Relevant bibliographies by topics / Constructivism

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Constructivism'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 June 2024

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Journal articles on the topic "Constructivism"

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CHO, YOUNG CHUL. "State Identity Formation in Constructivist Security Studies: A Suggestive Essay." Japanese Journal of Political Science 13, no. 3 (August 9, 2012): 299–316. http://dx.doi.org/10.1017/s1468109912000114.

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AbstractAlthough any typology of constructivism might be arbitrary, there are, broadly speaking, two distinctive constructivist approaches in security studies as well as International Relations (IR) according to their different meta-theoretical stances: conventional constructivism, on the one hand, and critical constructivism on the other. Indeed, regarding how to understand state identity which is integral to national security, there has meta-theoretically been fierce contention between conventional and critical constructivist security studies. In not ignoring but slightly toning down this contention operating at the abstract level, this article aims to present a pragmatic application of the two different (or conflicting) constructivisms to capturing a more complete picture of state identity formation in substantive empirical research of constructivist security studies. The pragmatic approach is that, without being immersed heavily in the meta-theoretical strife between the two seemingly conflicting constructivist camps, both constructivisms should be treated as different analytical frameworks for examining different (internal and external) faces of state identity formation: the external construction of state identity can be well addressed by conventional constructivism, while the internal one by critical constructivism. In this sense, the relationship between conventional and critical constructivism can be understood as not conflicting but complementary in empirical research, as both constructivisms enrich and deepen our understanding of state identity formation in different ways.
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Macías Ibarra, Jorge Eduardo, and Oscar Barzaga Sablón. "FUNDAMENTOS TEÓRICOS DEL CONSTRUCTIVISMO PARA LA ENSEÑANZA DE LA EDUCACIÓN FÍSICA." Revista Cognosis. ISSN 2588-0578 4, no. 1 (March 29, 2019): 99. http://dx.doi.org/10.33936/cognosis.v4i1.1578.

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El presente trabajo tiene la finalidad resaltar la importancia teórica del constructivismo como modelo de desarrollo que permita al docente de Educación Física reconocer y propiciar una práctica activa y significativa de la asignatura desde la visión global de mejorar la experiencia del aprendizaje. Para ello, la metodología aplicada consistió en un conjunto de métodos teóricos como: el método comparativo, que permitió comparar las diferentes teorías entorno al constructivismo, estableciendo similitudes y diferencias, la modelación científica favoreció el análisis estructural y funcional del constructivismo desde la enseñanza de la cultura física, la abstracción científica desempeñó un rol importante en la determinación de los aspectos esenciales del constructivismo a través del análisis y la síntesis y con el análisis de documentos aplicando el análisis de temas y de dominio se establecieron los aspectos esenciales en relación con la bibliografía empleada en el estudio, propiciando la reflexión de los contextos que atañen a la aplicación de la práctica constructivista en el sistema educativo actual. La investigación fue concluyente en recalcar que el dominio del docente en la aplicación del constructivismo conlleva a la diversificación de estrategias pertinentes y actividades prácticas que permiten dinamizar el proceso de enseñanza aprendizaje, propiciando un aprendizaje significativo y funcional en el educando. PALABRAS CLAVE: Constructivismo; Educación Física; Enseñanza. THEORETICAL FUNDAMENTALS OF CONSTRUCTIVISM FOR THE TEACHING OF PHYSICAL EDUCATION ABSTRACT The purpose of this paper is to highlight the theoretical importance of constructivism as a development model that allows the Physical Education teacher to recognize and encourage an active and meaningful practice of the subject from a global perspective of improving the learning experience. For this, the applied methodology consisted of a set of theoretical methods such as: the comparative method, which allowed to compare the different theories around constructivism, establishing similarities and differences, the scientific modeling favored the structural and functional analysis of constructivism from the teaching of the physical culture, scientific abstraction played an important role in determining the essential aspects of constructivism through analysis and synthesis and with the analysis of documents applying the analysis of topics and domain were established the essential aspects in relation to the bibliography used in the study, encouraging the reflection of the contexts that concern the application of constructivist practice in the current educational system. The research was conclusive in emphasizing that the teacher's mastery in the application of constructivism leads to the diversification of pertinent strategies and practical activities that allow to dynamize the teaching-learning process, promoting a meaningful and functional learning in the learner. KEYWORDS: Constructivism, Physical Education, Teaching.
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Urbanek, Andrzej. "A CONSTRUCTIVIST VISION OF SECURITY." Kultura Bezpieczeństwa. Nauka – Praktyka - Refleksje 32, no. 32 (December 31, 2018): 256–72. http://dx.doi.org/10.5604/01.3001.0012.8104.

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In the article its author has attempted to systematize various concepts and ways of approaching the issue of security by representatives of political constructivism. Constructivism is a relatively young concept, which emerged as an alternative to liberalism and political realism. The article presents the main assumptions of the constructivist vision of security, the approach to security by representatives of conventional and critical constructivism, as well as the concept of ontological security developed by constructivists.
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Lodder, Christina. "Constructivism: Pragmatic Utopianism." Koinon 3, no. 2 (2022): 119–46. http://dx.doi.org/10.15826/koinon.2022.03.2.020.

