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Journal articles on the topic 'Constructionism'

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Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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1

Appel Nissen, Maria. "Social Workers and the Sociological Sense of Social Problems: Balancing Objectivism, Subjectivism, and Social Construction." Qualitative Sociology Review 11, no. 2 (April 30, 2015): 216–31. http://dx.doi.org/10.18778/1733-8077.11.2.14.

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The aim of this article is to explore the intricate relations between objectivism, subjectivism, and constructionism. I explore the construction of social problems in everyday professional practice as a valuable source for addressing and reflecting on differences in perceptions of knowledge. Using data from a study of how Danish social workers perceive social problems, the article shows how social workers’ perceptions of social problems reveal a sociological sense of social problems that renders possible both ontological assumptions, as well as epistemological reflections on the objective, subjective, and social constructionist dimensions of social problems. The social workers are constructing a model of social problems and how they are reproduced, as well as epistemological reflections on the uncertainty of knowing the “reality” of social problems. Those constructions are not formulated strictly in line with scholarly approaches but rather stem from experiences of working with social problems. The article proposes that we can learn something from this in terms of reimagining social constructionism. I propose that social constructionists should cultivate a sociological sense of the practical perceptions and approaches to solve social problems in society.

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2

Friedman, Marilyn. "Nancy J. Hirschmann on the Social Construction of Women's Freedom." Hypatia 21, no. 4 (2006): 182–91. http://dx.doi.org/10.1111/j.1527-2001.2006.tb01135.x.

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Nancy J. Hirschmann presents a feminist, social constructionist account of women's freedom. Friedman's discussion of Hirschmanns account deals with (1) some conceptual problems facing a thoroughgoing social constructionism; (2) three ways to modify social constructionism to avoid those problems; and (3) an assessment of Hirschmann's version of social constructionism in light of the previous discussion.

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3

Schaller, Mark. "Any Theory Can Be Useful Theory, Even If It Gets On Our Nerves." Personality and Social Psychology Review 6, no. 3 (August 2002): 199–203. http://dx.doi.org/10.1207/s15327957pspr0603_5.

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The science of social psychology would benefit from a renewed commitment to big brash theory. Jost and Kruglanski (this issue) suggest that social constructionist themes and attitudes may be useful in this regard. I elaborate further on the ways in which social constructionist theory can indeed inspire conceptual boldness but warn that constructionist approaches can also be conceptually constraining. Social psychology will benefit most if social psychologists emulate social constructionists' willingness to engage in “unnecessary” speculation but rebel against constructionists' unwillingness to seek universally applicable theories. Social constructionism challenges us to confront big questions, and the science of social psychology will best be spurred forward if we respond to that challenge by seeking big bold answers.

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4

KITADA, Akihiro. "Pre-Constructionism as Post-Constructionism." Japanese Sociological Review 55, no. 3 (2004): 281–97. http://dx.doi.org/10.4057/jsr.55.281.

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5

Bøe, Tore Dag. "Ethical realism before social constructionism." Theory & Psychology 31, no. 2 (April 2021): 220–36. http://dx.doi.org/10.1177/09593543211004756.

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In this article, I explore the idea that there is a fundamental ethical aspect that precedes social constructionism. I suggest that within social constructionism we can identify a development from seeing knowledge as socially constructed ( epistemological social constructionism) to seeing not only knowledge, but also corporeal ways of being as socially constructed ( ontological social constructionism). As a next step, I propose incorporating what I refer to as ethical realism in social constructionist perspectives. In the encounter with the other human being, I argue that there is a real ethical impulse that precedes social constructionism and puts it in motion. This impulse is real in the sense that it is neither constructed within, nor is it dependent upon, any particular social–cultural–historical context. In this paper I consider the ethical aspects of human encounters that allow for a constructionist epistemology and ontology to emerge in the first place. I make use of ideas from Emmanuel Levinas and Jacques Rancière and consider how these thinkers are used in the work of Gert Biesta. The ideas are discussed in relation to findings from a previous study by the author and his colleagues exploring the experiences of adolescents taking part in mental health services.

