Hugh Gash
Dublin City University, Human Development, Emeritus
- Webpage is at https://sites.google.com/dcu.ie/hughgashwebpage Hugh is on the editorial board of Constructivist ... moreWebpage is at https://sites.google.com/dcu.ie/hughgashwebpage
Hugh is on the editorial board of Constructivist Foundations
http://www.univie.ac.at/constructivism/journal/
Email : hugh.gash@spd.dcu.ieedit
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 …
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How might teachers think about moving to challenge prejudice against persons with handicap? Drawing on Piaget's and Bateson's constructivist theories, prejudices are examined in terms of the processes by which they are... more
How might teachers think about moving to challenge prejudice against persons with handicap? Drawing on Piaget's and Bateson's constructivist theories, prejudices are examined in terms of the processes by which they are formed within the individual, the role they play ...
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A research programme was initiated to promote positive attitudes towards children with special needs. Fifteen students each taught four lessons to children from second to sixth class in Primary Schools. Their approach was constructivist... more
A research programme was initiated to promote positive attitudes towards children with special needs. Fifteen students each taught four lessons to children from second to sixth class in Primary Schools. Their approach was constructivist involving discussion and activities designed to ...
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ABSTRACT A total 305 urban primary school children participated in an educational programme to promote awareness of children with special needs. Subjects were pretested to assess their initial attitudes towards and prior experience of... more
ABSTRACT A total 305 urban primary school children participated in an educational programme to promote awareness of children with special needs. Subjects were pretested to assess their initial attitudes towards and prior experience of children with special needs and posttested to see how their attitudes changed as a result of an educational intervention programme based on constructivist ideas. Programme effects, which included both augmentation of some positive attitudes and diminution of sympathy for children with special needs, were strongly correlated with grade and gender differences in initial attitudes. Whether the drop in sympathy constitutes normalization or permission to be dismissive requires further examination
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ABSTRACT A sample of 125 girls in third and sixth class in two non‐urban primary schools were given a questionnaire to assess their attitudes towards children with mental handicap. One school was integrated with two special classes of... more
ABSTRACT A sample of 125 girls in third and sixth class in two non‐urban primary schools were given a questionnaire to assess their attitudes towards children with mental handicap. One school was integrated with two special classes of children with moderate mental handicap, the other school was not integrated. Results indicate that the girls in the integrated school are significantly more prosocial along dimensions having to do with sociability with, and social concern for, children with mental handicap. Comparisons between this data set and a similar urban one reveal urban/non‐urban differences in both attitude and understanding of academic difficulties. An intervention programme in the integrated school was evaluated and changes were noted in the attitudes of participants, reflecting a maturing of the relationship towards children with mental handicap.
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Research Interests: Psychology and Education
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This study is designed to understand how to facilitate children's conceptual growth about plants using digital technology. Fifteen 4 and 5 year old children were interviewed to identify their understandings about plant growth and... more
This study is designed to understand how to facilitate children's conceptual growth about plants using digital technology. Fifteen 4 and 5 year old children were interviewed to identify their understandings about plant growth and reproduction. Misunderstandings include representations of ...
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This study is about examining beginning teachers’ needs in relation to helping primary school children with mild learning difficulties. Both pre-service and in-service teachers were approached to assess their experience and needs in this... more
This study is about examining beginning teachers’ needs in relation to helping primary school children with mild learning difficulties. Both pre-service and in-service teachers were approached to assess their experience and needs in this area. In common with previous work in Ireland and internationally, beginning teachers were found to have problems with children in some difficulty, in relation to providing differentiated programmes to children, and with children who presented behaviour problems. While some steps can be taken to remedy these issues in the pre-service education of teachers, it is argued that these issues are best remedied for beginning teachers in an induction programme with support in their schools.
