Abstract—The multilevel interactions between a mentor and
her/his learner could exchange various conceptions between
them that are supported by their own conceptualisations.
Producing the own realisation of a world and developing it in
the context of interactions could be said to be the most valuable
product of the constructivist interactions. The most significant
matter in meaning construction is producing the own
meaningful comprehension, realisation and understanding. Here
the learner gets to know how to develop her/his thinking. In this
research, I will focus on relating (i) meaning construction
through the lenses of the learner’s conceptions and (ii) meaning
construction through the lenses of constructivism.
Constructivism is an educational theory of learning and a model
of knowing. The main contribution of this research is analysing
the symmetrical relationship between learner and mentor. I will
analyse the logical dependencies between learner and mentor
and will check their reflectional symmetrical relationship in a
conceptual mirror. The conceptual mirror is a phenomenon that
represents the meeting point of the mentor’s and the learner’s
conceptual knowledge.
Index Terms—Conceptual knowledge, conceptual mirror,
constructivism, interaction, meaning construction.
Farshad Badie is with Aalborg University, Rendsburggade 14, 9000
Aalborg, Denmark (e-mail: badie@id.aau.dk).
Cite: Farshad Badie, "A Conceptual Mirror: Towards a Reflectional Symmetrical Relation between Mentor and Learner," International Journal of Information and Education Technology vol. 7, no. 3, pp. 199-203, 2017.