The Homepage of Ernst von Glasersfeld

Ernst von Glasersfeld authored the following 104 book chapters

3Glasersfeld E. von (1963) Some notes on inter-language correspondence & Notes concerning output matrices. In: Ceccato S. (ed.) Linguistic analysis and programming for mechanical translation. Gordon & Breach, New York: 117–129, 170–174.
9Glasersfeld E. von (1965) An approach to the semantics of prepositions. In: Josselson H. (ed.) Proceedings of Las Vegas Conference on Computer-related semantic analysis. Detroit, MI: Wayne State University, XIII/1–24.
9.1Italian translation: Chapter 1 in 117 (1989).
23Glasersfeld E. von (1972) Reading, understanding, and conceptual situations. In: Greene F. P. (ed.) 21st Yearbook of the National Reading Conference. N. C. R., Milwaukee WI: 119–127.
23.1German translation: Chapter 2 in 107 (1987).
23.2Italian translation: Chapter 6 in 117 (1989).
34Glasersfeld E. von (1974) Piaget and the radical constructivist epistemology [pdf]. In: Smock C. D. & Glasersfeld E. von (eds.) Epistemology and education. Follow Through Publications, Athens GA: 1–24. Available at
34.1German translation: Chapter 9 in 108 (1987).
34.2Reprinted as: Chapter 6 in 107 (1987).
37Rumbaugh D. M., Glasersfeld E. von, Gill T. V., Warner H., Pisani P., Brown J. V. & Bell T. V. (1975) The language skills of a young chimpanzee in a computer-controlled training situation. In: Tuttle R. H. (ed.) Socioecology and psychology of primates. Mouton, The Hague: 391-402.
39Glasersfeld E. von (1976) The development of language as purposive behavior [pdf]. In: Harnad S. R., Steklis H. D. & Lancaster J. (eds.) Annals of the New York Academy of Sciences 279: 212–226. Available at
39.1German translation: Chapter 6 in 108 (1987).
39.2Italian translation: Chapter 10 in 117 (1989).
42Rumbaugh D. M., Gill T. V. & Glasersfeld E. von (1976) La lectura y el completado do oraciones, realizados por un chimpance. In: Sanchez de Zavala V. (ed.) Sobre el lenguaje de los antropoides. Sigle Veintiuno, Madrid: 137–146.
44Rumbaugh D. M., Warner H. & Glasersfeld E. von (1977) The Lana project: Origin and tactics. In: Rumbaugh D. M. (ed.) Language learning by a chimpanzee. Academic Press, New York: 87–90.
45Glasersfeld E. von (1977) Linguistic communication: Theory and definition. In: Rumbaugh D. M. (ed.) Language learning by a chimpanzee. New York: Academic Press, 55–71.
45.1Italian translation: Chapter 12 in 117 (1989).
46Glasersfeld E. von (1977) The Yerkish language and its automatic parser. In: Rumbaugh D. M. (ed.) Language learning by a chimpanzee. New York: Academic Press, 91–130.
46.1Italian translation: Chapter 13 in 117 (1989).
49Glasersfeld E. von (1977) Comunicare con un scimpanze. In: Istituto di Psicologia, CNR (ed.) Problemi attuali di psicologia. Bulzoni, Rome: 145–158.
50Glasersfeld E. von (1978) Radical constructivism and Piaget’s concept of knowledge. In: Murray F. B. (ed.) The impact of Piagetian theory. University Park Press, Baltimore MD: 109–122.
56Glasersfeld E. von (1979) Cybernetics, experience, and the concept of self [pdf]. In: Ozer M. N. (ed.) A cybernetic approach to the assessment of children: Toward a more humane use of human beings. Westview Press, Boulder CO: 67–113. Available at
56.1German translation: Chapter 14 in 108 (1987).
58Steffe L. P., Richards J. & Glasersfeld E. von (1979) Models for the child’s acquisition of counting, addition, and subtraction. In: Fuson K. C. & Geeslin W. E. (eds.) Explorations in the modeling of the learning of mathematics. Columbus, OH: ERIC, 22–44.
62Glasersfeld E. von (1980) The concept of equilibration in a constructivist theory of knowledge. In: Benseler F., Hejl P. M. & Koeck W. K. (eds.) Autopoiesis, communication, and society. Frankfurt/New York: Campus, 75–85.
62.1German translation: Chapter 16 in 108.