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6

Cowen, P. J. "Constructionism." BMJ 342, may24 3 (May 24, 2011): d3195. http://dx.doi.org/10.1136/bmj.d3195.

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7

Pernecky, Tomas. "Constructionism." Annals of Tourism Research 39, no. 2 (April 2012): 1116–37. http://dx.doi.org/10.1016/j.annals.2011.12.010.

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8

Järvinen, Margaretha, and Gale Miller. "Social Constructionism Turned Into Human Service Work." Qualitative Sociology Review 11, no. 2 (April 30, 2015): 198–214. http://dx.doi.org/10.18778/1733-8077.11.2.13.

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Studies of applied constructionism are opportunities for scholars to explore how social constructionism is a resource used by claims-makers in describing and justifying their orientations to professional practice. The present paper expands sociological constructionism by analyzing applied constructionism in social problems work in Copenhagen, Denmark. Based on interviews with staff members in narrative drug treatment, we explore two themes: the relationship between dominant and liberating narratives and the position of expert knowledge in narrative therapy. Our guiding framework is Ian Hacking’s inquiry into the Social Construction of What? and Kenneth Burke’s dialogic approach of comparing statements to counterstatements. The purpose of the paper is to link academic studies of the social construction of realities to applied constructionists’ principles in addressing social problems. We do this by describing narrative therapists’ critical reflections on their own work, suggesting that these reflections are not only useful when it comes to developing narrative therapy but also for the advancement of academic constructionism.

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9

Jost, John T., and Arie W. Kruglanski. "The Estrangement of Social Constructionism and Experimental Social Psychology: History of the Rift and Prospects for Reconciliation." Personality and Social Psychology Review 6, no. 3 (August 2002): 168–87. http://dx.doi.org/10.1207/s15327957pspr0603_1.

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Social constructionism and experimental social psychology represent two complementary paradigms for understanding human social behavior, but over the last quarter century they have remained oddly and unnecessarily estranged from one another In this article, we trace the history of social constructionist thought and find that the intellectual lineage and guiding assumptions of these two subcultures of social psychology are essentially the same. Next, we clarify the philosophical and ideological bases of their divide to determine how wide the rift really is. Although the differences may appear to be unbridgeable, we argue that a rapprochement is both possible and desirable. At the level of metatheory, Donald Campbell and William J. McGuire have demonstrated that constructionist and empirical insights can be usefully integrated in social psychology. At the level of empirical research, studies of the situated self-concept, social identity, collective representation, attitudes as temporary constructions, communication and shared reality, and cultural psychology have progressed through the incorporation of constructionist themes. Similar opportunities await researchers who explore the contextual bases of history, ideology, and other shared systems of meaning and their implications for social psychology. Finally, we identify some substantive and stylistic complementarities of social constructionism and experimental social psychology and analyze their joint potential for contributing to a well-balanced discipline of social psychology that is worthy of both parts of its name.

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10

Shotter, John, and John W. Lannamann. "The Situation of Social Constructionism." Theory & Psychology 12, no. 5 (October 2002): 577–609. http://dx.doi.org/10.1177/0959354302012005894.

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In a recent exchange in Theory & Psychology, in which (mostly Gergen's) social constructionism was the subject of some criticism, Gergen (2001a) remarked toward the end of his response, `I no longer find the tradition of argumentation a viable one.... Yet in order to sustain the dialogue, I find myself nevertheless drawn into the ritual' (p. 431). He does not, however, expand any further on this comment. Yet, as he is someone committed to the view that constructions are `social artefacts, products of historically situated interchanges among people' (Gergen, 1985, p. 267), we feel that he should. For, to the extent that he is a participant in `the Ritual' (the ritual of theory-criticism-and-debate), it is constitutive of his own identity. Indeed, there is thus something strangely paradoxical in all discussions of social constructionist theory and metatheory within the Ritual. For participant theorists still all center their talk-talk of theoretical concepts and ideas, of theoretical structures, and of how such structures might explain human conduct-within their own self-contained consciousnesses. As a consequence, although many would like to think of themselves as having moved away from a philosophy centered in the thought and ideas of individuals, such talk fails to achieve its aim. In ignoring the fact that the topics of their talk, their debates, exist only as joint achievements, they pass each other by. In this article, we explore what is entailed in re-situating social constructionism within the dialogically structured, spontaneously responsive, living events occurring between ourselves and the others and othemesses around us.

