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Social Constructivism and Technology in Instructional Technology and Teacher Education Muktha B
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1999 Theory into practice: social constructivism and technology in instructional technology and teacher education Muktha B. Jost Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Communication Technology and New Media Commons, Curriculum and Instruction Commons, Instructional Media Design Commons, and the Teacher Education and Professional Development Commons Recommended Citation Jost, Muktha B., "Theory into practice: social constructivism and technology in instructional technology and teacher education " (1999). Retrospective Theses and Dissertations. 12202. https://lib.dr.iastate.edu/rtd/12202 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. -
Studia Politica 42015
www.ssoar.info The politics of international relations: building bridges and the quest for relevance Braun, Aurel Veröffentlichungsversion / Published Version Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Braun, A. (2015). The politics of international relations: building bridges and the quest for relevance. Studia Politica: Romanian Political Science Review, 15(4), 557-566. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-51674-8 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY-NC-ND Lizenz This document is made available under a CC BY-NC-ND Licence (Namensnennung-Nicht-kommerziell-Keine Bearbeitung) zur (Attribution-Non Comercial-NoDerivatives). For more Information Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden see: Sie hier: https://creativecommons.org/licenses/by-nc-nd/4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/deed.de The Politics of International Relations Building Bridges and the Quest for Relevance 1 AUREL BRAUN The 21 st Century sadly is proving to be a volatile and violent one where the hopes of the immediate years of the post-Cold War era have proven to be ephemeral. International Relations, (IR) at first blush, appears to be ideally positioned as a discipline to help us understand or even cope with the extreme dissonance of the international system. A discreet academic field for a century now, but in fact one of the oldest approaches, IR seems to brim with promise to offer explanation, identify causality and enable cogent prediction. After all, in an era where we emphasize interdisciplinary studies and across-the-board approaches IR appears to be a compelling intellectual ecosystem. -
A Brief Overview of Alexander Wendt's Constructivism Written by Zhan Mengshu
A Brief Overview of Alexander Wendt's Constructivism Written by Zhan Mengshu This PDF is auto-generated for reference only. As such, it may contain some conversion errors and/or missing information. For all formal use please refer to the official version on the website, as linked below. A Brief Overview of Alexander Wendt's Constructivism https://www.e-ir.info/2020/05/19/a-brief-overview-of-alexander-wendts-constructivism/ ZHAN MENGSHU, MAY 19 2020 For decades, the theory of International Relations was dominated by two approaches: realism and liberalism. Constructivism had been marginalized by these mainstream theories because it focused on social construction instead of material construction (Barkin, 2017). The turning point came late in the 1980s as the collapse of the Soviet Union and the end of the Cold War made people reconsider the explanatory ability of mainstream theories (Hopf, 1998). Consequently, a new debate emerged. Under this, the development of Alexander Wendt’s constructivist theory gained attention in academia and began to stand out (Lapid, 2007). Wendt published ‘Anarchy is What States Make of It: The Social Construction of Power Politics’ in 1992. In this paper he revealed the limitation of the concept of anarchy from the neorealist and neoliberal theories in explaining international relations (Wendt, 1992). In 1999 he further developed the theory in Social Theory of International Politics. In the book, Wendt opened up a moderate lane in the development of constructivist theory (Guzzin & Leander, 2001) and essentially created a ‘thin’ constructivism. That is, Wendt recognizes the main points of materialism and individualism, as well as a scientific methods of social inquiry. -
Constructivism, Education, Science, and Technology
Canadian Journal of Learning and Technology Volume 29(3) Fall / automne, 2003 Constructivism, Education, Science, and Technology Moses A. Boudourides Author Moses A. Boudourides is an Associate Professor in the Department of Mathematics of the University of Patras, Greece. His research interests include mathematical sociology, Internet research and Science & Technology Studies (STS). Communication regarding this article should be addressed to Dr. Moses A. Boudourides. Address: Mathematics Department, University of Patras, 265 00 Rio Patras, Greece. Phone/Fax: +302610996318. Email: [email protected] Abstract Abstract: The purpose of this paper is to present a brief review of the various streams of constructivism in studies of education, society, science and technology. It is intended to present a number of answers to the question (what really is constructivism?) in the context of various disciplines from the humanities and the sciences (both natural and social). In particular the discussion will focus on four varieties of constructivism: philosophical, cybernetic, educational, and sociological constructivism. Résumé: Cet article a pour objectif de passer brièvement en revue les différents courants de constructivisme dans les études sur l'éducation, la société, la science et la technologie. Il a également pour intention d'offrir un certain nombre de réponses à la question « Qu'estce réellement que le constructivisme ? » dans le contexte de diverses disciplines appartenant aux lettres et sciences humaines, ainsi qu'aux sciences (naturelles et sociales). La discussion se centrera tout particulièrement sur quatre variantes du constructivisme: philosophique, cybernétique, éducatif et sociologique. Introduction It is generally acknowledged that constructivism constitutes a very important, although often contested, practical and theoretical perspective in current education research.1 A first `mild' (or ` . -
Bridging the Gap: Toward a Realist-Constructivist Dialogue