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This article provides an overview of the history of Constructivism and its essential theory and practice in Soviet Russia of the 1920s and early 1930s, focusing particularly on various areas of design activity, including architecture and furniture, graphic design and photography, sculpture and textiles. Consequently, it analyses in detail several designs that embody most clearly the Constructivist approach. Some of these were produced by the original members of the Working Group of Constructivists (Aleksandr Rodchenko, Varvara Stepanova, Aleksei Gan, etc.), while others were devised by artists who never officially joined the group but embraced Constructivist ideas (The Vesnin brothers, Gustavs Klucis [Gustav Klutsis], Lyubov Popova, Vladimir Tatlin, etc). The author acknowledges that the Constructivists’ aspiration to transform the Soviet material environment could be considered utopian in the conditions of Russia’s social, economic, and industrial circumstances of the early 1920s, but she stresses that there was also a very strong element of pragmatism in Constructivist theory and practice, which is evident in the way they tackled real problems and offered eminently practical solutions to everyday difficulties. This argument is supported by detailed analyzes of certain Constructivist objects.
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Havrancsik, Dániel. "A Schutzian Bridge to Radical Constructivism." Schutzian Research 15 (2023): 27–56. http://dx.doi.org/10.5840/schutz2023153.

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It is well known that the movement of social constructionism rests on foundations laid by Alfred Schutz, but the relationship between his thought and epistemological constructivism has scarcely been addressed. Scholars devoted to the investigation of Schutz’s oeuvre paid little systematic attention to the specific constructivist character of his epistemological position, and proponents of the modern form of epistemological constructivism, second order cyberneticians and radical constructivists have failed to recognize Schutz’s relevance for their project. This paper attempts to show that Schutz’s epistemologically oriented phenomenological-pragmatic theory is compatible with the core tenets of epistemological constructivism and proposes to erect a bridge between Schutzian minded interpretive sociology and constructivism, where arguments could travel both ways. After a brief introduction to Schutz’s theory and Ernst von Glasersfeld’s radical constructivism, I try to point out some topics, where intellectual transfer would be beneficial for both camps.
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Motyl, Alexander J. "The social construction of social construction: implications for theories of nationalism and identity formation." Nationalities Papers 38, no. 1 (January 2010): 59–71. http://dx.doi.org/10.1080/00905990903394508.

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Although most contemporary theories of nationalism and identity formation rest on some form of social constructivism, few theorists of nationalism and identity formation interrogate social constructivism as a social construction – a social science concept “imposed” on the non-self-consciously constructivist behaviors of people, who generally do not believe they are engaging in construction. Since social constructivism – unless it is a metaphysics about what is real – is really about the concept of social construction, the first task of constructivists is to ask not how various populations have engaged in social construction but how social construction should be defined. As this article shows, constructivism is at best a run-of-the-mill theoretical approach – perfectly respectable, but no different from any other theoretical approach in the social sciences. It is only when social constructivism makes outlandishly radical claims – that all of reality or all of social reality is constructed – that it is unusual, exciting, and wrong.
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Jackson, Patrick Thaddeus, and Daniel H. Nexon. "Constructivist Realism or Realist-Constructivism?" International Studies Review 6, no. 2 (June 2004): 337–41. http://dx.doi.org/10.1111/j.1521-9488.2004.419_2.x.

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Barkin, J. Samuel. "Realist Constructivism and Realist-Constructivisms." International Studies Review 6, no. 2 (June 2004): 348–52. http://dx.doi.org/10.1111/j.1521-9488.2004.419_6.x.

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Brosig, Malte. "Three Roads to Europe or the Social Construction of European Affairs." Politikon: The IAPSS Journal of Political Science 5 (May 1, 2003): 14–19. http://dx.doi.org/10.22151/politikon.5.2.

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The paper draws on social constructivism with regard to European politics. Even so, there are many constructivist approaches, which claim to have the greatest explanatory power, with three of these approaches being considered as especially important in recent research. Therefore, Checkel’s concept of social learning, Risse’s notion of argumentative action, and Schimmelfennig’s approach of rhetorical action are at the center of the paper. All three scientists favor a constructivist ontology. Moreover, they all depart from a common ground, the ”middle ground”, which constructivists claim to seize. This, via media, puts constructivism between reflectivism and rationalism. In the first section I elaborate on Adler’s notion of the ”middle ground.” I then outline the above mentioned three social constructivist approaches. The point, however, is to compare these approaches and to demonstrate their explanatory power as well as to show their inherent weaknesses.
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Setiyaningsih, Dewi. "Difference of Conventional Constructivism and Critical Constructivism Approach in International Relations Theory." Jurnal PIR : Power in International Relations 6, no. 1 (October 18, 2021): 33. http://dx.doi.org/10.22303/pir.6.1.2021.33-46.

