Journal articles on the topic 'Social constructivist'
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1
Ardiansyah, Welly, and Murwani Ujihanti. "Constructivism and Its Perspectives Related to Teaching And Learning Process In The Classroom : A Conceptual Framework." Tarbawy : Jurnal Pendidikan Islam 4, no. 1 (June 1, 2017): 117–43. http://dx.doi.org/10.32923/tarbawy.v4i1.815.
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Constructivism is a view that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner centered where students are actively involved in knowledge construction rather than mere passive listeners. Constructivists‟ views can be organized in two forms: psychological and social. In constructivists‟ view such as Piaget, students construct knowledge by transforming, organizing, reorganizing previous knowledge whereas in social constructivists‟ view such as Vygotsky, opportunities are provided to students to learn through social interaction in construction of knowledge and understanding. The paper is an attempt toexamine constructivist teaching and learning by providing in-depth analysis of features of constructivist theory and its two forms (psychological and social) and the organization of a constructivist classroom.
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Granvold, Donald K. "Constructivist Psychotherapy." Families in Society: The Journal of Contemporary Social Services 77, no. 6 (June 1996): 345–59. http://dx.doi.org/10.1606/1044-3894.932.
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Constructivism represents a profound development within cognitivism, posing challenges to many traditional treatment assumptions. The author addresses the remarkable difference between traditional cognitive therapy and constructivism, including the nature of reality, the nature of knowledge, problem definition, treatment goals, assessment, treatment of emotion, and therapist style of intervention. Constructivist metatheory is briefly discussed along with the conceptual bases of the orientation. Constructivist therapy is contrasted with traditional cognitive therapy, and constructivist intervention methods are identified. The article concludes with several case examples in which constructivist methods are applied to clinical problems.
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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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Checkel, Jeffrey T. "Social constructivisms in global and European politics: a review essay." Review of International Studies 30, no. 2 (March 17, 2004): 229–44. http://dx.doi.org/10.1017/s0260210504006023.
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Social constructivism has come of age in contemporary international relations (IR) theory. Indeed, more and more submissions to presses and journals in both Europe and America characterise themselves as constructivist or situate their arguments vis à vis those of constructivists. In substantive terms and as the three books under review attest, constructivists also now offer detailed empirical studies that amplify and enrich their earlier conceptual and meta-theoretical critiques of mainstream approaches. Yet, as with any maturing research programme, there are gaps to be filled and challenges to be met. These include a better appreciation and theorisation of domestic politics; more explicit attention to research methods; further work on the linguistic turn so central to much of constructivism; and, finally, a rethink of attempts to build bridges.
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Mohajan, Devajit, and Haradhan Kumar Mohajan. "Constructivist Grounded Theory: A New Research Approach in Social Science." Research and Advances in Education 1, no. 4 (October 2022): 8–16. http://dx.doi.org/10.56397/rae.2022.10.02.
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This article tries to explore the constructivist grounded theory (CGT) in qualitative research. American sociologist Kathy Charmaz has developed a new qualitative research field “Constructivist Grounded Theory” for the first time in 2006. Constructivist grounded theory is a qualitative research methodology that draws comparison between the ethical principles of deontology, utilitarian and virtue ethics, and individuals seek to understand the world in which they live and work. It is a popular method for research studies mainly in psychology, education, and nursing. In social sciences, it represents culture, context, literacy, personal experiences, as well as application of knowledge. It also presents the theoretical substructures of symbolic interactionism and constructivism. Constructivism is used for research, learning, and teaching with peers. There are various types of constructivism, such as social, psychological, personal, radical, and contextual constructivism. On the other hand, symbolic interactionism is the process of human interaction that provides the meanings for the experiences through language, symbols, and social interactions. This study tries to investigate how constructivist grounded theory has developed in times from the original grounded theory of Glaser and Strauss. The paper also tries to highlight characteristics, application, and importance of constructivist grounded theory.
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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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Jung, Hoyoon. "The Evolution of Social Constructivism in Political Science: Past to Present." SAGE Open 9, no. 1 (January 2019): 215824401983270. http://dx.doi.org/10.1177/2158244019832703.
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This article aims to illuminate how social constructivism has evolved as a mainstream international relation (IR) paradigm within a short period of time. To be specific, I navigated core tenets of constructivism in terms of its ontology, epistemology, and methodology, respectively. I also explored the growing body of constructivist empirical research and ensuing theoretical refinement as well as the strengths and weaknesses of a constructivist approach. Through these discussions, this article argues that constructivist approaches, since its emergence, have hugely contributed to the development of the study of IRs, providing novel insights and distinct ways of understanding of social and international reality with its own added value, by focusing on the role of ideas, identity, and norms in shaping state preferences and world politics.
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Brower, Aaron M. "Group Development as Constructed Social Reality Revisited: The Constructivism of Small Groups." Families in Society: The Journal of Contemporary Social Services 77, no. 6 (June 1996): 336–44. http://dx.doi.org/10.1606/1044-3894.931.
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Constructivism can be used in small groups as specific techniques are applied for behavior changes in a group setting. Constructivism can also be used to describe group processes. The author presents a constructivist reexamination of group development, that is, how individuals come together to form a shared reality of their group experience. The study and treatment use of small groups present an especially good venue from which to view how constructivism and social constructionism meet. Several practice implications of the group-development model are identified and discussed, along with two constructivist techniques particularly well suited to the group modality.
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Robles Altamirano, Adriana Lourdes, and Zoila Barreno Salinas. "La práctica dicente-investigativa desde la tecnología educativa y el socioconstructivismo / The researching practice of learners based on educational technology and socio-constructivism." Ciencia Unemi 9, no. 17 (June 7, 2016): 118. http://dx.doi.org/10.29076/issn.2528-7737vol9iss17.2016pp118-1124p.
