Human constructivism: A unification of psychological and epistemological phenomena in meaning making

Ausubel's (1963, 1968, 1978) assimilation theory of learning is used to describe the process by which humans engage in meaningful learning. High levels of meaningful learning are characterized as underlying the process of new knowledge construction. Concept maps and Vee diagrams are employed to illustrate aspects of assimilation theory, foundational constructivist epistemological ideas, and tools that can facilitate meaningful learning and knowledge construction. The central thesis is that the process of meaningful learning, as understood through assimilation theory, is fundamental to both the psychological process of cognitive development of individuals and the epistemological process of new knowledge construction.     

The incoherence of divine possibility constructivism

International Journal for Philosophy of Religion - Before God created did God have ideas in mind for particular things, kinds of things, properties of things, particular events, and laws of nature?...     

The meaning of modality

This paper describes a semantics for modal terms such as can and may that is intended to model the mental representation of their meaning. The basic assumption of the theory is that the evaluation of a modal assertion involves an attempted mental construction of a specified alternative to a given situation rather than the separate evaluation of each member of a set of possible alternatives as would be required by a “possible worlds” semantics. The theory leads to the conclusion that, contrary to what is often assumed, modal auxiliary verbs are unambiguous.     

从帛书《易传》考察“文言”的实义

根据对帛书《易传》的考察,“文”的实义,是指外柔内刚的德性,而表现为谦德。这种意义的德性,称为“文德”,是就政治人格而言的德性。故“文言”是“‘文’之言”的意思,义为“有关为政者（或从政者）德性的言说”。