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<p><em>This paper argues that Constructivism as the approach in International Relations are still debat</em><em>ed</em><em>. The debate is on Conventional (modern) and Critical (post-modern) constructivsm. Although both are claimed as critical approach (s</em><em>imilar</em><em> in the</em><em>ir</em><em> epistemological aspect) and emerged in the same context and same culture of school in IR, they are different in adopting the methodological aspect. It may cause</em><em>d</em><em> by the constructivist itself grow along the growing of critical studies and the legacy of IR’s behavoralism</em><em> which</em><em> still remains dominantly</em><em>. Thus, it</em><em> makes one constructivist hold on to reflectivism too much and another constructivist engaged to positivism in order to prove that constructivism is scientific enough</em><em> </em><em>theoretically. Outlining the historical background both context and academic text, this paper analyze this issue in a path.</em></p>
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Dissertations / Theses on the topic "Constructivism"

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Davey, Jon Daniel. "A THEORETICAL MODEL OF LEARNING EMPLOYING CONSTRUCTIVISM, NEUROSCIENCE, AND PHENOMENOLOGY: CONSTRUCTIVIST NEUROPHENOMENOLOGY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/445.

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The purpose of this research study was to propose a new learning theory for career and technical education with a foundation in philosophy and neuroscience. It purports to combine constructivism, phenomenology and neuroscience into a proposed learning theory entitled ‘constructivist neurophenomenology embedded in embodied cognition, that is, the formative role that the environment plays in the development of cognitive processes. The theory represents a trinity of constructivism’s genetic epistemology manifesting itself in (a) accommodation, (b) phenomenology’ intentionality, that is there is always something there for consciousness, and (c) neuroscience cell assembly. These three actions of the brain construct consciousness, memory, and learning via metaphorical thinking.
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Taylor, B. D. "After constructivism." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:a09edf30-cdad-40a1-aa3e-03ce482a478c.

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This thesis examines the legacy and consequences of Constructivism in art, from the early days of the Russian avant-garde to recent times and today. The Introduction explains how the concept of faktura, first theorised around 1912 by David Burliuk and others, came to designate the material qualities rather than the subject-matter of art. Chapter 1: Towards A Constructive Ideal, traces the progress of faktura in the reliefs of V.Tatlin from 1913. The ancestry of faktura in the Eastern icon tradition is emphasised, where a close relation between sight and touch already suggested a new type of encounter between the viewer and the object of art. The chapter further examines the importance of faktura to Suprematism, and examines A.Rodchenko’s appeal to line as a rational element of construction and as a weapon against ‘composition’ in art. Chapter 2: Time and the Viewer presents evidence of the importance to artists in the period 1940-70 of the real-time encounter between viewer and the art-object, first in American and British ‘Constructionism’, and then in the Minimal art of Judd, Morris and others. The chapter ends with a discussion of temporality in relation to abstract paintings of Rothko and de Kooning. Chapter 3: Irregular Curves: Science and ‘The Organic’ reprises the minority Constructivism of Mikhail Matyushin and Pyotr Miturich that claimed organic structures were superior to technicist ones. Evidence is presented that the rectilinear grid was always subject to challenge, initially in the art of Emma Kunz, Jean Arp and other pre-war modernists but latterly among those for whom ‘field’ and ‘curvature’ became relevant formats after 1945. Particularly with the development of computing from the 1970s, new geometries based on iteration and scale-invariancy assumed major relevance to constructed art. Chapter 4: Constructivism Now presents evidence of the application of Constructivist principles in recent art, initially in Dan Flavin’s ‘monuments’ to Tatlin and others and subsequently in so-called Neo-Geo and Op art of the 1970s and 1980s. From that period on, albeit often in a register of irony and ‘serious play’, faktura in a Constructivist sense continued, and continues today, to define the relation between viewer and object of art.
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Hansen, Casper Storm. "Constructivism without verificationism." Thesis, University of Aberdeen, 2014. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=215106.

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This dissertation lays the philosophical groundwork for a mathematics that combines some of the virtues of constructivist mathematics and classical mathematics; from the former, an austere ontology and independency of actual in nity, and from the latter, objectivity of truth values and a strong logic. The rst half of the dissertation is concerned with classical mathematics and Brouwer's intuitionism. Classical mathematics is criticized for relying on a notion of in nity that may not even be possibly instantiable. Brouwer is criticized for relying on an incoherent notion of free choice sequences and based on a novel interpretation of intuitionism in terms of a strong and a weak notion of truth for unnecessarily mixing mentalism about mathematical objects with veri cationism. The second half develops a so-called non-veri cationist constructivist philos- ophy of mathematics that accepts all and only possible constructions as truth makers, independently of what is and can be veri ed about them. Classical arithmetic is vindicated on this basis. Classical set theory is, of course, not. Rather, it is argued that a mentalistic set theory has to be non-well-founded and that this forces a revision of logic. However, the result is not intuitionis- tic logic but something akin to the logic that comes out of Kripke's theory of truth: bivalence fails only in the absence of groundedness, not in the absence of proof and decidability. The akin to reservation is due to the fact that there are serious problems with the speci c formal theory given by Kripke. His theory is extended and modi ed with the aim of solving these problems while staying within the bounds of non-veri cationist constructivism.
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Brenner, Gladys. "From Constructivism to Deconstructivism." VCU Scholars Compass, 1990. http://hdl.handle.net/10156/1334.

