God. We demonstrate the fallacies incurred by Borges and why his “Argumentum” has no place within the traditional set of ontological arguments. However, it would easy to forget that Borges’ claim is not philosophical, nor theological, (...)
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  3.  9
    Dialectical Hegelian Logic and Physical Quantity and Quality.J. L. Usó-Doménech, J. A. Nescolarde-Selva & H. Gash - 2021 - Foundations of Science 27 (2):555-572.
    In Ontology, quality determines beings. The quality-quantity bipolarity reveals that a conceptual logical comprehension that can include negation must be a dialectical logic. Quality is a precise characteristic of something capable of augmentation or diminution while remaining identical through differences or quantitative changes. Thus, quality and in opposition quantity are inextricably linked, giving definition to each other, so constituting a logical bipolarity. The theory is that a magnitude G is never separated from secondary qualities α and β, and therefore, a (...)
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  4.  7
    A Logic-Mathematical Point of View of the Truth: Reality, Perception, and Language.Josué Antonio Nescolarde-Selva, Josep-Lluis Usó-Doménech & Hugh Gash - 2015 - Complexity 20 (4):58-67.
  5.  19
    Fixed or Probable Ideas?Hugh Gash - 2014 - Foundations of Science 19 (3):283-284.
    This commentary on Nescolarde-Selva and Usó-Doménech (Found Sci, 2013) raises questions about the dynamic versus static nature of the model proposed, and in addition asks whether the model might be used to explain ethical flexibility and rigidity.
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  6.  25
    Mathematical Perspectives on Liar Paradoxes.José-Luis Usó-Doménech, Josué-Antonio Nescolarde-Selva, Lorena Segura-Abad, Kristian Alonso-Stenberg & Hugh Gash - 2021 - Logica Universalis 15 (3):251-269.
    The liar paradox is a famous and ancient paradox related to logic and philosophy. It shows it is perfectly possible to construct sentences that are correct grammatically and semantically but that cannot be true or false in the traditional sense. In this paper the authors show four approaches to interpreting paradoxes that illustrate the influence of: the levels of language, their belonging to indeterminate compatible propositions or indeterminate propositions, being based on universal antinomy and the theory of dialetheism.
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  7.  17
    Constructivism, Truth and Reality.Hugh Gash - 2014 - Foundations of Science 19 (3):307-309.
    This commentary to Nescolarde-Selva and Usó-Doménech’s (Reality, systems and impure systems. Foundations of Science 2013) links ideas in their paper to radical constructivism and raises two questions. (1) Would it be helpful to substitute the constructivist notion of viability for the traditional notion of truth with its connotations of relating language and reality? (2) Is the link made to issues in ontological philosophy important since the implicit constructivist epistemology of the paper considers mathematical ideas are just as real as ideas (...)
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  8.  16
    Belief, Knowledge and Faith: A Logical Modal Theory.J. Nescolarde-Selva, J. L. Usó-Doménech & H. Gash - 2021 - Foundations of Science 26 (2):453-474.
    The concept of God is studied using the ontological argument of Anselm of Canterbury that proves God’s existence using a syllogism based on ontology. Unlike metaphysical arguments that demonstrate the existence of God through the study of being and its attributes, the ontological argument aims to reach this same goal based on a concept of God by means of the idea of an entity “greater than anything that can be conceived”. Descartes’ influence highlighted some of the philosophical difficulties with the (...)
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  9. Embedding Technology in Pedagogy.H. Gash & T. McCloughlin - 2015 - Constructivist Foundations 10 (3):297-298.
    Open peer commentary on the article “Beyond Technocentrism: Supporting Constructionism in the Classroom” by Karen Brennan. Upshot: Brennan describes strategies designed to help teachers use Scratch in their classrooms, emphasising interfaces between the tool and its users, between users and between hope and happening. Previous work with similar aims identified apparently significant cultural approaches to initiating constructionist practice. Questions arise about the development of practice from technocentric to pedagogic over time that may have some answers in the data accumulated.
     
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  10.  10
    Ontological Argument and Infinity in Spinoza’s Thought.J. L. Usó-Doménech, J. A. Nescolarde-Selva & Hugh Gash - 2020 - Foundations of Science 25 (2):385-400.
    If the words in Spinoza’s Ethics are considered as symbols, then certain words in the definitions of the Ethics can be replaced with symbols from set theory and we can reexamine Spinoza’s first definitions within a logical–mathematical frame. The authors believe that, some aspects of Spinoza’s work can be explained and illustrated through mathematics. A semantic relation between the definitions of the philosopher and set theory is presented. It is explained each chosen symbol. The ontological argument is developed through modal (...)
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  11. The Epistemological Dance: Difference, Experience and Representation.H. Gash - 2016 - Constructivist Foundations 11 (2):280-282.
    Open peer commentary on the article “Sensorimotor Direct Realism: How We Enact Our World” by Michael Beaton. Upshot: Accepting the biological origins and limits of what we know is a foundation stone of radical constructivist research. A corollary is that RC considers realism as allowing an impossible comparison between knowledge and reality. Recent works such as that presented in the target article have a more nuanced position in relation to “reality.” Points of similarity and difference between RC and direct realism (...)
     