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11

Wray, K. Brad. "Kuhn's Constructionism." Perspectives on Science 18, no. 3 (September 2010): 311–27. http://dx.doi.org/10.1162/posc_a_00014.

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12

Lam, Carla. "Thinking Through Post-constructionism: Reflections on (Reproductive) Disembodiment and Misfits." Studies in Social Justice 10, no. 2 (December 19, 2016): 289–307. http://dx.doi.org/10.26522/ssj.v10i2.1352.

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In this article, I draw together feminist research on the distinct areas of assisted human reproduction (or new reproductive technology) and post-constructionist theory to examine some common methodological and epistemological issues fundamental for reproductive justice. I revisit the notion of technologically-assisted (reproductive) disembodiment (e.g., in vitro fertilization, surrogacy and egg donation) in light of theoretical developments in feminism, in particular post-constructionism. Specifically, I ask what light is shed on the paradox of reproduction (in particular disembodied reproduction) by feminist post-constructionism?

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13

KLASSEN, ABIGAIL. "Social Constructionism and Relativism: An Aporia?" Dialogue 57, no. 2 (April 20, 2018): 303–21. http://dx.doi.org/10.1017/s0012217317000476.

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I analyze the extent to which the theoretical cogency and practical efficacy of descriptive and ameliorative social constructionist programs are affected by relativism in the context of competing analyses of some purported social construction X. My task in this paper is successful if it can explain, organize, and clarify how relativism concerning the question ‘What should our concept of X be?’ affects social constructionist programs, and ameliorative versions of social constructionism especially. In this paper, I aim to make clearer to those not well-versed in this field what is at stake in these programs and why these programs should not be easily dismissed.

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14

Nichols, Lawrence T. "Contextual Understanding in Constructionism: A Holistic, Dialogical Model." Qualitative Sociology Review 11, no. 2 (April 30, 2015): 76–92. http://dx.doi.org/10.18778/1733-8077.11.2.06.

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This paper seeks to develop contextual constructionism through elaboration of the concept of context and the articulation of an accompanying methodology for empirical research. I approach context as a construct involving awareness when: (1) claims-makers define contexts in social problem debates, and (2) academic analysts do likewise in studying those debates and their outcomes. Such constructions can either converge or diverge, both within and across groups of claims-makers and analysts, with significant consequences for understanding and interaction. Importantly, context is never singular, for it always presupposes at least two related settings, namely, an immediate situation involving claims that is embedded in a more distant or general one which has at least a short-term historical dimension. Both social problems claims-makers and constructionist analysts, moreover, engage in “context work,” that is, efforts to sustain an overarching sense of setting between periods of social problems claims-making and research on them. I suggest that analysts examine claims-makers’ discourse in order to identify their view of context, and then apply the same scrutiny to their own presuppositions. Analysts should also be alert to strategic uses of context as a resource (“context gaming”), they should map significant shifts in constructions of context and pay attention to unobtrusive factors that might not yet have entered awareness. Finally, analysts should avoid overly deterministic accounts. For although contexts, as constructed, do indeed impose constraints, they ought not to be seen as eliminating agency, but only as locating it in ways that facilitate sociological insight.

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15

Byrne, Jake Rowan, Carina Girvan, and James Clayson. "Constructionism moving forward." British Journal of Educational Technology 52, no. 3 (April 5, 2021): 965–68. http://dx.doi.org/10.1111/bjet.13094.