63Glasersfeld E. von (1981) The conception and perception of number. In: Geeslin W. E. & Wagner S. (eds.) Models of mathematical and cognitive development. Columbus, OH: ERIC, 15–46.
64Steffe L. P., Richards J. & Glasersfeld E. von (1981) Reflections on interdiplinary research. In: Geeslin W. E. & Wagner S. (eds.) Models of mathematical and cognitive development, 135–143.
67Glasersfeld E. von (1981) The concepts of adaptation and viability in a constructivist theory of knowledge [pdf]. In: Sigel I. E., Brodzinsky D. M. & Golinkoff R. M. (eds.) Piagetian theory and research. Hillsdale N. J.: Erlbaum, 87–95. Available at
67.1German translation: Chapter 13 in 108 (1987).
68Glasersfeld E. von (1981) An epistemology for cognitive systems. In: Roth G. & Schwegler H. (eds.) Self-organizing systems. Campus, Frankfurt: 121–131.
68.1German translation: Chapter 15 in 108 (1987).
68.2Portuguese translation: “Notes sur une théorie de la connaissance pour organismes auto-regulateurs”, in: Aprendizagem/desenvolvimento (Learning and Development) 1989 3(9): 51–53.
69Glasersfeld E. von (1981) Feedback, induction, and epistemology [pdf]. In: Lasker G. E. (ed.) Applied systems and cybernetics. Volume 2. Pergamon Press, New York: 712–719. Available at
69.1German translation: Chapter 18 in 108 (1987).
70Glasersfeld E. von (1981) Einführung in den radikalen Konstruktivismus. In: Watzlawick P. (ed.) Die erfundene Wirklichkeit. Piper, Munich: 16–38.
70.1English translation: An introduction to radical constructivism [pdf]. In: Watzlawick P. (ed.) (1984) The invented reality. Norton, New York: 17–40.
70.2French translation: (1988) Édition du Seuil; and in: Jonnairt P. & Mascotra D. (eds.) Constructivisme, Choix contemporains, Hommage à Ernst von Glasersfeld. Presses de l’Université de Québec, Sainte-Foy: 11–35.
73Glasersfeld E. von (1981) Things, pluralities, and counting. In: Comiti C. & Vergnaud G. (eds.) Proceedings of 5th international conference on psychology in mathematics education. Volume 1. IMAG, Grenoble: 18–24.
76Glasersfeld E. von (1982) The abstraction of counting units. In: Wagner S. (ed.) Proceedings of 4th annual meeting of the north american group for psychology in mathematics education. NA-PME, Athens GA: 50–56.
79Glasersfeld E. von & Richards J. (1983) The creation of units as a prerequisite for number: A philosophical review. In: Steffe L. P., Glasersfeld E. von, Richards J. & Cobb P. (eds.) Children’s counting types: Philosophy, theory, and application. Praeger, New York: 1–20.
80Glasersfeld E. von, Steffe L. P. & Richards J. (1983) An analysis of counting and what is counted. In: Steffe L. P., Glasersfeld E. von, Richards J. & Cobb P. (eds.) Children’s counting types: Philosophy, theory, and application. Praeger, New York: 21–44.
83Glasersfeld E. von (1983) Learning as a constructive activity [pdf]. In: Bergeron J. C. & Herscovics N. (eds.) Proceedings of the 5th Annual Meeting of the North American Group of Psychology in Mathematics Education, Vol. 1. Montreal: PME-NA, 41–101. Available at
83.1German translation: Chapter 22 in 107 (1987).
86Glasersfeld E. von (1984) Thoughts about space, time, and the concept of identity [pdf]. In: Pedretti A. (ed.) Of of: A book conference. Zuerich, Switzerland: Princelet Editions, 21–36. Available at
86.1German translation: Chapter 2 in 195.
86.2Italian translation: Considerazioni su spazio, tempo e il concetto di identità. (translated by I.P. Bolognesi and L. Santini) .
91Glasersfeld E. von (1985) Representation and deduction [pdf]. In: Streefland L. (ed.) Proceedings of the 9th International Conference on Psychology of Mathematics Education, Vol. 1. Utrecht, The Netherlands: State University Utrecht, 484–489. Available at
92Glasersfeld E. von (1985) Konstruktion der Wirklichkeit und des Begriffs der Objektivität. In: Gumin H. & Mohler A. (eds.) Einführung in den Konstruktivismus. Munich, Germany: Oldenbourg, 1–26.