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Thesis (M.F.A.)--Virginia Commonwealth University, 1990.
Title on page 6. Two folded displays. Prepared for: Dept. of Communication Arts and Design. Includes bibliographical references. Also available online.
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Bocchiola, Michele. "Constructivism: metaphysical not political." Doctoral thesis, Luiss Guido Carli, 2008. http://hdl.handle.net/11385/200781.

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Vall, Castelló Berta. "Bridging Constructivism and Social Constructionism: A Dialogical and Relational Approach to Narrative and Meaning Making." Doctoral thesis, Universitat Ramon Llull, 2013. http://hdl.handle.net/10803/127399.

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L'objectiu d'aquesta tesi és contribuir a la comprensió dels processos de construcció de significat humans i la seva relació amb el benestar psicològic. Aquesta contribució s’emmarca en els enfocaments constructivistes i construccionistes socials, i en la teoria narrativa. Tot que els enfocaments constructivistes constructivistes i socials comparteixen la premissa bàsica que els processos de construcció de significats són construïts en la interacció en contextos socioculturals específics, ambdós paradigmes difereixen sobre l'èmfasi que posen en l'individu enfront allò social. No obstant això, les últimes investigacions han arribat a reconèixer alguns punts de trobada per integrar ambdós enfocaments, pel que fa al focus en la narrativa i el llenguatge (McNamee, 2004). Aquesta tesi té com a objectiu explorar alguns d'aquests punts de trobada, ja que es troba a la cruïlla de la integració dels enfocaments constructivistes i construccionistes, en analitzar la construcció de significat des d'un enfocament narratiu. Per tant, es presenta una sèrie d'estudis centrats en dos enfocaments narratius integradors en el qual s'entrellacen les perspectives constructivistes i construccionistes. El primer enfocament integrador seguit és l'enfocament constructivista relacional, proposat per Luis Botella i col•laboradors (Botella, 2001; Botella i Herrero, 2000). El segon enfocament, és la Teoria dialògica i, en concret, la metodologia Dialogical Investigations of Happenings of Change, desenvolupada per Jaakko Seikkula i col•laboradors (Seikkula, Laitila, i Rober, 2012). Per tal d'aconseguir l’objectiu d'aquesta tesi -contribuir a la comprensió dels processos de construcció de significat i la seva relació amb el benestar psicològic basant-se en la teoria narrativa- quatre estudis diferents han estat desenvolupats que persegueixen els següents objectius: 1. Analitzar les característiques i l'existència de narratives prototípiques que diferenciïn els pacients que presenten depressió d’aquells que presenten ansietat; 2. Analitzar disrupció narrativa i la qualitat de vida percebuda en els processos d'immigració; 3. Analitzar els processos de construcció de significat des d'un enfocament dialògic en un entorn psicoterapèutic d'una teràpia de parella per violència de gènere. En els dos primers objectius, l'estudi de les narracions s'aborda des d'un enfocament constructivista relacional, el qual sembla el més apropiat quan es treballa de forma individual. El tercer, se centra en el Dialogical Methods of Investigations of Happenings of Change, el qual sembla el més apropiat quan es treballa amb la família i la teràpia de parella. En les conclusions es destaquen els principals resultats troballes de cada estudi i la forma en què proporcionen nova informació sobre els processos de construcció de significat, des d’un enfocament narratiu. També s’assenyalen les possibles implicacions clíniques derivades d'aquest programa de recerca, les limitacions i les qüestions que es deixen per a investigacions futures. Finalment, en les conclusions finals es discuteix sobre la utilitat d'aquests dos enfocaments integradors quan el focus se centra en la narrativa i la construcció de significats.
El objetivo de esta tesis es contribuir a la comprensión de los procesos de construcción de significado y su relación con el bienestar psicológico. Esta contribución se nutre de los enfoques constructivistas y construccionistas sociales, basándose en la teoría narrativa. Aunque los enfoques constructivistas y construccionistas sociales comparten la premisa básica de que los procesos de construcción de significados son construidos en la interacción en contextos socioculturales específicos, ambos paradigmas difieren sobre el énfasis que ponen al individuo frente a lo social. Sin embargo, las últimas investigaciones han llegado a reconocer algunos puntos de encuentro para integrar ambos enfoques en referencia a la narrativa y el lenguaje (McNamee, 2004). Esta tesis tiene como objetivo explorar algunos de estos puntos de encuentro, ya que se sitúa en el cruce de la integración de los enfoques constructivistas y construccionistas, al analizar la construcción de significados a través de un enfoque narrativo. Por lo tanto, se presenta una serie de estudios centrados en dos enfoques narrativos integradores en los que se entrelazan las perspectivas constructivistas y