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Se vive una época de cambios con el actual paradigma tecno-científico y la educación no es una excepción. Desde la teoría socio-constructivista del aprendizaje y el uso de las Tecnologías de la Información y la Comunicación (TIC) en la educación, se justifica un aprendizaje más significativo y autónomo con base en la investigación dicente. El socio-constructivismo plantea la participación del estudiante dentro de un proyecto de aprendizaje colectivo, donde potenciará su capacidad para resolver problemas contextualizados, que le permitirán desarrollar un proceso de construcción social del conocimiento, apoyado claro está, en los medios y herramientas tecnológicas a su alcance. El presente trabajo pretende demostrar que el aprendizaje autónomo con el uso de la investigación es posible si se aplica un enfoque socio constructivista al aprendizaje con el apoyo de la tecnología educativa. AbstractA time of changes is experienced related to the current techno-scientific paradigm and education is no an exception. From the socio-constructivist theory of learning and the use of the information and communication technology (ICT) in education, a more meaningful and autonomous learning is justified which is based on researching of learners. The socio-constructivism proposes the participation of students within a group learning project, which will enhance their ability to solve contextualized problems, allowing them to develop a social construction process of knowledge, supported by technological tools at their fingertips. This work aims to demonstrate that autonomous learning with the use of research is possible if a socio-constructivist approach to learning with the support of educational technology is applied.
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Kabanov, Аlexander. "Social constructivism: subject matter, origins, versions of the constructivist approach to knowledge." Socium i vlast 4 (2021): 07–17. http://dx.doi.org/10.22394/1996-0522-2021-2-07-17.
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Introduction. Starting from R. Merton’s pioneer works, social studies of science have been a major part of Western intellectual and scientific life. The total number of periodicals on the subject, that is over 20, illustrates the point best. Meanwhile Russian social studies of science are far less intensive. Moreover Western studies of social constructivist type still haven’t received sufficient coverage in Russian scientific literature. Our article is an attempt to somewhat reverse the situation. The aim of the article is to analyze social constructivism evolution in the English speaking countries starting from Berger and Luckmann’s seminal work “The Social Construction of Reality” in 1966; to classify social constructivist versions of science together with their most prominent traits. Methods. When considering the problem, the author uses Y. Hacking’s schematic definition of social construction, P. Kitcher’s scheme of “socio-historical cluster” and M. Baghramian’s “objectivist conception of science”. Scientific novelty of the research. The analysis provides reasons for social constructivism popularity during the “science wars”; specifies social ontology and epistemic status of scientific knowledge in moderate versions of social constructivism; specifies some discourse peculiarities of radical versions of social constructivism (the consequence of somewhat unusual reception of continental tradition) and its view of the science. Results. The basic results are: a) certain convergence of ontological positions in analytic and moderate versions of social constructivist type, b) controversial issues of social (historical) approach to scientific explanation and c) controversial issues of postmodern rhetoric in radical versions. Conclusions. Social studies of science play an important role in science and society, the critical comments towards social constructivist versions notwithstanding.
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Marinkovic, Dusan. "Sociology and constructivist perspective: Sociological theory and constructivist meta-theory." Zbornik Matice srpske za drustvene nauke, no. 114-115 (2003): 109–24. http://dx.doi.org/10.2298/zmsdn0315109m.
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In this paper, the author considers relation between sociology and constructivist perspective, which is one of the most current approaches in social science. Even though social constructivism offered significant alternative to contemporary sociology: opposite in the to the traditional paradigms, it is not a homogeneous meta-theory yet. In that respect the author concludes that social constructivism appeared in the period when traditional heritage of science is endanger with various discourses of reality; men, knowledge, science, and truth, and on the other hand, with the interior theoretical and epistemological and methodological discrepancy.
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Mavuru, Lydia, and Sezanele Gugulethu Mbonane. "Sciences teachers’ creation of constructivist learning environments in their classrooms." Cypriot Journal of Educational Sciences 17, no. 8 (August 31, 2022): 2838–50. http://dx.doi.org/10.18844/cjes.v17i8.7782.
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The study sought to establish science teachers’ perceptions about the learning environments and how they implemented constructivist teaching strategies. An explanatory mixed method research design was adopted. The Constructivist Learning Environment Survey was administered to 180 purposively selected grade 10-12 science teachers from 30 schools and analysed using descriptive statistics. Semi-structured interviews were administered to five selected teachers who had shown to be more constructivist than others and data was analysed using constant comparative method. Social constructivism was adopted as the theoretical framework. Findings revealed teachers’ positive disposition in relation to personal relevance, learner negotiation and critical voice as some of the key constructs depicting a constructivist learning environment. Teachers’ disposition in relation to shared control and scientific uncertainty reflected traditional perceptions. Teachers used cooperative teaching strategies, real-life examples, and questions to elicit learners’ prior knowledge. Findings have implications for teacher professional development in classrooms showing diversity in learners’ backgrounds. Keywords: Constructivist learning; learner-centred classrooms; prior knowledge; social constructivism
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Mattar, João. "Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning." RIED. Revista Iberoamericana de Educación a Distancia 21, no. 2 (January 29, 2018): 201. http://dx.doi.org/10.5944/ried.21.2.20055.