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16

Kukla, André. "On social constructionism." American Psychologist 41, no. 4 (April 1986): 480–81. http://dx.doi.org/10.1037/0003-066x.41.4.480.b.

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17

Edley, Nigel. "Unravelling Social Constructionism." Theory & Psychology 11, no. 3 (June 2001): 433–41. http://dx.doi.org/10.1177/0959354301113008.

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18

Mather, Ronald. "Gergen's Social Constructionism." Theory & Psychology 12, no. 5 (October 2002): 695–99. http://dx.doi.org/10.1177/0959354302012005900.

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19

Baxter, Leslie A. "Constructing “Social Constructionism”." Contemporary Psychology: A Journal of Reviews 41, no. 5 (May 1996): 457–58. http://dx.doi.org/10.1037/004434.

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20

Engler, Steven. "Constructionism versus what?" Religion 34, no. 4 (October 2004): 291–313. http://dx.doi.org/10.1016/j.religion.2004.09.001.

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21

Harvey, Charles W. "A Modest Constructionism." Philosophy in the Contemporary World 5, no. 2 (1998): 27–31. http://dx.doi.org/10.5840/pcw199852/38.

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22

Paulo Blikstein and Lorenzo Guasti. "Taking Constructionism Outside: Combining outdoor education, maker pedagogy, and constructionist learning." IUL Research 1, no. 2 (December 1, 2020): 186–95. http://dx.doi.org/10.57568/iulres.v1i2.75.

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Quando ripartiranno i processi di istruzione dopo l'emergenza COVID-19, come saranno le scuole? L'articolo discute le possibilità in due aree che possono aiutare ad immaginare l'apprendimento nel mondo post-pandemia: l'outdoor education e la maker education. La vasta letteratura scientifica sull'outdoor education ne mostra l'efficacia. Nel contesto dell'attuale pandemia l'outdoor education diviene ancora più importante, dato che offre il contesto adeguato per mantenere il distanziamento sociale e garantire un basso rischio di contagio. Dato che gli spazi chiusi possono non essere adatti alle attività di maker education per ragioni sanitarie, possiamo considerare di realizzare pratiche di maker education in un contesto di outdoor education. Questo articolo getta le basi per la progettazione di unità didattiche che integrano i principi dell'outdoor education e della maker education.

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23

Talab, R. S., and Hope R. BotterbuschM L. S. "Constructivist and Constructionist Approaches to Graduate Teaching in Second Life." International Journal of Cyber Ethics in Education 1, no. 1 (January 2011): 36–57. http://dx.doi.org/10.4018/ijcee.2011010104.

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As a growing number of faculty use constructivist and constructionist approaches to teaching in SL, little research exists on the many ethical considerations and legal implications that affect course development. Following the experiences of the instructor and five students, their 12-week journey is documented through interviews, journals, blogs, weekly course activities, SL class dialogs, and in-world assignments. Additionally, five faculty and staff experts who taught or trained in SL at this university were also interviewed and consulted. Ethical considerations in constructivist and constructionist teaching were time, appearance, skills, scaffolded instruction, playful exploration, vicarious experience, self-directed project development, construction of objects, constructivism and constructionism balance, social networking and collaboration, harassment and griefing, false identities and alternate avatars, chat log sharing, and copyright and trademark violations. Lessons learned included developing scaffolded pedagogical approaches that moved from direct teaching to constructivism and constructionism, and required faculty and student adherence to the SL TOS, Community Standards, and Intellectual Property policy.

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24

Rob, Mohammad, and Farhana Rob. "Dilemma between constructivism and constructionism." Journal of International Education in Business 11, no. 2 (November 5, 2018): 273–90. http://dx.doi.org/10.1108/jieb-01-2018-0002.