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The focus of the paper is to discuss possibilities for a significant contribution to the writing culture in the primary school system. Problems in this domain have been identified (e.g., PISA). Many of these problems can be seen as... more
The focus of the paper is to discuss possibilities for a significant contribution to the writing culture in the primary school system. Problems in this domain have been identified (e.g., PISA). Many of these problems can be seen as aspects of school cultures based on a verbal tradition. We will make a new proposal about how to change an old-fashioned verbal school culture – held by many teachers, their leaders and the school administrations – concerning teaching writing. The pupils already have many experiences from writing in their daily private practice at home: computers, internet, chat, SMS etc. These resources have to be used in their training. We think that writing skills are needed in the modern knowledge society – people with weak writing skills have problems acting socially and at the working place. Developing new policies for teaching writing will make it more up to date – according both to the experiences the pupils already have (from using technologies in their private l...
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ED183292 - Class Inclusion and Role-Taking: Structural Mediation.
Research Interests: Psychology and Mediation
Abstract: Our response aims to clarify how we see the relation of theory to the processes of teaching and learning; we welcome the way the commentaries broaden the context of the target article, …
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PurposeThe process of elaboration of the symbolic universe leads to important insights into the role of symbols in understanding human reasoning. Symbols become explanatory axes of universal global realities. Myths were constructed on... more
PurposeThe process of elaboration of the symbolic universe leads to important insights into the role of symbols in understanding human reasoning. Symbols become explanatory axes of universal global realities. Myths were constructed on these explanatory paths forming a superstructure of all belief systems with paraconsistent logic for the symbolism and a symbolic syntax. Myths and symbols are to be found in all cultures. Some of the most powerful and influential ones occur in popular culture since these often have the greatest immediate social impact.Design/methodology/approachSemiotic and logical development of the symbols is in mythical systems. The dissolution of the myth and the degradation of the myth's symbols constitute a long-drawn-out process in modern Western society and wherever s influence reaches. Myth is a story that may contain symbolic elements, but compared to the symbols or images of the exceptional, myth is characterized by a “story.”FindingsStarting from a min...
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Plant growth, development and reproduction are fundamental concepts in biology; yet there is a recorded lack of motivation for young people to grapple with these concepts. Here we present the ‘DigitalSeed ’ toy for making investigations... more
Plant growth, development and reproduction are fundamental concepts in biology; yet there is a recorded lack of motivation for young people to grapple with these concepts. Here we present the ‘DigitalSeed ’ toy for making investigations around these concepts more accessible to children through hands-on digital interaction. This is part of an on-going project investigating improved ways of learning involving digital media. To date, this project has addressed the learning of 4-5 year olds, but it is anticipated that the project could be extended to older children in mainstream and special needs education. In the case of older children, specific curricula requirements would be addressed, although this is a secondary goal.
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This thesis proposes an approach and an interface, that allow children to interact with plants in real time. Prior research suggests that one origin of misconceptions and lack of understanding that children have about botanic form and... more
This thesis proposes an approach and an interface, that allow children to interact with plants in real time. Prior research suggests that one origin of misconceptions and lack of understanding that children have about botanic form and function is, in fact, the difficulty in interacting with plants such that the relevant phenomena of growth can be observed. From a cognitive standpoint, I argue that this is due to the inevitable delay between actions to and responses from the plant. Computational technologies present a po-tential solutions through simulation of acellerated growth. A goal of this thesis is to design technological solutions that can support children’s explo-rations of the plants ’ world. I describe the design and evaluation of two solutions: one of them, the DigitalSeed, emhasises the concept of life cycle. The other, Biosphera, emphasises timescales of growth and aims to support learning through an exploratory, comparative framework, promoting person-ally meaningful kn...
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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 …
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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 (or a subject... more
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 (or a subject predicate) 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 measure depends on a concrete quality Gα or Gβ, that is to say on one pole of a logical bi-pole. However, the particular number, the unit, that expresses the result of a measure is the quality G alone. Examples drawn from physical and chemical experiments illustrate these ideas and elaborate the structure of the concept of opposition between the secondary qualities α and β of a magnitude G
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Purpose Categories (particular (P) and general (V)) constitute a bipole with epistemological implications. The mutual categorical implication of this bipole is embodied in ordinary notions. It follows that a concept because it forms an... more
Purpose Categories (particular (P) and general (V)) constitute a bipole with epistemological implications. The mutual categorical implication of this bipole is embodied in ordinary notions. It follows that a concept because it forms an element of concrete, sensible-rational, practical-theoretical activity has to unite the two inseparable poles, the general and the particular. If the concept of a physical quantity is abstract in relation to the physical object, it is concrete in comparison with mathematical quantity. This product of a secondary abstraction covers the background of physical qualities to extract the pure number, legitimately named abstract number. Both kinds of numbers are mutually exclusive: either the numbers are attached to a unit name and the number is concrete or nothing is attached and the number is abstract. However, in addition to their coordination in extension, they involve each other in comprehension: in fact, the pure number is the general pole V and concre...