93Glasersfeld E. von (1985) Il complesso di semplicità. In: Bocchi G. L. & Ceruti M. (eds.) La sfida della complessità. Milan: Feltrinelli, 103–111.
93.1German translation: Chapter 7 in 196 (1997).
93.2English translation: “The simplicity complex”, in Chapter 10 in 279 (2008) [pdf].
99Glasersfeld E. von (1986) Steps in the construction of “others” and “reality”. In: Trappl R. (ed.) Power, autonomy, utopias: New approaches toward complex systems. London: Plenum Press, 107–116.
100Glasersfeld E. von & Steffe L. P. (1986) Composite units and the operations that constitute them. In: Burton L. (ed.) Proceedings of the 10th International Meeting on Psychology in Mathematics Education. London: University of London Institute of Education, 212–216.
105Glasersfeld E. von (1987) Preliminaries to any theory of representation [pdf]. In: Janvier C. (ed.) Problems of representation in the teaching and learning of mathematics. Erlbaum, Hillsdale NJ: 215–225. Available at
106Glasersfeld E. von (1987) Siegener Gespräche über radikalen Konstruktivismus. In: Schmidt S. J. (ed.) Der Diskurs des radikalen Konstruktivismus. Suhrkamp, Frankfurt: 401–440.
109Steffe L. P. & Glasersfeld E. von (1988) On the construction of the counting scheme. In: Steffe L. P. & Cobb P. (eds.) Construction of arithmetical meaning and strategies. Springer, New York: 1–19.
112Glasersfeld E. von (1988) An introduction to radical constructivism. In: Donaldson R. (ed.) Texts in cybernetics (Felton, CA). American Society for Cybernetics.
114Glasersfeld E. von (1989) Constructivism in Education [pdf]. In: Husen T. & Postlethwaite T. N. (eds.) International encyclopedia of education. Supplement Volume 1. Pergamon Press, Oxford: 162–163. Available at
114.1Italian translation: Il costruttivismo.
116Glasersfeld E. von (1989) Commentaire subjectif par un observateur. In: Bednarz N. & Garnier C. (eds.) Construction des savoirs. ARC, Montreal: 367–371.
119Glasersfeld E. von (1989) Objectivity, autonomy, funding, and the survival of multiple cultures [pdf]. In: Goetz J. P. & Allen J.-B. (eds.) Qualitative research in education. The University of Georgia, Athens GA: 157–161. Available at
121Glasersfeld E. von (1989) Préface. In: Larochelle M. & Désautels J. (eds.) Qu’est ce que le savoir scientifique? Presses de l’Université Laval, Québec: VII-IX.
124Glasersfeld E. von (1990) Environment and communication [pdf]. In: Steffe L. P. & Wood T. (eds.) Transforming children’s mathematics education. Erlbaum, Hillsdale NJ: 30–38. Available at
126Glasersfeld E. von (1990) Scheidewege des Verstehens / Watersheds of understanding. In: Weber G. & Simon F. B. (eds.) Carl Auer: Geist or ghost. Carl Auer Verlag, Heidelberg: 22–43.
130Glasersfeld E. von (1991) Abstraction, re-presentation, and reflection [pdf]. In: Steffe L. P. (ed.) Epistemological foundations of mathematical experience. Springer, New York: 45–67. Available at
132Glasersfeld E. von (1991) Knowing without metaphysics: Aspects of the radical constructivist position [pdf]. In: Steier F. (ed.) Research and reflexivity. Sage, London: 12–29. Available at
133Glasersfeld E. von (1991) Fiktion und Realität aus der Perspektive des radikalen Konstruktivismus [pdf]. In: Roetzer F. & Weibel P. (eds.) Strategien des Scheins. Klaus Boer, Munich: 161–175. Available at
133.1Reprinted as: Chapter 5 in 196 (1997).
134Glasersfeld E. von (1991) Abschied von der Objektivität. In: Watzlawick P. & Krieg P. (eds.) Das Auge des Betrachters. Piper, Munich: 17–30.