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The main objectives of this theoretical paper are to compare some constructivist-related learning theories and explore how they can be adequately used in educational technology and distance education. After a brief introduction, constructivism is defined as a general philosophy of education encompassing several different learning theories. The article then presents and discusses the following theories: situated cognition, activity theory, experiential learning, anchored instruction, and authentic learning. Connectivism or distributed learning is also presented as a new and important theory, including its pedagogical view and practice in massive open online courses (MOOCs). These theories are then organized in a coherent way, classified under the constructivist umbrella, pointing their common and distinctive features. Connectivism is positioned as a new philosophy of education for the digital age, making Vygotsky’s concept of zone of proximal development (ZPD) more flexible and stretching it to include learning that lies outside the learner, in social networks and technological tools. The text finally proposes further work on how these theories can be properly combined and used as frameworks for constructivist projects and activities in the fields of educational technology and distance education. The article is based on the search and review of peer-reviewed articles on constructivism, connectivism, the other aforementioned theories, and education technology and distance education._________________________________________________________Este artículo teórico pretende comparar algunas teorías de aprendizaje relacionadas con el constructivismo y explorar cómo pueden usarse adecuadamente en el campo de la tecnología educativa y la educación a distancia. Después de una breve introducción, el constructivismo queda definido como una filosofía general de la educación que abarca varias teorías de aprendizaje diferentes. El artículo presenta y analiza las siguientes teorías: cognición situada, teoría de la actividad, aprendizaje experiencial, instrucción anclada y aprendizaje auténtico. El conectivismo o aprendizaje distribuido también se presenta como una nueva e importante teoría, que incluye su visión pedagógica y práctica en cursos masivos y abiertos en línea (MOOCs). Organizamos estas teorías de manera coherente bajo el paraguas constructivista e indicamos las principales similitudes y diferencias entre ellas. El conectivismo se posiciona como una nueva filosofía de la educación para la era digital, flexibilizando y ampliando el concepto de Zona de Desarrollo Próximo (ZDP) de Vygotsky para incluir el aprendizaje que se encuentra fuera del alumno, en redes sociales y herramientas tecnológicas. El texto finalmente propone un trabajo adicional sobre cómo estas teorías pueden combinarse y utilizarse adecuadamente como marcos para proyectos y actividades constructivistas en los campos de la tecnología educativa y la educación a distancia. El artículo se basa en la investigación y revisión de artículos revisados por pares sobre el constructivismo, el conectivismo, las otras teorías mencionadas y la tecnología educativa y la educación a distancia.
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SIMINA, VASSILIKI, and MARIE-JOSÉE HAMEL. "CASLA through a social constructivist perspective: WebQuest in project-driven language learning." ReCALL 17, no. 2 (November 2005): 217–28. http://dx.doi.org/10.1017/s0958344005000522.
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The basic tenet of constructivism is that learners construct their knowledge on their own by associating new with prior information. The significance of the learner’s interaction with his/her social and physical environment is here of great importance; the learner is at the center of the learning process while the tutor is seen as a facilitator, a guide. Considering the paradigm shift in education and language learning, the assumptions of the constructivist philosophy encourage the use of computers in second language acquisition. Computer technology is capable of providing the context for collaboration and social interaction in which learners will construct the knowledge of the target language on their own by being engaged in meaningful activities. Moreover, computers allow learners to interact not only with the learning materials but also with other people. The combination of the social and individual aspect is best expressed by social constructivism. Placing language learning in a socio-cognitive context, we will approach second language acquisition from a social constructivist perspective and indicate the value of such an approach for the design and evaluation of Computer Applications in Second Language Acquisition (CASLA). Firstly, an overview of constructivism as a theory of learning is required in order to make clear the basic assumptions of the constructivist theory. Secondly, the focus is placed on social constructivism which is examined in relation to second language acquisition. This in tandem exploration will lead us to provide a framework which integrates all four language skills in a general theoretical framework of social interaction and shows how social constructivism can promote second language acquisition. Finally, one type of on-line application such as WebQuest, which is best developed in project-driven language learning, will be provided as a potential example of good practice in approaching Computer Applications in Second Language Learning through a social constructivist perspective.
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Ciczkowska-Giedziun, Małgorzata. "Constructivist Inspirations in Social Work with The Family." Praca Socjalna 37, no. 2 (June 30, 2022): 141–56. http://dx.doi.org/10.5604/01.3001.0015.9035.
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This paper explores the issues of current achievements in the field of the constructivist social work with the family, as well as presents a new perspective on the use of constructivist thought in this area. The constructivist approach was particularly developed in the 1970s. Still, it remains a concept that strongly influences the process of helping the family. Numerous constructivist-oriented methods of working with the family were developed in Europe and the United States; they also inspired Polish social work. The solution-centered approach is the most widespread approach to the constructivist school of thought in Poland. In addition, among a wide range of these concepts we can distinguish: constructive social work by Nigel Parton and Patrick O'Byrne, strengths-based social work by Ann Weick, Charles Rapp, Patrick W. Sullivan, Walter Kisthardt, Dennis Saleebey, the concept of positive practice by Gary Clapton and strengths-based work models (FGC, VIT). Researchers of social work less frequently refer to positions that fall within the current of systemic (operational) constructivism by Niklas Luhmann. The analysis undertaken in the article aims to show the ways of (re) defining the helping process, as well as the role of partners involved in this process in the theories of Heinz von Foerster and Niklas Luhmann.
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Wood, Elizabeth, and Neville Bennett. "Teachers' Theories of Play: Constructivist or Social Constructivist?" Early Child Development and Care 140, no. 1 (January 1998): 17–30. http://dx.doi.org/10.1080/0300443981400103.
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Checkel, Jeffrey T. "The Constructive Turn in International Relations Theory." World Politics 50, no. 2 (January 1998): 324–48. http://dx.doi.org/10.1017/s0043887100008133.
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In recent years, constructivist thinking about global politics has brought a breath of fresh auto international relations. By exploring questions of identity and interest, constructivist scholars have articulated an important corrective to the methodological individualism and materialism that have come to dominate much of IR. As the books under review indicate, constructivism has also succeeded in demonstrating its empirical value—documenting a new and important causal role for norms and social structure in global politics. Theoretically, however, the approach remains underspecified. In particular, constructivists typically fail to explain the origins of such structures, how they change over time, how their effects vary cross nationally, or the mechanisms through which they constitute states and individuals. Missing is the substantive theory and attention to agency that will provide answers to such puzzles, as well as ensure the development of a productive research program.
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Dressler, Markus. "The Social Construction of Reality (1966) Revisited: Epistemology and Theorizing in the Study of Religion." Method & Theory in the Study of Religion 31, no. 2 (April 5, 2019): 120–51. http://dx.doi.org/10.1163/15700682-12341434.