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  12. Moving Forward From Radical or Social Constructivism to a Higher Level Synthesis.H. Gash - 2011 - Constructivist Foundations 7 (1):20-21.
    Open peer commentary on the target article “From Objects to Processes: A Proposal to Rewrite Radical Constructivism” by Siegfried J. Schmidt. Upshot: Siegfried J. Schmidt’s timely article offers a fresh look at radical constructivism with an emphasis on contextually and culturally located action as an expression of knowing. Perhaps it remains cautious in making connections with neighbouring philosophical approaches. Two areas that are largely unmentioned are the issue of viability and the conceptual analysis, which remained largely on the sidelines in (...)
     
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  13. Constructing Constructivism.H. Gash - 2014 - Constructivist Foundations 9 (3):302-310.
    Context: The paper is a selective survey of radical constructivist (RC) research that relates to education. Problem: Over the past 40 years there have been developments in the research reviewed. Earlier work was often concerned with conceptual clarification and showing different ways children and teachers think, whereas recent work is more systemic and applied. Method: Research with educational implications done by the author and colleagues is surveyed. This survey shows how RC influenced research in a variety of psychological domains including (...)
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  14.  19
    Systems and Beliefs.Hugh Gash - 2016 - Foundations of Science 21 (1):177-187.
    Systems thinking provides insights into how ideas interact and change, and constructivism is an example of this type of systemic approach. In the 1970s constructivism emphasised the development of mathematical and scientific ideas in children. Recently constructivist ideas are applied much more generally. Here I use this approach to consider beliefs and their role in conflicts and the conditions needed for reconciliation. If we look at Reality in terms of how we construct it as a human cognitive process, we recognise (...)
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  15.  14
    Facilitating Constructivist Principles in Using Apps: Moving From Class Video to Community.H. Gash - 2016 - Constructivist Foundations 12 (1):72-73.
    Open peer commentary on the article “Negotiating Between Learner and Mathematics: A Conceptual Framework to Analyze Teacher Sensitivity Toward Constructivism in a Mathematics Classroom” by Philip Borg, Dave Hewitt & Ian Jones. Upshot: The target article offers a method for teachers to reflect on their constructivist approach in classrooms. This commentary suggests ways to augment the approach for use with groups of teachers.
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  16.  4
    Constructivism, Fast Thinking, Heuristics and Sustainable Development.Hugh Gash - 2020 - Constructivist Foundations 16 (1):001-012.
    Context: Radical constructivism prioritises the processes by which people make sense of their experience and people construct different worlds based on their individual experiences. Problem: It ….
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  17. Modelling Realities.H. Gash - 2014 - Constructivist Foundations 9 (2):240-241.
    Open peer commentary on the article “Info-computational Constructivism and Cognition” by Gordana Dodig-Crnkovic. Upshot: Gordana Dodig-Crnkovic proposes that radical constructivism and info-computational (IC) processes have a synergy that can be productive. Two issues are proposed here: can constructivism help IC to model creative thinking, and can IC help constructivism to model conflict resolution?
     
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  18. What You Always Wanted to Know About Constructivist Education… Review of “Constructivist Instruction: Success or Failure?” Edited by Sigmund Tobias & Thomas M. Duffy. [REVIEW]H. Gash - 2009 - Constructivist Foundations 5 (1):64 - 65.
    Upshot: Is education about memorising or about making meaning? Critics of constructivist instruction argue that it is more efficient to teach directly. However, there is an empowering engagement to making meaning and teachers need to know how to guide students in this process.
     
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  19.  5
    Theorizing About Theories and Mathematical Existence.J. L. Usó-Doménech, J. A. Nescolarde-Selva & H. Gash - 2020 - Foundations of Science 25 (3):587-595.
    Suppes proposes an analysis of the structure and identity of empirical theories with his model-theoretical approach and undertakes effective reconstructions of theories in diverse disciplinary fields. Here the authors analyse the results of these examinations under the optics of questions concerning the assumed ontological commitments, and for how they satisfy economic and other criteria.
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  20.  3
    Author’s Response: Sustainability, Populism, and Constructivism.Hugh Gash - 2020 - Constructivist Foundations 16 (1):032-035.
    : In my response, I focus on themes that recur in the commentaries: Radical constructivism’s neutrality and the need for and value of sustainability; education and sustainability….
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  21. The Need for Varieties of Perspectives.H. Gash - 2014 - Constructivist Foundations 9 (3):437-438.
    Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: The target article describes a programme of study in enterprise education based on radical constructivism (RC. There are a number of issues that arise: the RC approach emphasises student learning rather than preparation for teaching, this type of course can have an impact on the other (...)
     