construccionistas. El primer enfoque integrador seguido es el enfoque constructivista relacional, propuesto por Luis Botella y colaboradores (Botella, 2001; Botella y Herrero, 2000). El segundo, es la Teoría dialógica y en concreto, la metodología “Dialogical Methods of Investigations of Happenings of Change”, desarrollada por Jaakko Seikkula y colaboradores (Seikkula, Laitila y Rober, 2012). Con el fin de lograr el objetivo de esta tesis -contribuir a la comprensión de los procesos de construcción de significado y su relación con el bienestar psicológico desde la teoría narrativa- cuatro estudios diferentes han sido desarrollados que persiguen los siguientes objetivos: 1. Analizar las características y la existencia de narrativas prototípicas que diferencien los pacientes con depresión de los pacientes con ansiedad; 2. Analizar la disrupción narrativa y la calidad de vida percibida en los procesos de inmigración; 3. Analizar los procesos de construcción de significado desde un enfoque dialógico en un entorno psicoterapéutico de una terapia de pareja por violencia de género. En los dos primeros objetivos, el estudio de las narraciones se aborda desde un enfoque constructivista relacional, el cual parece más apropiado cuando se trabaja con los individuos. El tercero, se centra en el Dialogical Methods of Investigations of Happenings of Change, el cual parece el más apropiado cuando se trabaja con terapia familiar y/o de pareja. En las conclusiones se destacan los principales resultados de cada estudio y la forma en que proporcionan nueva información sobre el proceso de construcción de significados, desde un enfoque narrativo. También señalamos las posibles implicaciones clínicas derivadas de este programa de investigación, las limitaciones y las cuestiones que se dejan para trabajos futuro. Por último, en las conclusiones finales se discute acerca de la utilidad de esos dos enfoques integradores cuando el enfoque se centra en la narrativa y la construcción de significados.
The goal of this thesis is to contribute to the understanding of human meaning making processes and their relation to psychological well-being. This contribution is drawn from constructivist, and social constructionist approaches, heavily relying on narrative theory. Although constructivist and social constructionist approaches share the basic assumption that meaning making processes are embedded and constructed in interaction in specific sociocultural contexts, both paradigms differ regarding the emphasis they place to the individual vs the social word. However, latest research has come to recognize some meeting points for bridging both approaches when the focus is on narrative and language (McNamee, 2004). This thesis aims at exploring some of these meeting points, since it is situated at the crossroad of the integration of constructivist and constructionist approaches, when analyzing meaning-making through a narrative focus. Therefore, it presents a series of studies focused on two integrative narrative approaches in which constructivist and social constructionist perspectives are intertwined. The first integrative approach followed is the Relational Constructivist approach, proposed by Luis Botella and collaborators (Botella, 2001; Botella &,Herrero, 2000). The second one, is the Dialogical Theory and specifically, the Dialogical Investigations of Happenings of Change methodology, developed by Jaakko Seikkula and collaborators (Seikkula, Laitila,, & Rober, 2012). In order to accomplish this thesis’ goal -to contribute to the understanding of human meaning making processes and their relation to psychological well-being relying on narrative theory- four different studies have been developed addressing the following objectives: 1. To analyze the characteristics and the existence of prototypic narratives that differentiate depressed from anxious patients; 2. To analyze narrative disruption and the perceived quality of life in immigration processes; 3. To analyze meaning making processes from a dialogical approach in a psychotherapeutic setting of a couple therapy for Intimate Partner Violence. As can be inferred, in the first two objectives, the study of narratives is addressed from a relational constructivist approach, which seemed the most appropriated when working with individuals. The third one is focused on the Dialogical Methods of Investigations of Happenings of Change, which seemed the most appropriated when working with family and couple therapy. In the conclusion we highlight the main findings of each study and the way in which they provide new information on human meaning making process focusing on a narrative approach. We also point out the potential clinical implications derived from this research program, the limitations, and the issues that are left for future work. Finally, in the concluding remarks we discuss about the usefulness of those two integrative approaches when focusing on narrative and meaning making.
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Allen, William St Michael. "In Defense of Rawlsian Constructivism." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/philosophy_theses/18.