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AbstractThis paper takes the social constructivist approach, formulated by Peter Berger and Thomas Luckmann, as a starting point for an investigation into epistemology and theorizing in the contemporary study of religion. It discusses various strands of scholarship in dialogue with social constructivism and questions in particular the reductionism of radical constructivist positions. Exploring the boundaries of the classical social constructivist paradigm, the article argues that students of religion should consider the implication of social, historical, embodied and material structures in the production of knowledge about religion. For that purpose, it draws on various soft realist approaches to stress the importance of remaining attentive to positionality (reflecting on the sites from where we theorize) and contextuality (reflecting on the inter-relation of discourse and materiality) in theorizing “religion”. Finally, the article suggests that soft realist positions can be integrated in a slightly broadened social constructivist framework for the study of religion.
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Jovanović, Aleksa. "Konstruktivizam u obrazovanju odraslih." Obrazovanje odraslih/Adult Education, no. 1 2018 (2018): 31–48. http://dx.doi.org/10.53617/issn2744-2047.2018.18.1.31.
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Constructivism is a term that takes up more space in social sciences since the second half of the 20th century, although the term itself was coines earlier, specifically in the 1920s when it signified an artistic and architectural movement in the Soviet Union. One assumption of this paper is that the activity is a central function and it is implanted in the concept of constructivism since its creation. This paper offers a brief overview of the development of term constructivism and later explains the basic epistemological assumptions on which constructivist theories are based. What is common to all constructivist theories is proactive cognition, that is, the already mentioned activity, in this case, in the process of making a meaning. Theories of adult education zhat rely on constructivist epistemology are also presented. Finally, the paper explanis the understanding of activity in teaching and the application of the constructivist principle in teaching.
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Checkel, Jeffrey T. "Why Comply? Social Learning and European Identity Change." International Organization 55, no. 3 (2001): 553–88. http://dx.doi.org/10.1162/00208180152507551.
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Why do agents comply with the norms embedded in regimes and international institutions? Scholars have proposed two competing answers to this compliance puzzle, one rationalist, the other constructivist. Rationalists emphasize coercion, cost/benefit calculations, and material incentives; constructivists stress social learning, socialization, and social norms. Both schools, however, explain important aspects of compliance. To build a bridge between them, I examine the role of argumentative persuasion and social learning. This makes explicit the theory of social choice and interaction implicit in many constructivist compliance studies, and it broadens rationalist arguments about the instrumental and noninstrumental processes through which actors comply. I argue that domestic politics—in particular, institutional and historical contexts—delimit the causal role of persuasion/social learning, thus helping both rationalists and constructivists to refine the scope of their compliance claims. To assess the plausibility of these arguments, I examine why states comply with new citizenship/membership norms promoted by European regional organizations.
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Srivastava, Swati. "Varieties of Social Construction." International Studies Review 22, no. 3 (January 30, 2019): 325–46. http://dx.doi.org/10.1093/isr/viz003.
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AbstractThis article presents social construction as a research framework, rather than an explanatory theory in constructivism, to outline different research strategies. Varieties of constructivism thus far conceived in international relations prefer cleavages where scholars are regarded as thin/thick, conventional/critical, or mainstream/radical. In contrast, I introduce a new landscape of social construction to show unique mechanisms for socially constructing international politics. The new landscape varies on two dimensions. The first, source of socialization, asks whether scholars treat social context as fixed in discrete, observable forms or as fluid in indiscrete, shifting arrangements. The second dimension, focus of analysis, asks whether scholars primarily study social structures, social subjects, or some interaction of the two. The dimensions make visible a multitude of research strategies with implications for the stability of social processes and the potential for causal analysis. Moreover, within this landscape, the article focuses on four processes of social construction—aggregating, assembling, internalizing, and performing—as seen inductively through examining prominent constructivist projects. Disaggregating the many processes avoids the misuse of social construction as a catchall mechanism. Finally, the article applies the select processes to the social construction of international norms to better grasp the relative payoffs of constructivist IR scholarship for research and teaching.
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Ralph, Jason. "What Should Be Done? Pragmatic Constructivist Ethics and the Responsibility to Protect." International Organization 72, no. 1 (December 10, 2017): 173–203. http://dx.doi.org/10.1017/s0020818317000455.
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AbstractIn this paper I examine what constructivist approaches to IR tell us about how states should act when confronted by atrocity crimes in the context of a politically pluralist international society. Building on the work of theorists who responded to Richard Price and Christian Reus-Smit's call to substantiate the constructivist's claim to explain “moral progress,” and to better inform normative assessments, I claim that the constructivist emphasis on historical and social contingency does not rule out ethical standpoints, suggesting instead a “pragmatic” ethic. Norms are hypotheses rather than absolute values. The task of the pragmatic constructivist is not to establish beyond doubt the normativity of a norm—the task is to test the norm for how well its “meaning-in-use” supports action that ameliorates lived social problems. Pragmatic constructivists can commit to the Responsibility to Protect (R2P) as an idea that might reconcile various communities of normative practice and ameliorate vulnerability without upsetting international order. To the extent particular practices (e.g., prevention) have proven (and continue to prove) useful in doing this, pragmatic constructivists can equate the institutionalization of those practices with normative progress. However, R2P is a “complex” norm. It recognizes that knowledge of how to respond to ongoing atrocity is context specific and cannot therefore be fixed. The task of the pragmatic constructivist here is to assess the practical judgment of those that claim to speak for the norm by weighing the consequences of acting out their prescription in the specific context of a particular crisis. I test the meanings of R2P in use during the Syria crisis from 2011 to 2012. R2P was problematic to the extent certain meanings reinforced policy ends (e.g., protection through political/criminal accountability) that were impractical and pursued at the expense of non-ideal but realizable goals (e.g., protection through peace/aid).
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Cottone, R. "Paradigms of Counseling and Psychotherapy, Revisited: Is Social Constructivism a Paradigm?" Journal of Mental Health Counseling 29, no. 3 (June 28, 2007): 189–203. http://dx.doi.org/10.17744/mehc.29.3.2125224257006473.
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This article revisits the criteria outlined for definition of "paradigms" of counseling and psychotherapy. It defines the emergence of social constructivism as a philosophy with implications for counseling and psychotherapy. It delimits social constructivism by proposing several social constructivist tenets. Social constructivism is assessed against paradigm criteria, and an opinion is offered as to whether social constructivism represents a paradigm of counseling and psychotherapy. Implications of the paradigm analysis for the practice of mental health counseling are outlined.