135Glasersfeld E. von (1991) A constructivist’s view of learning and teaching [pdf]. In: Duit R., Goldberg F. & Niedderer H. (eds.) Research in physics learning: Theoretical issues and empirical studies – Proceedings of an international workshop. IPN, Kiel: 29–39. Available at
137Glasersfeld E. von (1991) Introduction [pdf]. In: Glasersfeld E. von (ed.) Radical constructivism in mathematics education. Kluwer, Dordrecht: xiii–xx. Available at
138Glasersfeld E. von (1991) Knowing in self-regulating organisms (A constructivist approach) [pdf]. In: Umpleby S. A. & Sadovsky V. N. (eds.) A science of goal formulation. Hemisphere, New York: 1–8. Available at
139Glasersfeld E. von (1992) Aspetti del costruttivismo: Vico, Berkeley, Piaget. In: Ceruti M. (ed.) Evoluzione e conoscenza. Lubrina, Bergamo: 421–432.
139.1German translation: Aspekte des Konstruktivismus: Vico, Berkeley, Piaget. In: Rusch G. & Schmidt S. J. (eds.) (1992) Konstruktivismus: Geschichte und Anwendung. Suhrkamp, Frankfurt am Main: 20–33.
139.2English translation: Aspects of constructivism: Vico, Berkeley, Piaget [pdf]. Chapter 8 in 279 (2008).
145Glasersfeld E. von (1992) A constructivist approach to experiential foundations of mathematical concepts [pdf]. In: Hills S. (ed.) History and philosophy of science in science education. Queen’s University, Kingston: 551–571. Available at
146Glasersfeld E. von (1992) Talking, teaching, and meaning. In: Kamm D. (ed.) Aufbruch in neue Lernwelten. Expedition 92, Munich: 64–67.
148Glasersfeld E. von (1992) Das Ende einer grossen Illusion (The end of a grand illusion) [pdf]. In: Fischer H. R., Retzer A. & Schweitzer J. (eds.) Das Ende der grossen Entwürfe. Suhrkamp, Frankfurt, Germany: 85–98. Available at
148.1English translation: Chapter 9 in 279 (2008).
151Glasersfeld E. von (1992) Questions and answers about radical constructivism [pdf]. In: Pearsall M. K. (ed.) Scope, sequence, and coordination of secondary school science. Vol. II: Relevant research. The National Science Teachers Association, Washington DC: 169–182. Available at
151.1Italian translation: (1993) Il costruttivismo: domande e risposte. Teoria Sociologica 1(2): 19–42.
151.2French translation in: Jonnairt P. & Masciotra D. (eds.) Constructivisme, Choix contemporains, Hommage à Ernst von Glasersfeld. Presses de l’Université de Québec, Sainte-Foy: 291–318.
151.3Reprinted in: Tobin K. (ed.) (1993) The practice of constructivism in science education. AAAS Publications, Washington: 23–38.
152Glasersfeld E. von (1993) Reflections on number and counting. In: Boysen S. T. & Capaldi E. J. (eds.) The development of numerical ability: Animal and human models. Erlbaum, Hillsdale: 225–243.
155Glasersfeld E. von (1993) Das Radikale in Piagets Konstruktivismus (The radical in Piaget’s constructivism). In: Duit R. & Gräber W. (eds.) Kognitive Entwicklung und Lernen der Naturwissenschaften (Cognitive development and learning in the natural science). IPN, Kiel, Germany: 46–62.
156Glasersfeld E. von (1993) Warum sprechen wir, und die Schimpansen nicht? (Why do we speak, and chimpanzees do not?) [pdf]. In: Hosp I. (ed.) Sprachen des Menschen, Sprache der Dinge (Languages of mankind, language of things). Südtiroler Kulturinstitut, Bolzano: 53–61. Available at
162Glasersfeld E. von (1993) Suggerimenti costruttivisti per i processi formativi – La costruzione della conoscenza e il rapporto con l’altro. In: Paolo Perticari (ed.) Della conversazione (19–35) Rimini (Italy): Guaraldi.
163Glasersfeld E. von (1994) Que pouvons nous savoir do notre connaissance? (What can we know about our knowledge?). In: M. Elkaïm (ed.) La thérapie familiale en changement (Changing family therapy). Les Empécheurs de Penser en Rond, Brussels: 191–195.
164Glasersfeld E. von (1994) Die Struktur des individuellen Wissens. In: Felixberger P. (ed.) Aufbruch in neue Lernwelten. Passagen, Vienna: 33–39.