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George Klosko attempts to solve a problem put forth by Rawls, namely how to create a persisting, just and stable liberal democracy in light of pluralism. He believes Rawls has failed at this task through the employment of political constructivism. Klosko claims that since Rawls does not utilize actual views within the existing public to form principles of justice, his method would fail to reach an overlapping consensus. As an alternative, Klosko proposes the method of convergence, which utilizes actual societal views to find overlapping concepts that inform the principles of justice. My argument is that Klosko misconstrues the method and aims of political constructivism. Klosko seems to incorrectly believe that stability is primary to establishing a liberal democracy, whereas it is secondary to the achievement of justice. Because of this error, Klosko’s method of convergence potentially has the consequence of creating a society which is stable but unjust.
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Besch, Thomas M. "On practical constructivism and reasonableness." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404072.

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Braspenning, Thierry. "Constructivism, pragmatism, and security studies." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615800.

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Surgener, Kirk. "Neo-Kantian constructivism and metaethics." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3298/.

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Christine Korsgaard has attempted to defend a distinct approach to metaethics – Neo-Kantian Constructivism. Not only does she present a positive case for her own view, she also attacks existing metaethical positions and even the disctinctions that metaethics has traditionally relied on. This thesis is a sustained examination of this position. I consider whether Korsgaard can legitimately claim to be offering a metaethical position at all, providing her with some defence against the scepticism of some metaethicists. I also examine her attacks on traditional metaethical positions (in particular moral realism and expressivism). I argue that her attack on moral realism can be avoided if the realism on offer takes a particular form. In the case of expressivism I claim that Korsgaard’s attack, though not fully developed in her work, motivates an examination of contemporary hybrid-expressivist theories. I argue that these are, as of yet, no advance over their non-hybrid cousins. Finally I examine Korsgaard’s own position, attempting to make it clearer by combining her claims with a framework developed by Crispin Wright for judgement-dependent qualities. This gives Korsgaard her best chance of a distinctive metaethical position. Ultimately, though, the Neo-Kantian approach to morality fails.
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Books on the topic "Constructivism"

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P, Steffe Leslie, Gale Jerry Edward, and Alternative Epistemologies in Education Conference (1992 : University of Georgia), eds. Constructivism in education. Hillsdale, N.J: Lawrence Erlbaum, 1995.

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Adem, Seifudein. Postcolonial Constructivism. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60581-0.

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Realist constructivism. Cambridge, UK: Cambridge University Press, 2010.

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Russian constructivism. New Haven (Conn.): Yale University Press, 1985.

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Political constructivism. Milton Park, Abingdon, Oxon: Routledge, 2007.

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Neimeyer, Robert A., and Michael J. Mahoney, eds. Constructivism in psychotherapy. Washington: American Psychological Association, 1995. http://dx.doi.org/10.1037/10170-000.

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Kanzian, Christian, Sebastian Kletzl, Josef Mitterer, and Katharina Neges, eds. Realism - Relativism - Constructivism. Berlin, Boston: De Gruyter, 2017. http://dx.doi.org/10.1515/9783110524055.

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Bagnoli, Carla, ed. Constructivism in Ethics. Cambridge: Cambridge University Press, 2013. http://dx.doi.org/10.1017/cbo9781139094221.

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Butts, Robert E., and James Robert Brown, eds. Constructivism and Science. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-0959-5.

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Vrečko, Janez. Constructivism and Kosovel. Vitanje: KSEVT, 2015.

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Book chapters on the topic "Constructivism"

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Mazzotti, Tarso Bonilha. "Constructivism." In Encyclopedia of Educational Philosophy and Theory, 1–3. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_300-1.

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Mazzotti, Tarso Bonilha. "Constructivism." In Encyclopedia of Educational Philosophy and Theory, 240–42. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_300.

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Riegler, Alexander. "Constructivism." In Paradigms in Theory Construction, 235–55. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0914-4_13.

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Taylor, Peter Charles. "Constructivism." In Encyclopedia of Science Education, 1–7. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_102-2.

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Leuffen, Dirk, Berthold Rittberger, and Frank Schimmelfennig. "Constructivism." In Differentiated Integration, 84–104. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-28501-0_4.

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Taylor, Peter Charles. "Constructivism." In Encyclopedia of Science Education, 218–24. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_102.

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Kapsner, Andreas. "Constructivism." In Trends in Logic, 11–29. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05206-9_2.

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McComas, William F. "Constructivism." In The Language of Science Education, 21–22. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_19.

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Lahiji, Nadir. "Constructivism." In Kōjin Karatani’s Philosophy of Architecture, 106–25. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032647616-7.

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Park, Susan. "Constructivism." In International Organization and Global Governance, 146–56. Second edition. | Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315301914-13.

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Conference papers on the topic "Constructivism"

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Li, Xiaoli, and Jun Huan. "Constructivism Learning." In KDD '17: The 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3097983.3097994.

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Arpentieva, M. R., H. Retnawati, T. A. Akhmetova, M. N. A. Azman, and G. K. Kassymova. "Constructivist approach in pedagogical science." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, Satbayev University, 2021. http://dx.doi.org/10.31643/2021.02.

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The article examines the problems of constructivist understanding of education, the innovations, opportunities and limitations that the constructivist model of the pedagogical process offers. The aim of the work was to analyze the constructivist model of education and those innovations and prospects for understanding the modern educational process that the constructivist approach brings. Constructivism changes the view of teachers and other scientists and practitioners in their view of what is happening in the relations of people in education. Due to its controversial nature, the development of the ideas of constructivism in the context of the development of educational ideologies and technologies leads to the reconceptualization of the traditional model of education, and the constructionist model of education itself can and should become the object of systematic methodological, theoretical, empirical and applied research. Any of the educational approaches available now can be disclosed as an example of a constructivist model of education, the leading features of which are the dialogic nature of education, the focus on understanding the inner and outer world in dialogue with significant other people, the consideration of such a dialogue as a process of building a person's own life world and himself, as a creative "rediscovery" of the basic truths of human existence, as the adoption of socially and personally significant decisions in a situation of educational, professional, life choice.
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Quevedo-Torrero, Jesús Ubaldo. "Decidability and Constructivism." In 2009 Sixth International Conference on Information Technology: New Generations. IEEE, 2009. http://dx.doi.org/10.1109/itng.2009.291.