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Knapp, Nancy Flanagan. "The Shape Activity: Social Constructivism in the Psychology Classroom." Teaching of Psychology 46, no. 1 (December 16, 2018): 87–91. http://dx.doi.org/10.1177/0098628318816181.
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Social constructivist principles and ideas are among those most cited in both educational and psychological circles today, and many current scholars and reformers ground their work in social constructivist theories. Yet the basic principles of social constructivism are notoriously difficult for students to understand and grapple with. This article describes a small group classroom activity using colored shapes that offers a concrete way to introduce these principles to students and provide them with opportunities for subsequent scaffolded discussion and reflection. Typical small group solutions are identified and discussed, along with data on student response to the activity, based on anonymous surveys from 18 undergraduate classes.
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Yeravdekar, V. "A social constructivism approach to learning digital technologies for effective online teaching in Covid-19." CARDIOMETRY, no. 23 (August 20, 2022): 761–64. http://dx.doi.org/10.18137/cardiometry.2022.23.761764.
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Use of digital technologies can enable effective e-learning. In this paper the authors have compared cognitive constructivism approach and social constructivism approach to enable school teachers to use digital technologies for online teaching in Covid-19. It has been found that social constructivism is more effective than cognitive constructivism for enabling school teachers to use digital technologies for delivery of classes in the online mode. Online learning is a method of learning that makes use of the Internet and the World Wide Web. Given the large range of applications accessible on the Internet and the web, it has the ability to stimulate learning in a social constructivist paradigm. The social constructivist paradigm is related with collaborative learning and creative problem solving. The findings of qualitative research papers about barriers to efficient online learning are examined in this integrative literature review. Digital technologies provide teachers with a plethora of new opportunities, but they must constantly be utilized.
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Zhu, Xiaoyue. "Innovation of Digital Piano Collective Class Teaching Mode under the Theory of Constructivism." Mobile Information Systems 2022 (August 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/6049741.
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Constructivist learning theory and instructional design theory serve as the foundation for the design of the teaching process. According to constructivists, learning occurs when students are in a particular situation, such as a social or cultural setting, with the assistance of others, using the appropriate learning resources, and creating their own meaning. A scientific theoretical foundation and a philosophical methodology are provided for the classroom instruction of fundamental music by modern constructivism theory, which adapts to the advancement of the times and the demands of the new educational environment. This paper, guided by constructivism theory, conducts extensive research on constructivism theory from two perspectives, theory and practice, proposes a general teaching mode for music under the auspices of constructivism theory, and attempts to apply it to music education. Through the comparison experiment, it was determined that the experimental class’s final grade was 69.87 and its piano level index was 0.0824, while the control class’s grade was 64.69 and its piano level index was 0.0741. In terms of piano proficiency and test results, the experimental class outperforms the control class. Contrary to the traditional teaching approach, constructivist music education has been shown to be more effective at raising the musical proficiency of regular students, as well as improving students’ motivation for learning music, their methods of instruction, their initiative, and the environment in which they learn.
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Rzeźnicka-Krupa, Jolanta. "Konstruktywizm i pedagogika różnorodności w kontekście edukacji włączającej." Problemy Wczesnej Edukacji 51, no. 4 (December 31, 2020): 153–66. http://dx.doi.org/10.26881/pwe.2020.51.12.
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Constructivism is a very complex and ambiguous concept, whereas the constructivist approach is mostly presented in three main aspects: ontological and epistemological (conditions and capabilities of reality existence and cognition), psychological (mental processes of knowledge constructing) and pedagogical (processes of learning and creating concepts). In this article I am searching the answer to two basic questions, the first one reading: What are the potential results of the constructivist approach in connection with diversity pedagogy and inclusion learning for education and the functioning of schools? The posthuman critique of social constructivism formulates the second of the questions I want to answer in the text: how can the constructivist approach cooperate with some new contemporary social theories, especially the new realism (materialism) and pedagogy of things? Employing the Piagetian concept of decentration, I take a critical look at how and in what sense constructivism could influence the change of meanings ascribed to categories like norm(s), learning difficulties or special educational needs, as well as reformulate the general philosophy of education and eventually affect the functioning of schools as accessible learning environments.
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Плужникова, Наталья, and Natalya Pluzhnikova. "PEDAGOGY OF CONSTRUCTIVISM AS A METHODOLOGICAL MODEL FOR CONTEMPORARY CULTURE." Universities for Tourism and Service Association Bulletin 10, no. 3 (September 15, 2016): 65–74. http://dx.doi.org/10.12737/21135.
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The article studies the main ideas of constructivist pedagogy and their influence on contemporary culture. The attention is focused on such issues as methodology of the learning process in pedagogy of constructivism. This problem is examined in the context of modern education. The author studies the links of pedagogy and constructivism with philosophical constructivist concepts (P. Watzlawick, H. Maturana and F. Varela). The author examines the positive and negative aspects of the constructivist methodology in the sphere of modern pedagogy. The analysis of constructivist pedagogy shows the semantic content of such principles of constructivism, as the specificity of the learning process as a process of constructing meanings, and problem-based learning, communicative approach to learning. Based on this, the study focuses on the understanding of the interaction of teacher and student in the learning process. The author pays special attention to the fact that according to the constructivist pedagogy the main subject of the process of education is not a teacher, but a pupil. This idea significantly transforms classical model of hierarchical learning. Thanks to the constructivist methodology, the author describes effective teaching methods in contemporary culture. It is noted that important components of the learning process in constructivism is the formation of motivation of the student, as well as a relaxed and creative approach to the learning process of the teacher. The author highlights a problem such as understanding learning as complex process of social interaction of a teacher and a pupil. This process forms value meanings tailored to the specific situations faced by the student. As necessary components of constructivist models of teaching the author highlights the practical orientation of the learning process, and changing requirements for teacher, which is understood in constructivist pedagogy not as much a mentor, but as a moderator of the learning process.
