•  107
    In this paper we review some problems with traditional approaches for acquiring and representing knowledge in the context of developing user interfaces. Methodological implications for knowledge engineering and for human-computer interaction are studied. It turns out that in order to achieve the goal of developing human-oriented (in contrast to technology-oriented) human-computer interfaces developers have to develop sound knowledge of the structure and the representational dynamics of the cogni…Read more
  •  99
    Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation
    with G. Bottaro, M. Hartner-Tiefenthaler, and K. Rötzer
    Constructivist Foundations 9 (3): 421-433. 2014.
    Context: Radical constructivism (RC) is seen as a fruitful way to teach innovation, as Ernst von Glasersfeld’s concepts of knowing, learning, and teaching provide an epistemological framework fostering processes of generating an autonomous conceptual understanding. Problem: Classical educational approaches do not meet the requirements for teaching and learning innovation because they mostly aim at students’ competent performance, not at students’ understanding and developing their creative capab…Read more
  •  56
    This paper introduces an alternative approach to innovation: Emergent Innovation. As opposed to radical innovation Emergent Innovation finds a balance and integrates the demand both for radically new knowledge and at the same time for an organic development from within the organization. From a knowledge management perspective one can boil down this problem to the question of how to cope with the new and with profound change in knowledge. This question will be dealt with in the first part of the …Read more
  •  55
    Purpose: Ernst von Glasersfeld’s question concerning the relationship between scientific/ rational knowledge and the domain of wisdom and how these forms of knowledge come about is the starting point. This article aims at developing an epistemological as well as methodological framework that is capable of explaining how profound change can be brought about in various contexts, such as in individual cultivation, in organizations, in processes of radical innovation, etc. This framework is based on…Read more
  •  23
    Evolving the future by learning from the future ? Toward an epistemology of change
    with Thomas Fundneider
    Behavioral and Brain Sciences 37 (4): 433-434. 2014.
  •  23
    This paper addresses the questions concerningthe relationship between scientific andcognitive processes. The fact that both,science and cognition, aim at acquiring somekind of knowledge or representationabout the world is the key for establishing alink between these two domains. It turns outthat the constructivist frameworkrepresents an adequate epistemologicalfoundation for this undertaking, as its focusof interest is on the (constructive)relationship between the world and itsrepresentation. Mo…Read more
  •  22
    Purpose: In the educational field a lack of focus on the process of arriving at a level of profound understanding of a phenomenon can be observed. While classical approaches in education focus on "downloading," repeating, or sometimes optimizing relatively stable chunks of knowledge (both facts and procedural knowledge), this paper proposes to shift the center of attention towards a more dynamic and constructivist perspective: learning as a process of individual and collective knowledge creation…Read more
  •  21
  •  18
    Authors' Response: Challenges in Studying and Teaching Innovation: Between Theory and Practice
    with G. Bottaro, M. Hartner-Tiefenthaler, and K. Rötzer
    Constructivist Foundations 9 (3): 440-446. 2014.
    Upshot: This response focuses on the following issues, which summarize the points made by the commentaries: (i) further reflection on and details of the methodological framework that was applied to studying the proposed design of our innovation course, (ii) the issue of generalizability of the findings for teaching innovation (in this context the question of generic or transferable skills will become central), and (iii) finally, more precise explanation of what we mean by “learning from the futu…Read more
  •  17
    Constructivist Curriculum Design for the Interdisciplinary Study Programme MEi:CogSci – A Case Study
    with Elisabeth Zimmermann and Brigitte Römmer-Nossek
    Constructivist Foundations 5 (3): 144-157. 2010.
    Context: Cognitive science, as an interdisciplinary research endeavour, poses challenges for teaching and learning insofar as the integration of various participating disciplines requires a reflective approach, considering and making explicit different epistemological attitudes and hidden assumptions and premises. Only few curricula in cognitive science face this integrative challenge. Problem: The lack of integrative activities might result from different challenges for people involved in truly…Read more
  • Semiotic aspects of neurally based representation of knowledge
    In René J. Jorna, Barend van Heusden & Roland Posner (eds.), Signs, Search and Communication: Semiotic Aspects of Artificial Intelligence, De Gruyter. pp. 90-110. 1993.
  • Understanding Representation (edited book)
    with A. Reigler
    Plenum Press. 1999.