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Portere, Viktorija, and Vladimirs Morevs. "Constructivism in Mediation." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.031.

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Krpec, Radek. "MY WAY TO CONSTRUCTIVISM." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.088.

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Stefan, Mihaela aurelia. "USING CONSTRUCTIVIST THEORY IN E-LEARNING EFFECTIVELY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-036.

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Constructivism is a theory of learning centered on apprenticeship in scientific knowledge of reality, bringing science as a process in school. If traditional training focus is on the teacher, on his teaching activity in order to achieve certain objectives, standardized ,in constructivism learning important is the reality known being interpreted, understood by each student's own. Under the new constructivist guidelines there is no longer focus on the reception of transmitted information, but it is intended that pupils / students to critically analyze, solve varied cooperate, teacher having the role to guide and facilitate learning activity. In this paper we assume that e-learning offers to students the opportunity to learn constructivist and vice versa, using educational situations where ICT resources are significant use, the autodidact has the ability to document himself , to obtain updated information, to enrich the vocabulary of the domain of interest, to develop strategies for building knowledge. To validate the previous assumption, the methods used were: systematic observation, questionnaire, focus group interview. From our investigative analysis approach, we split opinions/beliefs of students about the process of e-learning, we recorded systematic observations on the behavior of learning in the educational activity. This study is intended as a support, in understanding the complexity of academic learning, emphasizing the idea that the professionalization of teaching, a constructivist learning requires and develops e-learning capabilities. Passionate student of a particular area, certainly will not limitate himself to a course support, he sought to consult other virtual bibliographic sources to discover, build by multimedia, structured and focused informations.
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Stefan, Mihaela aurelia, and Alexandrina mihaela Popescu. "FORMING FUTURE-TEACHER STUDENTS USING CONSTRUCTIVIST THEORY IN E-LEARNING EFFECTIVELY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-196.

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Abstract: Constructivism is a theory of learning centered on apprenticeship in scientific knowledge of reality, bringing science as a process in school. If traditional training focus is on the teacher, on his teaching activity in order to achieve certain objectives, standardized ,in constructivism learning important is the reality known being interpreted, understood by each student's own. Under the new constructivist guidelines there is no longer focus on the reception of transmitted information, but it is intended that pupils / students to critically analyze, solve varied cooperate, teacher having the role to guide and facilitate learning activity In this paper we assume that e-learning offers to students the opportunity to learn constructivist and vice versa, using educational situations where ICT resources are significant use, the autodidact has the ability to document himself , to obtain updated information, to enrich the vocabulary of the domain of interest, to develop strategies for building knowledge. To validate the previous assumption, the methods used were: systematic observation, questionnaire, focus group interview From our investigative analysis approach, we split opinions / beliefs of students about the process of e-learning, we recorded systematic observations on the behavior of learning in the educational activity. This study is intended as a support, in understanding the complexity of academic learning, emphasizing the idea that the professionalization of teaching, a constructivist learning requires and develops e-learning capabilities. Passionate student of a particular area, certainly will not limitate himself to a course support, he sought to consult other virtual bibliographic sources to discover, build by multimedia, structured and focused informations.
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Saihanqiqige. "Constructivism Theory and Translation Teaching." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.2.

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Roos M. S. Tuerah, Roos, and Roos M. S. Tuerah. "Constructivism Approach in Science Learning." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.59.

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Ozhigov, Yu I., Luigi Accardi, Guillaume Adenier, Christopher Fuchs, Gregg Jaeger, Andrei Yu Khrennikov, Jan-Åke Larsson, and Stig Stenholm. "Physical Constructivism and Quantum Probability." In FOUNDATIONS OF PROBABILITY AND PHYSICS—5. AIP, 2009. http://dx.doi.org/10.1063/1.3109934.

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Reports on the topic "Constructivism"

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Patridge, Bryan. Constructivism -- Is the United States Making China an Enemy? Fort Belvoir, VA: Defense Technical Information Center, March 2012. http://dx.doi.org/10.21236/ada561838.

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Andresky, Nikolai L. HAMAS through a Constructivist Lens. Fort Belvoir, VA: Defense Technical Information Center, September 2008. http://dx.doi.org/10.21236/ada510054.

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Knotts, Lester W. Productive Tension in Joint Planning: A Constructivist Model. Fort Belvoir, VA: Defense Technical Information Center, November 2007. http://dx.doi.org/10.21236/ada476666.

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Carpenter, Tamitha, Daniel Fu, Phillip Michalak, Laurie Spencer, and Luciano Iorizzo. A Constructivist Approach to Distance Learning for Counterterrorist Intelligence Analysis. Fort Belvoir, VA: Defense Technical Information Center, January 2005. http://dx.doi.org/10.21236/ada439022.