167Glasersfeld E. von (1994) Piagets konstruktivistisches Modell: Wissen und Lernen. In: Rusch G. & Schmidt S. J. (eds.) Delfin 1994. Suhrkamp, Frankfurt am Main: 16–42.
168Glasersfeld E. von (1994) A radical constructivist view of basic mathematical constructs [pdf]. In: Paul Ernest (ed.) Constructing mathematical knowledge: Epistemology and mathematics education. Falmer Press, London: 5–7. Available at
169Glasersfeld E. von (1994) La construcción del conocimiento. In: Schnitman D. F. (ed.) Nuevos paradigmas, cultura y subjetividad. Paidos, Buenos Aires: 115–128.
169.1Italian translation: (1994) La costruzione della conoscenza, Scienze dell’Interazione 1(1): 5–13.
169.2Italian translation: (1997) Il costruttivismo radicale, ovvero la costruzione della conoscenza. In: Watzlawick P. & Nardone G. (eds.) Terapia breve strategica. Raffaello Cortina, Milan: 19–30.
169.3Portuguese translation: (1996) A construçao do conhecimento. In: Schnittman D. F. (ed.) Novos paradigmas, cultura e subjetividade. Artes Medicas, Porto Alegre: 75–84.
169.4English translation: The construction of knowledge [pdf]. Unpublished.
170Glasersfeld E. von (1994) Das Hervorbringen von Wissen und Wirklichkeit. In: Heines K.-D. (ed.) Menschsein in unserer Zeit – Der Zeitgeist auf dem Prüfstand. Stiftung Dr. Heines, Bremen: 107–117.
171Glasersfeld E. von (1994) Cosa si prova quando s’impara?. In: Perticari P. & Sclavi M. (eds.) Il senso dell’imparare. Anabasi, Milan: 17–25.
172Glasersfeld E. von (1995) A constructivist approach to teaching [pdf]. In: Steffe L. P. & Gale J. (eds.) Constructivism in education. Erlbaum, Hillsdale: 3–15. Available at
173Glasersfeld E. von (1995) Sensory experience, abstraction, and teaching. In: Steffe L. P. & Gale J. (eds.) Constructivism in education. Erlbaum, Hillsdale: 369–383.
173.1German translation: Chapter 11 in 196.
176Glasersfeld E. von (1995) Die Wurzeln des “Radikalen” am Konstruktivismus. In: Fischer H. R. (ed.) Die Wirklichkeit des Konstruktivismus. Carl Auer, Heidelberg: 35–45.
178Glasersfeld E. von & Lochhead J. (1995) La formation d’une communauté scientifique à l’age de l’électronique. In: Giordan A., Martinand J.-L. & Raichvarg D. (eds.) Que savons-nous des savoirs scienitifiques et techniques? Proceedings of the 17th international meeting on communication, education, and the scientific and industrial cultures, 1995. Centre Jean Franco, Chamonix: 47–50.
179Glasersfeld E. von (1995) [179]Aspekte einer konstruktivistischen Didaktik (Aspects of constructivist didactics) [pdf]. In: Lehren und Lernen als konstruktive Tätigkeit. Regional Institute for school and secondary education, Soest: 7–14. Available at
180Glasersfeld E. von (1995) Introduction: Aspects of constructivism [pdf]. In: Fosnot C. T. (ed.) Constructivism: Theory perspectives, and practice. Columbia University, Teacher College Press: 3–7. Available at
185Glasersfeld E. von (1996) Aspects of radical constructivism and its educational recommendations [pdf]. In: Steffe L. P., Nesher P., Cobb P., Goldin G. A. & Greer B. (eds.) Theories of mathematical learning. Lawrence Erlbaum, Hillsdale: 307–314. Available at
185.1French translation: (1994) Télémaque.
186Glasersfeld E. von (1996) Interprétation constructiviste de l’épistémologie génétique. In: Mantovani O. Z., de Assiz M. C., de Assis & Z. Ramozzi-Chiarottino (eds.) Piaget, teoria e pratica (Piaget, theory and practice). Proceedings of the 4th International Symposium on Genetic Epistemology. U. of Sao Paulo & U. of Campinas, Aguas de Lindoia: 176–182.
186.1Reprinted in Methodologia 16 (1996) 1–9.
186.2Italian translation: L’interpretazione Costruttivista dell’Epistemologia Genetica. Translated by I. P. Bolognesi.