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Sivan, Eva. "Motivation in Social Constructivist Theory." Educational Psychologist 21, no. 3 (June 1, 1986): 209–33. http://dx.doi.org/10.1207/s15326985ep2103_4.
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Fletcher, Joseph F., and Patrick Neal. "Hercules and the Legislator: The Problem of Justice in Contemporary Political Philosophy." Canadian Journal of Political Science 18, no. 1 (March 1985): 57–76. http://dx.doi.org/10.1017/s0008423900029206.
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AbstractThe authors aim to reveal both the potentialities and limitations of recent attempts by Dworkin and Rawls (especially in the latter's work since the publication of A Theory of Justice) to work out a constructivist conception of right to serve as the groundwork of a rights-based theory of justice. The constructivist conception of right is promising, the authors argue, because it points beyond both teleological naturalism and instrumentalism as conceptions of right. The authors, however, find Dworkin and Rawls's constructivism to be ultimately inadequate, and argue that their project would be furthered through consideration of the constructivist aspects of Rousseau's conception of right as articulated in The Social Contract.
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Pintrich, Paul R. "Multiple Windows on Conceptual Change: Cognitive Constructivist and Social Constructivist Perspectives." Contemporary Psychology 44, no. 2 (April 1999): 145–48. http://dx.doi.org/10.1037/001975.
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Yang, Shu Ching. "Synergy of Constructivism and Hypermedia from Three Constructivist Perspectives— Social, Semiotic, and Cognitive." Journal of Educational Computing Research 24, no. 4 (June 2001): 321–61. http://dx.doi.org/10.2190/jw76-7c6v-luer-lcaq.
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Kelm, Orlando R. "Social Media." Business Communication Quarterly 74, no. 4 (October 18, 2011): 505–20. http://dx.doi.org/10.1177/1080569911423960.
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In assessing the application of social media on the teaching of business communication, this article looks at MBA student use of blogs, online photo database contributions, and video contributions to YouTube channels. These assignments were part of their course activities, which included a 2-week study tour in China. The article looks at these activities within the context of the social constructivist view on learning in general. The student work provides evidence of the positive results that come from the use of social media, when viewed from the perspective of social constructivist theories for learning.
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Waterman, Alan S. "Identity From a Social Constructivist Perspective." Contemporary Psychology: A Journal of Reviews 35, no. 11 (November 1990): 1056–57. http://dx.doi.org/10.1037/030574.
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Edmonds, Bruce. "Capturing Social Embeddedness: A Constructivist Approach." Adaptive Behavior 7, no. 3-4 (January 1999): 323–47. http://dx.doi.org/10.1177/105971239900700307.
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Nørreklit, Hanne, Morten Raffnsøe-Møller, and Falconer Mitchell. "A pragmatic constructivist approach to accounting practice and research." Qualitative Research in Accounting & Management 13, no. 3 (August 1, 2016): 266–77. http://dx.doi.org/10.1108/qram-05-2016-0039.
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Purpose The purpose of this paper is to introduce the practice paradigm of pragmatic constructivism. Design/methodology/approach Pragmatic constructivism emphasizes the role of the actors in the construction of organized reality. For such construct to function successfully, four dimensions of reality must be integrated in the actor-world relations. Findings This includes an examination of pragmatic constructivist theory as an alternative to traditional realism and critical theories of organizational reality. The papers of the special issue include methodological, conceptual and empirical studies to expand the understanding of management accounting in relation to the actors’ construction of functioning organizational practices. Research limitations/implications As pragmatic constructivism is a relatively new paradigm, there is a need for further methodological and conceptual development and empirical studies of functioning practices. Originality/value In a discipline such as management accounting that can be theoretically polarized between the “realist” scientific mainstream and social constructivist criticism, pragmatic constructivism offers a mediating model in which realism is retained as the pragmatic criteria of success of the organizational actors’ construction.
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Shilliam, Robbie. "“Open the Gates Mek We Repatriate”: Caribbean slavery, constructivism, and hermeneutic tensions." International Theory 6, no. 2 (June 20, 2014): 349–72. http://dx.doi.org/10.1017/s1752971914000165.
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Constructivism has inherited a hermeneutic tension from the sociology of knowledge tradition regarding a strong ontological proposition that all social beings interpret their reality and a qualified epistemological proposition that some social beings are better able to interpret the reality of others. This article focuses on the politics of knowledge production that arise from this tension, namely that a privileged group, the ‘scholastic caste’, possesses the power to de-value the explanations of ‘lay’ groups’ experiences by deeming them to be insufficiently ‘scientific’. The article explores these politics by addressing the meaning of the abolition of and emancipation from Atlantic slavery, a case study popularly used in constructivist literature. Noting the absence of engagement by constructivists with the ‘lay’ interpretations of enslaved Africans and their descendants, the article explores a hermeneutical position developed by the Jamaican sociologist and novelist, Erna Brodber, which directly addresses these tensions.
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M. Loseñara, Jleian Mard, and Catherine P. Loseñara. "Constructivism in the Science Classroom: Assessing Students’ Perception of Constructivism." International Multidisciplinary Research Journal 3, no. 3 (September 14, 2021): 161–69. http://dx.doi.org/10.54476/iimrj246.
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Distinct to today's society is rapid change, exemplified in the swift demands that confront professionals and working life. As this ripple to and challenges the educational set up to mold competent individuals, changes occur as the education paradigm shifts. One such change is Constructivism which asserts learning to be an active process where learners actively build on their experiences and knowledge. Students' perceptions of the classroom learning environment are significant and should be of interest to teachers. The study employed a Constructivist Learning Environment Survey which was responded by163 first-year college students. It was intended to assess how students perceive their Science class as taught using the Constructivist approach. It utilized the Statistical Package for the Social Sciences software to analyze data. Findings revealed that students perceived their Science class as "often" taught using Constructivism. Likewise, of the five Constructivist dimensions identified and utilized for this study, four dimensions were regarded as "often" perceived by the students in their science class, the highest often perceived dimension being Student Negotiation. Contrastingly, the only dimension perceived "seldom" by the students and scored the lowest is Shared Control. Thus, it resulted that there is no relationship between the teacher's teaching experience and the teacher's use of constructivist practices.