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  22. Issues in Relation to Learning About Religion.H. Gash - 2015 - Constructivist Foundations 11 (1):137-138.
    Open peer commentary on the article “Religion: A Radical-Constructivist Perspective” by Andreas Quale. Upshot: Quale offers a way of categorizing religious discourse based on radical constructivism. This commentary raises questions about the inter-relation of cognitive and non-cognitive knowledge, the role of testimony in learning about religion, and whether knowledge and belief have different roles in cognitive and non-cognitive knowledge, and suggests that Quale’s analysis opens a tolerant perspective on religious discourse.
     
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  23.  17
    Maturana's Theory and Interpersonal Ethics.H. Gash - 2011 - Constructivist Foundations 6 (3):363-369.
    Context: Maturana’s views on cognitive processes and explaining have ethical implications. The aim of this paper is to link ethics and epistemology to facilitate thinking about how to promote respect between different viewpoints through mutual understanding. Method: Maturana’s views on ethics are outlined in three domains: the personal, the interpersonal, and the societal. Results: The ethical implications that emerge around the notion of reality with or without parenthesis, the concept of the legitimate other, and Maturana’s conjectures about the origins of (...)
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  24. Author's Response: Perspectives on RC and Teaching.H. Gash - 2014 - Constructivist Foundations 9 (3):321-327.
    Upshot: In response to the issues raised in the OPCs, I emphasize the following aspects: teaching cannot be transmitting knowledge, stages are too constraining a model, RC focuses on the individual construction and talking about social context invites the spectre of social constructivism.
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  25. Radical Constructivism Is Neutral.H. Gash - 2014 - Constructivist Foundations 9 (2):271-273.
    Open peer commentary on the article “Ethics: A Radical-constructivist Approach” by Andreas Quale. Upshot: Andreas Quale in his article defends radical constructivism (RC) from the accusation of being guilty of being ethically neutral. His defence is based on a distinction between clearly communicable cognitive knowledge and less easily communicable value-laden non-cognitive knowledge. The position taken in this commentary is that RC is a process and provides a way of understanding values. To condemn RC for ethical neutrality is to confuse process (...)
     
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  26.  14
    Realities in Radical Constructivism. Commentary on Johnson's “Footprints in the Sand”.H. Gash - 2010 - Constructivist Foundations 6 (1):100-101.
    Context: Johnson argues that because radical constructivism requires social constraints and therefore ontological assumptions, it is no different from constructive realism, which is comparatively mainstream. Results: While the distinction between these approaches appears slim, our concepts are not independent of us, and may need to change in spite of established traditions. Implications: Perhaps radical constructivism cannot be mainstream because it is essentially concerned with epistemological origins of concepts and consequently is not practical enough for the received consensus.
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  27.  8
    Remembering Ernst von Glasersfeld.H. Gash - 2011 - Constructivist Foundations 6 (2):168-171.
    Context: This article describes the educational and personal context in which the author met Ernst von Glasersfeld at the University of Georgia in 1975. Problem: The aim is to situate von Glasersfeld’s work from 1975 in its context and show how some of the well-known strands of this work emerged and their implications in many fields. Method: The social context of the educational scene in the 1960s and 1970s is described together with a variety of incidents and plans and seminars (...)
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  28.  11
    Legacy of a Great Thinker. Editorial for the Commemorative Issue for Ernst von Glasersfeld.A. Riegler & H. Gash - 2011 - Constructivist Foundations 6 (2):135-137.
    Context: On 12 November 2010, Ernst von Glasersfeld passed away. He was one of the most important, if not the most important, proponents of constructivist philosophy. Problem: In his life Ernst influenced many other scientists and philosophers. By whom was he himself influenced; who shaped his intellectual development? By collecting contributions from those who knew him closely or have an excellent understanding of radical constructvism we aim at presenting a cartography of the past and current state of affairs of radical (...)
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  29.  1
    Paradoxical Aspects of the Russellian Conception of Existence.J. L. Usó-Doménech, J. A. Nescolarde-Selva & H. Gash - forthcoming - Foundations of Science:1-15.
    In this paper, the authors try to clarify the relations between Meinong’s and Russell's thoughts on the ontological ideas of existence. The Meinongian theory on non-existent objects does not in itself violate the principle of non-contradiction, since the problem that this hypothesis offers to the theory of definite descriptions is not so much a logical problem as an ontological problem. To demonstrate this we will establish what we believe are the two main theses basic to the theory of descriptions: the (...)
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  30.  1
    Distancing and Emerging Epiphanies.Hugh Gash - 2021 - Constructivist Foundations 16 (3):258-260.
    The experience of fragility is part of the uncertainty surrounding the Covid epidemic. I see Depraz’s experience as involving two types of cognitive processes, one lighter than the other. The ….
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