188Glasersfeld E. von (1996) Die Welt als “Black Box” [pdf]. In: Braitenberg V. & Hosp I. (eds.) Die Natur ist unser Modell von ihr (Nature is our model of it). Proceedings of the Bolzano Meeting 1995. Rowohlt, Reinbeck: 15–25. Available at
190Lochhead J. & Glasersfeld E. von (1996) Pourquoi des étudiant(e)s doué(e)s se détournent-ils des sciences?. In: Giordan A., Martinand J. L. & Raichvarg D. (eds.) Actes des XVIIIes Journées Internationales sur la communication, l’éducation et la culture scientifiques et industrielles. Centre Jean Franco, Chamonix, France: 41–46.
191Glasersfeld E. von (1996) Aspectos del constructivismo radical (Aspects of radical constructivism) [pdf]. In: Pakman M. (ed.) Construcciones de la experiencia humana. Gedisa Editorial, Barcelona: 23–49. Available at
195Glasersfeld E. von (1997) Von Ordnung zu Verordnung: Konstruktion und Zweck. In: Wege des Wissens. Carl Auer, Heidelberg: 90–107.
203Glasersfeld E. von & Ackermann E. (1997) Heinz von Foerster zum 85. Geburtstag. In: Müller A., Müller K. H. & Stadler F. (eds.) Konstruktivismus und Kognitionswissenschaft. Springer: Wien.
207Glasersfeld E. von (1998) Konstruktivismus statt Erkenntnistheorie [Constructivism instead of theory of knowledge]. In: Hug T. (ed.) Technologiekritik und Medienpädagogik. Schneider Verlag, Hohengehren: 9–21.
210Glasersfeld E. von (1998) Konstruktivismus statt Erkenntnistheorie [Constructivism instead of theory of knowledge]. In: Dörfler W. & Mitterer J. (eds.) Ernst von Glasersfeld, Konstruktivismus statt Erkenntnistheorie. Drava Verlag, Klagenfurt: 11–39.
215Glasersfeld E. von (1998) Zuerst muß man das Lernen lernen [First one must learn to learn]. In: Voß R. (ed.) SchulVisionen – Theorie und Praxis systemisch-konstruktivistischer Pädagogik. Carl Auer, Heidelberg: 33–43.
217Glasersfeld E. von (1999) A model for the construction of elementary concepts. In: Dubois D. M. (ed.) Computing anticipatory systems. American Institute of Physics, Woodbury NY: 45–52.
225Glasersfeld E. von (1999) Le Moigne’s defense of constructivism [pdf]. In: GRASCE (ed.) Entre systémique et complexité, chemin faisant [Between systemics and complexity – making the way]. Presses Universitaires de France, Paris: 85–90. Available at
227Glasersfeld E. von (1999) Piaget’s legacy: Cognition as adaptive activity [pdf]. In: Riegler A., Peschl M. & Stein A. von (eds.) Understanding representation in the cognitive sciences – Does representation need reality? Kluwer Academic/Plenum Publishers, New York/Dordrecht: 283–287. Available at
229Glasersfeld E. von (1999) Konstruktivistische Anregungen für Lehrer: Was in Bezug auf Sprache zu bedenken wäre [Constructivist suggestions for teachers: What should be considered in regard to language]. In: Renk E. (ed.) Lernen und Leben aus der Welt im Kopf, Konstruktivismus in der Schule [Learning and living from the world in one’s head, Constructivism in school]. Luchterhand, Neuwied: 5–18.
233Glasersfeld E. von (2000) Problems of constructivism [pdf]. In: Steffe L. P. & Thompson P. W. (eds.) Radical constructivism in action – Building on the pioneering work of Ernst von Glasersfeld. Routledge/Falmer, London: 1–9. Available at
236Glasersfeld E. von & Stadler M. (2000) Wir machen, was wir sehen. Lockere Einführung in den Konstruktivismus [We make what we see. A casual introduction to constructivism]. In: Heute ist Morgen [Today is tomorrow]. Kunst und Ausstellungshalle der Bundesrepublik, Bonn: 137–149.
238Glasersfeld E. von (2000) Vorwort: Fremde Sprachen, fremde Begriffe [Preface: Foreign languages, foreign concepts]. In: Wendt M. (ed.) Konstruktion statt Instruktion [Construction instead of instruction], Peter Lang, Bern: 9–11 .