International Studies Review (2004) 6, 337–352 THE FORUM Bridging the Gap: Toward A Realist-Constructivist Dialogue EDITED BY PATRICK THADDEUS JACKSON School of International Service, American University Editor’s Note: J. Samuel Barkin’s International Studies Review article ‘‘Realist Con- structivism’’ (2003) makes the important point that the opposition between realist and con- structivist schools of thought in international relations (IR) may not be as clear-cut as is commonly supposed. In doing so, he focuses on how certain classical realist notions are compatible with constructivist sensibilities about the role of norms and other intersubjective factors in producing social and political outcomes. In effect, Barkin proposes a fusion of certain elements of realism and constructivism to produce a novel IR perspective. Although Barkin is not the first or only scholar to advocate a more evenhanded dialogue between realism and constructivism, his piece is one of the most comprehensive attempts to articulate points of agreement between the two approaches and to delineate the contours of a ‘‘realist- constructivist’’ research program. As such, Barkin’s piece provides an excellent opportunity for exploring and elaborating the nature of and possibilities for ‘‘realist constructivism.’’ Barkin’s emphasis on the tension between normative transformation and the limits imposed by power in the international arena is one way to initiate a dialogue between realism and constructivism. The contributors to this Forum are each trying, in their different ways, to further this dialogue and to explore the possibilities raised by dissociating constructivism from the liberal tradition. They share Barkin’s basic contention that realism and constructivism are not implacably opposed. -
Social Constructivism
Jackson, Robert and Sorensen, Georg. Introduction to International RelationsTheories and Approaches. 3rd edition. Oxford university press, 2006. CHAPTER 6 Social Constructivism Introduction 162 The Constructivist Research Programme 175 The Rise of Constructivism in IR 162 Constructivism as Social Theory 164 KEY POINTS 176 Constructivist Theories of International QUESTIONS 177 Relations 168 GUIDE TO FURTHER READING 177 Critiques of Constructivism 172 WEB LINKS 177 ❚ Summary This chapter introduces social constructivist theory of IR. We first clarify where constructivism comes from and why it has established itself as an important approach in IR. Constructivism is examined both as a meta-theory about the nature of the social world and as a substantial theory of IR. Several examples of constructivist IR-theory are presented, followed by reflections on the strengths and weaknesses of the approach. 06-Jackson-Chap06.qxd 30-6-06 4:32 PM Page 162 162 Introduction to International Relations Introduction The focus of social constructivism (in shorthand: constructivism) is on human awareness or consciousness and its place in world affairs. Much IR-theory, and especially neorealism, is materialist; it focuses on how the distribution of material power, such as military forces and economic capabilities, defines balances of power between states and explains the behav- iour of states. Constructivists reject such a one-sided material focus. They argue that the most important aspect of international relations is social, not material. Furthermore, they argue that this social reality is not objective, or external, to the observer of international affairs. The social and political world, including the world of international relations, is not a physical entity or material object that is outside human consciousness. -
Stakeholder Expectations of Islamic Education
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 6-8-2018 Stakeholder Expectations of Islamic Education Julia Marie Ahmed Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Educational Leadership Commons, and the Islamic Studies Commons Let us know how access to this document benefits ou.y Recommended Citation Ahmed, Julia Marie, "Stakeholder Expectations of Islamic Education" (2018). Dissertations and Theses. Paper 4395. https://doi.org/10.15760/etd.6279 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Stakeholder Expectations of Islamic Education by Julia Marie Ahmed A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership: Curriculum and Instruction Dissertation Committee: Susan Lenski, Chair Swapna Mukhopadhyay Dannelle Stevens Sharon Carstens Portland State University 2018 © 2018 Julia Marie Ahmed STAKEHOLDER EXPECTATIONS OF ISLAMIC EDUCATION i Abstract Teachers and parents make considerable sacrifices to affiliate themselves with Islamic schools. As they commit to Islamic education, they acquire certain expectations that they want their school to fulfill. The purpose of this study was to explore the academic, social, and cultural expectations -
Pursuing the International Relations of Islam: a Critique of IR Theory
Pursuing the International Relations of Islam: A critique of IR theory Faiz Ahmed Sheikh Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of Politics and International Studies September 2013 The candidate confirms that the work submitted is his own and that the appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement © 2013 The University of Leeds and Faiz Ahmed Sheikh The right of Faiz Ahmed Sheikh to be identified as Author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. ii Acknowledgements The PhD has been a long journey which could only be completed thanks to the input of innumerable people over the years, be it discussions about the research, or morale boosting company when it was most needed. So, mentioning no names (*cough* Levon Ouzounian, Gordon Clubb, Aree Phothiyarom, Terry Hathaway, Egle Cesnulyte, Simonida Kacarska, James Worrall, Dan Watson, Anne Flaspoeler *cough*), many thanks to my friends, past and present, at the University of Leeds and elsewhere. To my supervisors, Clive Jones and Jonathan Dean, and earlier Brad Evans also, I owe a huge debt of gratitude for keeping me on the straight and narrow in regards to both my PhD work and wider career prospects. Who knows what dark corner of the library I would have found myself in, rocking back and forth and mumbling to passers by about Foucaultian ideas, if it were not for the clear, consistent, and always beneficial guidance of my supervisors, Clive Jones especially. -
Is There an Enduring Logic of Conflict in World Politics?
