Interactive constructivism and its implications for education will be introduced in four steps. (1)The context of the approach and its relation to other constructivist developments will be discussed. (2)I will examine essential pragmatic criteria in the tradition of John Dewey that are relevant for interactive constructivism. (3)More decisively than Dewey interactive constructivism launches a meta-theoretical distinction between observers, participants, and agents. (4)Communication as a chief dimension of education can be analyzed out of three perspectives: the symbolic, the imaginative, and the real. Educators must recognize that their interaction with learners includes great demands not only in practical application/implementation but also in theoretical reflection.

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