240Glasersfeld E. von (2001) Scheme theory as a key to the learning paradox [pdf]. In: Philipp A. & Vonèche J. (eds.) Working with Piaget: Essays in honour of Bärbel Inhelder. Psychology Press, London: 139–146. Available at
240.1German translation: Die Schematheorie als Schlüssel zum Paradoxon des Lernens. In: Fischer H. R. & Schmidt S. J. (eds.) (2001) Wirklichkeit und Welterzeugung, In memoriam Nelson Goodman. Carl Auer, Heidelberg: 119–127.
241Glasersfeld E. von (2001) Universalien als Konstruktion [pdf]. In: Hejl P. M. (ed.) Universalien und Konstruktivismus. Suhrkamp, Frankfurt: 68–75. Available at
241.1English translation: “Universals as construction”, in Chapter 22 in 279 [pdf].
242Glasersfeld E. von (2001) Silvio Ceccato and the correlational grammar [pdf]. In: Hutchins W. J. (ed.) Early years in machine translation. John Benjamins, Amsterdam: 313–324. Available at
245Glasersfeld E. von (2001) Über die Grenzen der Sprache [On the limits of langauge] [pdf]. In: Wüthrich H. A., Winter W. B. & Philipp A. (eds.) Grenzen ökonomischen Denkens [Limits of economical thought]. Gabler, Wiesbaden: 5–12. Available at
246Glasersfeld E. von (2001) Was heißt “Lernen” aus konstruktivistischer Sicht? [Was does “learning” mean from a constructivist perspective?]. In: Schmidt S. J. (ed.) Lernen im Zeitalter des Internets [Learning in the age of the Internet]. Pädagogisches Institut, Bolzano: 33–44.
247Glasersfeld E. von (2001) Stellungnahme eines Konstruktivisten zur Wissenschaft [A constructivist’s perspective on science]. In: Hug T. (ed.) Einführung in die Wissenschaftstheorie und Wissenschaftsforschung. Schneider Verlag, Hohengehren: 34–47.
252Glasersfeld E. von (2002) Vorwort [Preface]. In: Foerster H. von & Monika Broecker B., Teil der Welt. Carl Auer Verlag, Heidelberg: xi–xii.
253Glasersfeld E. von (2002) Interview by Reinhard Voss [pdf]. In: Voss R. (ed.) Unterricht aus konstruktivistischer Sicht [Instruction from a constructivist perspective]. Hermann Luchterhand, Kriftel: 26–32. Available at
254Glasersfeld E. von (2002) Was heisst Lernen aus konstruktivistischer Sicht?. In: Voss R. (ed.) Unterricht aus konstruktivistischer Sicht [Instruction from a constructivist perspective]. Hermann Luchterhand, Kriftel: 214–223.
255Glasersfeld E. von (2002) Cybernetics and the theory of knowledge [pdf]. UNESCO Encyclopedia, Section on System Science and Cybernetics. Available at
258Glasersfeld E. von (2003) Foreword [pdf]. In: Butz M. V., Olivier S. & Gérard P. (eds.) Anticipatory behavior in adaptive systems: Foundations, theories and systems. Springer, Berlin: v-vi. Available at
260Glasersfeld E. von (2002) Preface. In: Foerster H. von & Pörksen B., Understanding systems. Conversations on epistemology and ethics. Carl Auer/Kluwer/Plenum, Heidelberg/NewYork: 11–12.
263Glasersfeld E. von (2004) Constructivism [pdf]. In: Craighead W. E & Nemeroff C. B. (eds.) The concise Corsini encyclopedia of psychology and behavioral science. John Wiley & Sons, Hoboken: 219–220. Available at
263.1Italian translation: Il Costruttivismo. Translated by I. P. Bolognesi.
268Glasersfeld E. von (2005) Metaphern als indirekte Beschreibung [pdf]. In: Fischer H.-R. (ed.) Eine Rose ist ein Rose... Velbrück Wissenschaft, Weilerswist: 145–155. Available at
276Glasersfeld E. von (2007) The constructivist view of communication [pdf]. In: Müller A. & Müller K. H. (eds.) An unfinished revolution. Edition Echoraum, Vienna: 351–360. Available at
284Glasersfeld E. von (2008) Konstruktivismus. Farzin S. & Jordan S. (eds.) Lexikon der Soziologie und Sozialtheory. Reclam, Stuttgart: 151–154..