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Latysheva, Zhanna, Evgeniy Arinin, Nikolai Petev, and Viktor Barashkov. "Dialectic of essentialism and constructivism in modern sociohumanistic research (illustrated by ethical and religious range of problems)." SHS Web of Conferences 72 (2019): 03020. http://dx.doi.org/10.1051/shsconf/20197203020.
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The article defines the possibilities and character of complex application of essentialist and constructivist approaches in the study of socio-humanistic processes and phenomena. Modern scientific methodology should abandon the “shallow”, one-sided rational thinking, incapable of encompassing and comprehending multi-faceted, complex and ambivalent social and individual reality. The study of productivity of interrelated essentialism and constructivism methodologies in concrete scientific inquiry is one of the steps in this direction. The subgoal of this article is to broaden and refine the knowledge regarding the potential linking of essentialist and constructivist attitudes in specific scientific socio-humanistic research. The general goal and novelty of the article is the preparation of theoretical background to develop the current modern version of the multidimensional rationality concept of the human with multifaceted objectives and activity. These goals are reached by determining the productivity/unproductivity of one-sided absolutization of the above approaches in the analysis of modern socio-humanistic processes and phenomena and by clarifying their complementarity and its character. On the basis of addressing essentialist and constructivist traditions of describing Orthodoxy and Christianity at large, consideration of fundamentalism phenomenon in various denominations, comparison of essential and constructivist-mythological approaches to ethic phenomena analysis, the conclusion is made that the tradition of clear division between essentialism and constructivism is becoming irrelevant; comprehensive and therewith multi-criteria analysis of modern socio-humanistic range of problems suggests defining both its permanent essential component and its dynamic, constructing trends. These approaches should be used in their dialectic unity: inviolability of fundamental cultural values and their new “integration” in changing social life conditions every time constitute the most important condition for creative constriction and study of social reality.
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Fuchs, Stephan. "The new wars of truth: conflicts over science studies as differential modes of observation." Social Science Information 35, no. 2 (June 1996): 307–26. http://dx.doi.org/10.1177/053901896035002008.
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The current debates and conflicts over constructivist science studies are, in part, conflicts over organizational territory and professional discretion. Once a distinction between several levels of observation is being drawn, however, seemingly incompatible approaches to truth, rationality, and objectivity can be reconciled. This reconciliation between science and its constructivist observers builds upon a moral order shared by all communications that expect trustworthiness and generalized disinterestedness. What this moral order cannot accommodate is not constructivism, but standpoint epistemologies that tie claims for privileged knowledge to ascriptive statuses. Such standpoint epistemologies turn science into ideological conflict, and jam the operation of objectivity.
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Filali Marzouki, Ouiame, Mohammed Khalidi Idrissi, and Samir Bennani. "Effects of Social Constructivist Mobile Learning Environments on Knowledge Acquisition: A Meta-Analysis." International Journal of Interactive Mobile Technologies (iJIM) 11, no. 1 (January 31, 2017): 18. http://dx.doi.org/10.3991/ijim.v11i1.5982.
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This meta-analysis has two aims: a) to address the main effects of social constructivist mobile learning environments on learners’ knowledge acquisition and their academic achievements b) to address potential factors regarding design principles and instructional methods for successful social constructivist mobile environments in a blended learning context. We selected 24 articles that meet the inclusion criteria: empirical studies implementing mobile learning in a blended environment using social constructivism approach. The selected studies are not identical in terms of instructional strategies, tools and devices, period and student’s expertise level. These factors lead to variations in the magnitude of the effect sizes. The review reveals that there is a positive effect of mobile learning on the knowledge acquisition, learners’ achievements, attitudes and motivation despite the high cognitive load. This is shown through the combined effect size. A last remarkable finding related to retention is that students in such environments fulfill their academic tests, but remember less the acquired knowledge after a retention period.
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Hirschmann, Nancy J., and Emily F. Regier. "Mary Wollstonecraft, Social Constructivism, and the Idea of Freedom." Politics & Gender 15, no. 4 (December 11, 2018): 645–70. http://dx.doi.org/10.1017/s1743923x18000491.
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AbstractThis article considers Mary Wollstonecraft as a theorist of freedom for women through the lens of social constructivism. Previous republican readings of Wollstonecraft as promoting a vision of freedom as independence or non-domination are compromised by their underpinnings in liberal individualism. Instead, we suggest her theory displays elements of positive liberty and particularly what we call “subjectivity freedom.” Reading Wollstonecraft as an early social constructivist, we show her grappling with how women's subjectivity is constructed in patriarchal societies such that they desire the conditions of their own subordination. This troubles the very notion of domination and its putative opposite, freedom-as-independence. Paradoxically, while noting how women's sense of self was profoundly and intimately shaped by the patriarchal structures they inhabited, Wollstonecraft's own argument was limited by these same constructions. Nonetheless, she struggled to conceive a radically emancipatory vision of women's lives, aspirations, and desires from within the confines of a context and discourse premised on their devaluation. A social constructivist approach shows that Wollstonecraft sought not simply to change women or specific structures of male dominance, but rather the processes within which men and women defined gender, the family, and personal identity: in short, their subjectivity.
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Lerman, Stephen. "Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?" Journal for Research in Mathematics Education 27, no. 2 (March 1996): 133–50. http://dx.doi.org/10.5951/jresematheduc.27.2.0133.
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Radical constructivism is currently a major, if not the dominant, theoretical orientation in the mathematics education community, in relation to children's learning. There are, however, aspects of children's learning that are challenges to this perspective, and what appears to be “at least temporary states of intersubjectivity” (Cobb, Wood, & Yackel, 1991, p. 162) in the classroom is one such challenge. In this paper I discuss intersubjectivity and through it offer an examination of the limitations of the radical constructivist perspective. I suggest that the extension of radical constructivism toward a social constructivism, in an attempt to incorporate intersubjectivity, leads to an incoherent theory of learning. A comparison of Piaget's positioning of the individual in relation to social life with that of Vygotsky and his followers is offered, in support of the claim that radical constructivism does not offer enough as an explanation of children's learning of mathematics.
