RADICAL CONSTRUCTIVISM AS PHILOSOPHY OF TEACHING
Analysis of a radical constructivism conception through the prism of ontological, epistemological, socio-philosophical and axiological approaches allowed the authors to re-interpret the process of teaching under conditions of information redundancy. The paper justifies joint projectability of teaching as a non-linear process of constructing a personal meaning in communication. It is shown that the role of a subject-constructor can be assigned either to the teacher-facilitator or the learner who can identify a personal meaning with a view to make it more understandable for community members. Such problems as limitation of personal experience, creating and understanding construction, adequate reality are still debatable.