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สิงห์จู, ธัญวรัตม์. การพัฒนาสื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัลเพื่อส่งเสริมสมรรถนะการเป็นพลเมืองที่เข้มแข็งสำหรับนักเรียนชั้นประถมศึกษา : รายงานการวิจัย. คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย, 2023. http://dx.doi.org/10.58837/chula.res.2023.5.

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ความเป็นพลเมือง (citizenship) -- แนวทางการจัดการเรียนการสอนเพื่อส่งเสริมความเป็นพลเมือง -- แนวคิดทฤษฎีคอนสตรัคติวิสต์ (Constructivist theory) และการสะท้อนคิด (reflective thinking) -- การ์ตูนดิจิทัลเพื่อการศึกษา (digital comic education) -- การสำรวจประสบการณ์ผู้ใช้สื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัลเพื่อส่งเสริมสมรรถนะการเป็นพลเมืองที่เข้มแข็ง -- การออกแบบสื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัลเพื่อส่งเสริมสมรรถนะการเป็นพลเมืองที่เข็มแข็ง -- การทดลองใช้สื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัลเพื่อส่งเสริมสมรรถนะการเป้นพลเมืองที่เข้มแข็ง -- ผลการวิเคราะห์ประสบการณ์ของนักเรียน (ผู้ใช้) ในการเรียน เรื่อง หน้าที่พลเมืองผ่านการดูการ์ตูน -- การออกแบบและพัฒนาสื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัลที่ส่งเสริมสมรรถนะการเป็นพลเมืองที่เข็มแข็ง -- ผลเปรียบเทียบผลสัมฤทธิ์ทางการเรียนเกี่ยวกับสมรรถนะการเป็นพลเมืองที่เข็มแข็ง ก่อนและหลังการใช้สื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัล
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Young, Gerald. The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2064.

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Striuk, Andrii M., Сергій Олексійович Семеріков, Hanna M. Shalatska, Vladyslav P. Holiver, Андрій Миколайович Стрюк, Ганна Миколаївна Шалацька, and Владислав Павлович Голівер. Software requirements engineering training: problematic questions. Криворізький державний педагогічний університет, January 2022. http://dx.doi.org/10.31812/123456789/6980.

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The key problems of training Requirement Engineering and the following ways to overcome the contradiction between the crucial role of Requirement Engineering in industrial software development and insufficient motivation to master it in the process of Software Engineering specialists professional training were identified based on a systematic research analysis on the formation of the ability of future software engineers to identify, classify and formulate software requirements: use of activity and constructivist approaches, game teaching methods in the process of modeling requirements; active involvement of stakeholders in identifying, formulating and verifying requirements at the beginning of the project and evaluating its results at the end; application of mobile technologies for training of geographically distributed work with requirements; implementation of interdisciplinary cross-cutting Software Engineering projects; involvement of students in real projects; stimulating the creation of interdisciplinary and age-old student project teams.
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Bottino, Mattia. ECMI Minorities Blog. Francophone, Francophile, and Gallo-Romance peripheries in Piedmont and the Aosta Valley. European Centre for Minority Issues, November 2023. http://dx.doi.org/10.53779/alpj4698.

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The blog post discusses the linguistic and cultural peculiarities of Piedmont and the Aosta Valley, two regions that have historically straddled France and Italy. It provides a brief historical linguistic overview of the development of Gallo-Romance languages (French, Franco-Provençal, and Occitan) in these regions. The piece describes the Francophile and Francophone orientation of Piedmont throughout its history, as well as the belated introduction of Tuscan (Italian). It stresses the singularity of Piedmontese, and its close linguistic relation to neighbouring Gallo-Romance languages. Against this background, the text assesses the current state and vitality of Franco- and Gallo-Romance peripheries within the borders of Italy, and explains how such identities have evolved, been reshaped or become politicized. Primordialist and constructivist perspectives on national (and minority) identities are combined to better understand the development, decay, and reconfiguration of linguistic and cultural identities in Piedmont and the Aosta Valley.
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Arrona, Ainhoa. Can interpretive policy analysis contribute to a critical scholarship on regional innovation policy studies? Universidad de Deusto, 2017. http://dx.doi.org/10.18543/anfz6835.

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There are an increasing number of critical voices within the innovation community who are raising questions around the relevance of innovation policy research to innovation policy practice. With the aim of contributing to a more relevant regional innovation policy research, this paper, builds on reflections along these lines presented by Morlacchi and Martin (2009), followed by Uyarra, Flanagan and Laranja (Flanagan & Uyarra, 2016; Flanagan, Uyarra, & Laranja, 2011), as well as issues raised and developed by action research scholars in general and the ‘action research for territorial development’ approach (Karlsen & Larrea, 2014a) in particular. Specifically, based on the idea that a greater diversity of approaches to policy analysis would benefit innovation studies, the paper argues for incorporating ideas developed by interpretive policy analysis scholars. The paper presents concepts and approaches that in our opinion require further exploration or strengthening, including the practice perspective, ‘ordering devices’, collaborative or dialogical approaches to policy analysis and constructivist approaches to policy learning.
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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