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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... more
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: (a) the levels of language, (b) their belonging to indeterminate compatible propositions (ICP) or indeterminate propositions (IP), (c) being based on universal antinomy and (d) the theory of dialetheism.
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Vico’s constructivist epistemology is compared with that of Piaget with a view to clarifying Piaget’s theory of knowledge. Piaget’s interpreters often show a lack of concern with the metaphysical f...
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ED176891 - Class Inclusion Then Role-Taking, a Sequence?.
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Beginning teachers and diversity in school: A European Study 5 Acknowledgements This volume is due to work from colleagues from the following institutions: Escola Superior de Educação de Bragança, Institut Universitaire de Formation des... more
Beginning teachers and diversity in school: A European Study 5 Acknowledgements This volume is due to work from colleagues from the following institutions: Escola Superior de Educação de Bragança, Institut Universitaire de Formation des Maîtres de Versailles, Pontifícia ...
In this chapter, we will present various research projects dealing with children's perceptions of other cultures, the word "culture" referring primarily in this instance to other national or ethnic entities. The... more
In this chapter, we will present various research projects dealing with children's perceptions of other cultures, the word "culture" referring primarily in this instance to other national or ethnic entities. The issue of perceptions of other cultures is important in that it is linked with children's constructions of their identity and may eventually determine their attitudes and behaviour to many others. Children construct social images of the groups they belong to and of other groups at an early stage of their socialisation (Lambert and Klineberg, 1967; Tajfel, Jahoda, Nemeth, Campbell and Johnson, 1970; Aboud, 1988). These early representations are acquired without them being aware of the processes at work. This is why representations often resist modification. This issue is difficult to deal with in schools and the tendency is for teachers to keep away from it. Outlining the nature, characteristics and role of social perceptions and representations of otherness in cross-cultural communication is a first step towards a fuller understanding of this area. We agree, however, with Goldstone (2000) who warns that researchers who identify difference merely reify it. We suggest strategies in line with the constructivist philosophy of the Primary Curriculum (Ireland, 1999) to promote pluralism (MacLachlan and O’Connell, 2000).
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Gash claims that linking constructivist and mystical approaches may construe a mutual advantage (“synergy”) - and hence contradicts von Glasersfeld’s claim that both refer to different …
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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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Baron outlines the need and advantages of a second-order approach to religious studies. Values and mutual respect can be assumed in research but may be in short supply in social and political …
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The economic crisis has brought ethical issues into the foreground of public debate inviting a consideration of ethical wealth distribution. Issues in meta-ethics play a significant role in these discussions because they have such... more
The economic crisis has brought ethical issues into the foreground of public debate inviting a consideration of ethical wealth distribution. Issues in meta-ethics play a significant role in these discussions because they have such potential to vary from person to person, while remaining hidden. They include whether ethical ideas may be objectively correct or vary depending on context, whether ethical ideas are principally matters of reason or of emotion, whether men and women consider ethical questions from different viewpoints and finally here – ideas about the origins of altruism. These varied perspectives each contain widely varying ethical approaches. This paper began in the context of a course 1 about ethics and inclusive education, however understanding the interplay of these ideas has broader significance because most people naturally wish to do good. Indeed, all disagreements about what people hold fundamentally important have the potential to lead to conflict and violence. ...