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Purpose This paper aims to provide a review of the two often-confusing learning theories: constructivism and constructionism. It then presents their similarities and differences by identifying various learning dimensions of the two philosophies. The authors then develop a teaching-learning framework that integrates those dimensions. The authors have also implemented the framework in two information technology (IT) courses and obtained students’ feedback that relate to various learning dimensions of both of the two philosophies. Design/methodology/approach The authors review existing literature to understand the difference between constructivism and constructionism and develop a list of learning dimensions that can be applied to classroom education. They then discuss the background information or tools necessary to develop a teaching-learning framework and apply that framework through a case study. They finally present the results. Findings A constructivist teacher sets up the learning environment for students that fosters individual learning and presents a problem to be solved, while the students go on their own way to produce a personally meaningful artifact without any further teacher’s intervention. On the other hand, the constructionist teacher sets up the environment for collaborative learning for students, then he or she defines the problem to be solved and the meaningful end product to be developed, and then guides them to reach towards the goal. Student assessment supports this difference. Research/limitations implications Researchers and teachers should look carefully which methodology they are discussing and which one they are applying. They can further the authors’ research in a different angle than the authors did by finding the learning dimensions. Practical implications Teachers should use constructionist approach to set up their classroom and guide their students throughout the course time, such that students can work collaboratively on a project to learn the important concepts to be developed. They should also use appropriate tools and technologies that enhance classroom activities and learning. Teacher should act as a guide/facilitator or a project manager to plan for the classroom/project and monitoring and controlling project/class throughout the semester. Social implications Understanding the critical differences between the two learning philosophies, educators in all levels should be clear how to set up their classrooms – from kindergarten to university education, such that all students can develop their knowledge not only through personal cognition but also through interaction with others. A collaborative environment produces knowledgeable people in the society with better understanding and respect toward each other. Originality/value Collaborative learning environment provides a better learning opportunity over personal cognition – a major enhancement in constructionism over constructivism. Sharing the creation process as well as the product, and the use of various tools and technologies in the development process, provide a better understanding of a subject matter. The discussions and results presented here might bring some insights to the instructors who might be contemplating to implement the educational philosophies of constructivism or constructionism, or intermixing of the two in their classrooms.

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25

Kissine, Mikhail. "Autism, constructionism, and nativism." Language 97, no. 3 (2021): e139-e160. http://dx.doi.org/10.1353/lan.2021.0055.

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26

Nightingale, David J., and John Cromby. "Social Constructionism as Ontology." Theory & Psychology 12, no. 5 (October 2002): 701–13. http://dx.doi.org/10.1177/0959354302012005901.

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27

Cromby, John. "Between Constructionism and Neuroscience." Theory & Psychology 14, no. 6 (December 2004): 797–821. http://dx.doi.org/10.1177/0959354304048107.

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28

Montola, Markus. "Social Constructionism and Ludology." Simulation & Gaming 43, no. 3 (December 26, 2011): 300–320. http://dx.doi.org/10.1177/1046878111422111.

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29

VUCINA, NAJA, and PETER TRIANTAFILLOU. "HIV, Constructionism and Biopower." Distinktion: Journal of Social Theory 10, no. 1 (January 2009): 29–46. http://dx.doi.org/10.1080/1600910x.2009.9672740.

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30

Stein, Terry S. "Social Constructionism and Essentialism." Journal of Gay & Lesbian Psychotherapy 2, no. 4 (November 19, 1998): 29–49. http://dx.doi.org/10.1300/j236v02n04_04.

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31

Lindgren, Monica, and Johann Packendorff. "Social constructionism and entrepreneurship." International Journal of Entrepreneurial Behavior & Research 15, no. 1 (January 30, 2009): 25–47. http://dx.doi.org/10.1108/13552550910934440.

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32

Shotter, John. "Social Constructionism and Realism." Theory & Psychology 2, no. 2 (May 1992): 175–82. http://dx.doi.org/10.1177/0959354392022005.

