Abstract
Related to the interpretative needs of qualitative empirical investigation a short account and comparison of Radical Constructivist and Activity Theory approaches is offered. The two competing models for human epistemology seem to be very near in their accentuation of the importance of human action and its constructive nature, the role of adaptative processes for learning and the function of social interaction. A closer look albeit reveals certain contradictions, in particular when extrapolations for the orientation of education and innovation are drawn.
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