An Examination of the Interaction Between Modelling and Its Relationship with Construction Kits: Lessons from the Past and for the Future

Construction kits have played a significant part in nurturing the growth and development of the minds and manipulation-based skills of children (and adults) in formal and non-formal education settings. These kits have origins rooted in the representation of the built world and now have a diversity of form and function, including technical versions with moving parts. This article examines some of the historically based ideas that lie behind the role that kits may have in terms of physical modelling. The article traces the transformation of kits from simple bricks and blocks into more complicated pieces for space-filling and achieving the transfer of forces and motion. This transformation occurred during the Victorian era when the influence of the ideas of educationalists and, perhaps rather strangely, exponents of early aviation, played major roles in determining the diversity of forms of construction kit and modelled possibilities that are now to be seen in classrooms and homes. The article ends with a review of some of the lessons from the past and present that will need to be considered in relation to concrete modelling in schools for the future. This revised version was published online in July 2006 with corrections to the Cover Date.     

Searle's Monadological Construction of Social Reality

A BSTRACT . One aim of this paper is to make visible the connection between Searle's views on social reality and his general ontology, and at the same time to show that some peculiar features of his analysis of social reality are a natural outcome of his general ontology. The paper contains five sections. In the first Searle's naturalism is philosophically situated and its differentia specifica explained. Then, Searle's view that intentional states exist only in brains is presented. One might say that, according to Searle, each mind is, although caused by a material brain, a Leibnizian monad. This view is related to an important, but neglected, distinction that Searle himself has made between requirement conditions of satisfaction and required conditions of satisfaction. In the third section, it is pointed out that, necessarily, sometimes there has to exist some kind of relation of satisfaction between the two kinds of conditions of satisfaction. Searle, however, has never really discussed what this satisfaction relation may look like. The upshot of all the remarks is that, fourth, Searle's general ontology automatically implies an ontology of social reality according to which a social fact can only exist as a scattered aggregate whose items exist in the brains of the people who constitute it. Finally and fifth, I try to think with Searle against Searle. His monadological view of social reality cannot, Searle notwithstanding, be regarded as being close to the direct realism of common sense. Searle's realism is an indirect realism. However, if Searle's view that intentional states exist only in brains is rejected, then the rest of his ontology has features that may take us closer to a direct realism. Such a move, which in one respect takes us closer to common sense, takes us in another respect away from common sense. The title of the last section is "Social Reality and the Impossibility of Common Sense."     

The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA)

In this article the impact of technology education, as a new learning area (subject) in the curriculum, on in-service teacher education in South Africa is described in order to ascertain the extent of the impact. The research on which this article is based draws on a variety of experiences and observations in the field at grassroots level (in particular an outreach project in rural communities). The envisaged impact of technology education on South African schools, communities, teacher educators and teachers, the range of in-service teacher education that is required, and the impacts in urban and rural areas are discussed. Finally a number of concluding remarks are made about the extent of the impact of the inclusion of technology education in the new National Curriculum Statement and whether the situation has changed since the implementation of a pilot technology education project in 1998. This revised version was published online in July 2006 with corrections to the Cover Date.