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Abstract: In my response, I focus on themes that recur in the commentaries: (a) Radical constructivism’s neutrality and the need for and value of sustainability; (b) education and sustainability…
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Context: There are often children in schools who are at risk of failure because they have a view that their capacity to learn is fixed. Adults often reinforce this view. Children may be helped by …
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An innovative learning environment was developed that aimed to improve science attainment and the neurological process of sensory integration. In a study involving 261 primary school children (average age = 7.28 years) who followed a... more
An innovative learning environment was developed that aimed to improve science attainment and the neurological process of sensory integration. In a study involving 261 primary school children (average age = 7.28 years) who followed a programme of fifteen sensory-based lessons, juxtaposed between a pre-test and post-test, that took place within the mainstream classroom and was cogniscant of the Irish national curriculum. The first
stage of the study was the sensory screening of all children in the cohort, prior to the implementation of a program of sensory-based science lessons. The instrument used was
a shortened Sensory Profile (3SSP). The sensory profile post-test results indicate that most students performed at a level typical for children without difficulty in this area and thus would not show an increase in their scores. The results show a significant improvement in the sensory processing in three areas. This would indicate that sensory science lessons contributed to this improved performance. The statistical analysis of the science scores (paired two-tailed Student’s t test assuming unequal variances) showed a
significant improvement had occurred as had been hypothesised. This could be due in part to heightened motivation. By adapting the existing science curriculum to allow for children’s’ desire to move and participate in activities that provide appropriate stimulation for the senses, sensory difficulties that create barriers to functional performance can be redressed and learning enhanced.
stage of the study was the sensory screening of all children in the cohort, prior to the implementation of a program of sensory-based science lessons. The instrument used was
a shortened Sensory Profile (3SSP). The sensory profile post-test results indicate that most students performed at a level typical for children without difficulty in this area and thus would not show an increase in their scores. The results show a significant improvement in the sensory processing in three areas. This would indicate that sensory science lessons contributed to this improved performance. The statistical analysis of the science scores (paired two-tailed Student’s t test assuming unequal variances) showed a
significant improvement had occurred as had been hypothesised. This could be due in part to heightened motivation. By adapting the existing science curriculum to allow for children’s’ desire to move and participate in activities that provide appropriate stimulation for the senses, sensory difficulties that create barriers to functional performance can be redressed and learning enhanced.
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This book is intended to contribute to reflections on teacher education, and in particular on how well young teachers are educated to meet the challenges presented by pupils who are in some difficulty in primary and secondary schools. We... more
This book is intended to contribute to reflections on teacher
education, and in particular on how well young teachers are educated
to meet the challenges presented by pupils who are in some difficulty
in primary and secondary schools. We hope that this work will
stimulate discussion both within teacher education institutions, and
provide a European perspective to readers in all sections of the
educational community in their thinking about the central problem of
preventing school failure and promoting a genuinely inclusive context
for all pupils in schools.
education, and in particular on how well young teachers are educated
to meet the challenges presented by pupils who are in some difficulty
in primary and secondary schools. We hope that this work will
stimulate discussion both within teacher education institutions, and
provide a European perspective to readers in all sections of the
educational community in their thinking about the central problem of
preventing school failure and promoting a genuinely inclusive context
for all pupils in schools.
Research Interests:
In this chapter, we will present various research projects dealing with children's perceptions of other cultures, the word "culture" referring primarily in this instance to other national or ethnic entities. The issue of perceptions of... more
In this chapter, we will present various research projects dealing with children's perceptions of other cultures, the word "culture" referring primarily in this instance to other national or ethnic entities. The issue of perceptions of other cultures is important in that it is linked with children's constructions of their identity and may eventually determine their attitudes and behaviour to many others. Children construct social images of the groups they belong to and of other groups at an early stage of their socialisation (Lambert and Klineberg, 1967; Tajfel, Jahoda, Nemeth, Campbell and Johnson, 1970; Aboud, 1988). These early representations are acquired without them being aware of the processes at work. This is why representations often resist modification. This issue is difficult to deal with in schools and the tendency is for teachers to keep away from it. Outlining the nature, characteristics and role of social perceptions and representations of otherness in cross-cultural communication is a first step towards a fuller understanding of this area. We agree, however, with Goldstone (2000) who warns that researchers who identify difference merely reify it. We suggest strategies in line with the constructivist philosophy of the Primary Curriculum (Ireland, 1999) to promote pluralism (MacLachlan and O’Connell, 2000).