Abstract
The theory of Radical Constructivism is restated with emphasis on its two basic principles: 1) that knowledge is built up through subjective activity, and 2) that the function of cognition is adaptive and focused on the organisation of the experiential world. The work of Piaget is used both to illuminate an innovation in constructivistic theory that was misinterpreted, and to provide a language for analysing such misinterpretations. The most frequent misinterpretations and objections to Radical Constructivism are outlined and refuted. These include the issues of solipsism, instrumentation, the relativity of problems and solutions, and the constructivist analysis of language and communication.
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