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33

Markova, Ivan. "Constructionism and Objective Accuracy." Theory & Psychology 7, no. 5 (October 1997): 701–3. http://dx.doi.org/10.1177/0959354397075007.

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34

Plummer, Ken. "Beyond Texts: Constructionism Revisited." GLQ: A Journal of Lesbian and Gay Studies 4, no. 1 (1998): 109–15. http://dx.doi.org/10.1215/10642684-4-1-109.

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35

Somerville, Peter. "But Why Social Constructionism?" Housing, Theory and Society 19, no. 2 (June 2002): 78–79. http://dx.doi.org/10.1080/140360902760385619.

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36

Michael Hall, L. "NLP coaching and constructionism." Coaching Psychologist 5, no. 2 (December 2009): 146–49. http://dx.doi.org/10.53841/bpstcp.2009.5.2.146.

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37

NAKAGAWA, Nobutoshi. "Social Constructionism and Empirical Researchability." Japanese Sociological Review 55, no. 3 (2004): 244–59. http://dx.doi.org/10.4057/jsr.55.244.

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38

HAMANISHI, Eiji. "Constructionism and Social Movement Research:." Japanese Sociological Review 68, no. 1 (2017): 55–69. http://dx.doi.org/10.4057/jsr.68.55.

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39

MacKay, Robert, and Vivien Burr. "An Introduction to Social Constructionism." Canadian Journal of Sociology / Cahiers canadiens de sociologie 22, no. 4 (1997): 526. http://dx.doi.org/10.2307/3341697.

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40

Burkitt, Ian, Vivien Burr, and Kenneth J. Gergen. "An Introduction to Social Constructionism." British Journal of Sociology 47, no. 4 (December 1996): 718. http://dx.doi.org/10.2307/591084.

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41

Troyer, Ronald J. "Some Consequences of Contextual Constructionism." Social Problems 39, no. 1 (February 1992): 35–37. http://dx.doi.org/10.1525/sp.1992.39.1.03x0060h.

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42

Rafter, Nicole H. "Some Consequences of Strict Constructionism." Social Problems 39, no. 1 (February 1992): 38–39. http://dx.doi.org/10.1525/sp.1992.39.1.03x0061i.

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43

Turner, Stephen. "Social Constructionism and Social Theory." Sociological Theory 9, no. 1 (1991): 22. http://dx.doi.org/10.2307/201871.

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44

Sullivan, Patricia A., Charles Bazerman, Kenneth Bruffee, and Linda Flower. "Social Constructionism and Literacy Studies." College English 57, no. 8 (December 1995): 950. http://dx.doi.org/10.2307/378628.

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45

White, Robert. "Discourse analysis and social constructionism." Nurse Researcher 12, no. 2 (October 2004): 7–16. http://dx.doi.org/10.7748/nr.12.2.7.s3.

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White, Robert. "Discourse analysis and social constructionism." Nurse Researcher 12, no. 2 (October 2004): 7–16. http://dx.doi.org/10.7748/nr2004.10.12.2.7.c5935.

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Sánchez Jaramillo, Carlos Andrés, and Nelson Molina Valencia. "Political Science Fiction and Constructionism." Athenea Digital. Revista de pensamiento e investigación social 17, no. 1 (March 7, 2017): 79. http://dx.doi.org/10.5565/rev/athenea.1722.

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48

Slife, Brent D., and Frank C. Richardson. "The Relativism of Social Constructionism." Journal of Constructivist Psychology 24, no. 4 (October 2011): 333–39. http://dx.doi.org/10.1080/10720537.2011.593475.

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49

Bhatia, Sunil. "Toward an acentive social constructionism." Journal of Constructivist Psychology 11, no. 1 (January 1998): 79–87. http://dx.doi.org/10.1080/10720539808404640.

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50

Teo, Thomas. "Book Review: Unfolding Social Constructionism." History of the Human Sciences 19, no. 2 (May 2006): 101–3. http://dx.doi.org/10.1177/0952695106064118.

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