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Мартишина, Н., and N. Martishina. "Constructivism as a Philosophical Basis of Pedagogy: Forms and Possibilities of Interpretation." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 4 (December 6, 2018): 3–10. http://dx.doi.org/10.12737/article_5bffb0181ab061.75571303.
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The article contains the characteristic of constructivism as a philosophical doctrine. The author shows the distinction between the epistemic constructivism, which considers cognition as the construction of epistemological images; the social constructivism in the theory of knowledge, within the framework of which the construction of epistemological phenomena is interpreted not as an individual, but as a communicative, historical-dimensional and culturally-deterministic process; and socio-ontological constructivism, which analyzes the appearance of objectified social phenomena (as opposed to knowledge as such ) and, ultimately, the appearance of social reality in social interactions and communication acts. The article fixes the features of pedagogical concepts, determined by the use of various variants of constructivism as research programs. The author thesis is substantiated that social constructivism in pedagogy can be considered not only as a general learning strategy of knowledge production in students' independent activities, but also as a meaningfully developed methodological program of training and education, which determines the activity of a teacher too from a constructivist position.
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Alsulami, Sumayyah. "Toward a Constructivist Approach in Saudi Education." English Language Teaching 9, no. 12 (November 21, 2016): 104. http://dx.doi.org/10.5539/elt.v9n12p104.
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<p>In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.</p>
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Kostrigin, Artem Andreevich. "Interpretation and explanation of unconscious processes and phenomena in different spheres of human life as a constructivist standpoint." Психология и Психотехника, no. 3 (March 2020): 17–30. http://dx.doi.org/10.7256/2454-0722.2020.3.33187.
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This article touches upon one of the peculiarities of modern psychology – a shift away from the natural scientific paradigm and transition towards constructivist methodology. Constructivism in psychology is characterized by relativity of truth, prevalence of subjective over objective, conditionality of cognition of characteristics of a subject, activity of an individual in cognition and being, construction of own reality by an individual. The author addresses the problem of studying the unconscious and suggest applying the constructivist paradigm in the research. It is substantiated that constructivism is one of the most effective approaches towards studying the unconscious, as peculiarities of the unconscious comply with the provisions of constructivism: a crucial role on the unsconsious is played by fantasies, affinities and emotional processes; structure of the unconscious is inexact and cannot be reduced to specific elements; the unconscious is flexible and develops in accordance with its own logic. Analysis is conducted on foreign studies on the unconscious that are based on constructivism. The scientific novelty consists in substantiation of application of the constructivist approach in psychology towards examining the unconscious, as well as in carrying out an analytical review of modern foreign research dedicated to the problem of the unconscious, leaning on the provisions of constructivism. The author concludes on the prevalent trends in foreign constructivist psychology of the unconscious: the focus on irrational, non-objectivist theories in explaining the unsconsious; a desire to make psychoanalysis a general psychological theory; acknowledgement of the unsconsious side of mental activity as the leading, as it is capable of more effective information processing; the unsconsious mechanisms of communication and joint activity play a significant role in establishing an in-depth personal dialogue. Psychological practice assigns a leading role to the unconscious; moreover, this aspect becomes central in social and ethnological research. Based on the theoretical overview of foreign studies, the effectiveness of application of constructivism in psychology is underlined.
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Altmeyer, Stefan. "Vom Eigenleben der Dinge." Zeitschrift für Pädagogik und Theologie 66, no. 4 (December 1, 2014): 349–57. http://dx.doi.org/10.1515/zpt-2014-0407.
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Abstract In recent years, constructivist positions have gained considerable influence on pedagogical thinking in general and religious education theory and practice in particular. The basic argument comes down to the question how learning happens. From a constructivist perspective, learning has to be understood as an active social process of creating individually viable meaning through the experience of difference. Current practice of RE seems to be widely shaped by a kind of pragmatic constructivism. The paper first describes and critically evaluates three of its basic options, which redefine the role of the learner, the instructor and the subject matter in religious learning processes. Secondly, a search for blind spots of constructivist practice is carried out considering works of the French philosopher and sociologist Bruno Latour. The key point is not to underestimate the ‘share of things’ in every learning process however self-constructive learning may be.
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Giblin, Paul, and Judy Chan. "Constructivist Perspectives in Family Therapy." Family Journal 3, no. 4 (October 1995): 325–30. http://dx.doi.org/10.1177/1066480795034006.
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Milutinovic, Jovana. "Social constructivism in the field of education and learning." Zbornik Instituta za pedagoska istrazivanja 43, no. 2 (2011): 177–94. http://dx.doi.org/10.2298/zipi1102177m.
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Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice.
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Varshaver, Evgeni. "“Stop Beating the Dead Primordial Horse”: Actual Agendas in the Constructivist Research of Ethnicity." Sotsiologicheskoe Obozrenie / Russian Sociological Review 21, no. 3 (2022): 31–58. http://dx.doi.org/10.17323/1728-192x-2022-3-31-58.
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The article describes the current state of affairs in the contemporary constructivist research of ethnicity. While emerging within anthropology in the 1960’s under the influence of sociological constructivist theories, this approach has been developing in a dialogue with “primordialism” and “essentialism”, the ways of thinking which were, to a large degree, conceptualized by constructivists themselves. It has been, however, become clearer that this dialogue is no longer productive, and constructivists faced the necessity to re-establish the very agenda of the constructivist research of ethnicity. Two projects were undertaken in the 2000-2010’s, and are associated with the names of Andreas Wimmer and Kanchan Chandra. The theoretical languages created within these projects, however, were not optimal in terms of their descriptive power. The second part of the article describes a new research program as suggested by the author, within which an alternative theoretical language is proposed, and much attention is paid to the meanings of ethnic categories as well as the social consequences of these meanings. Descriptive and analytical capabilities of the language are demonstrated from two examples taken from the empirical research of the author. The closing part of the article describes the shortcomings of the approach created, as well as the directions for further developments.