M01_NYE8744_08_SE_C01.qxd 1/16/10 2:11 PM Page 1 CHAPTER 1 Is There an Enduring Logic of Conflict in World Politics? Marble relief commemorating Athenians who died in the Peloponnesian War The world is shrinking. The Mayflower took three months to cross the Atlantic. In 1924, Charles Lindbergh’s flight took 33 hours. Fifty years later, the Concorde did it in three hours. Ballistic missiles can do it in 30 minutes. At the beginning of the twenty-first century, a transatlantic flight cost one-third of what it did in 1950, and a call from New York to London cost only a small percentage of what it did at midcen- tury. Global Internet communications are nearly instantaneous and transmission costs are negligible. An environmentalist in Asia or a human rights activist in Africa today has a power of communication once enjoyed only by large organizations such as governments or transnational corporations. On a more somber note, nuclear weapons have added a new dimension to war that one writer calls “double death,” meaning 1 M01_NYE8744_08_SE_C01.qxd 1/16/10 2:11 PM Page 2 2 Chapter 1 Is There an Enduring Logic of Conflict in World Politics? that not only could individuals die, but under some circumstances the whole human species could be threatened. And as the September 11 terrorist attacks on New York and Washington in 2001 (9/11) illustrated, technology is putting into the hands of nonstate actors destructive powers that once were reserved solely for governments. As the effects of distance shrink, conditions in remote, poor countries such as Afghanistan suddenly become highly relevant to America and Europe. -
Students' Social Construction of Knowledge Through Cooperative
sustainability Article Students’ Social Construction of Knowledge through Cooperative Learning Jurgita Lenkauskaite˙ 1 , Jordi Colomer 2,3 and Remigijus Bubnys 1,* 1 Institute of Education, Siauliai University, 25 Visinskio Street, 76351 Siauliai, Lithuania; [email protected] 2 Department of Physics, University of Girona, 17003 Girona, Spain; [email protected] 3 Teaching Innovation Networks on Reflective and Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain * Correspondence: [email protected] Received: 27 September 2020; Accepted: 15 November 2020; Published: 18 November 2020 Abstract: The objective of this manuscript is twofold: to critically analyze the principles of epistemic diversity and democracy and perform an analysis of the social construction of knowledge by university students through cooperative learning. The semi-structured interview methodology employed in the research revealed that the students provided a positive assessment of the possibilities of cooperation in heterogeneous teams: the array of experiences that were emerging in the process helped the students in the tertiary systems transcend the boundaries of their knowledge, share experiences, and construct new knowledge together. The research also highlighted students’ critical attitudes towards previous teamwork experiences, which relied more on an individualist than social approaches to knowledge. It also reflected on the causes and consequences of those experiences. Student interviews revealed a variety of difficulties the students were facing during team cooperation. The unconventional study process, centred on active and independent performance, social construction of knowledge, triggered confusion of the students’ roles, dissatisfaction with the unequal contributions by the team members to the common work, and the lack of teachers’ intervention. -
Realist and Constructivist Approaches to Anarchy Written by Miriam Dornan
Realist and Constructivist Approaches to Anarchy Written by Miriam Dornan This PDF is auto-generated for reference only. As such, it may contain some conversion errors and/or missing information. For all formal use please refer to the official version on the website, as linked below. Realist and Constructivist Approaches to Anarchy https://www.e-ir.info/2011/08/29/realist-and-constructivist-approaches-to-anarchy/ MIRIAM DORNAN, AUG 29 2011 Anarchy is a central concept in international relations (IR) theory, as such this essay aims to compare and contrast two approaches to anarchy, namely the realist and constructivist approaches. It is hoped that by exploring two competing approaches to anarchy in IR theory that one can identify the strengths and weaknesses of such approaches, perhaps even eliminating one approach in order to better understand international politics. Adem notes that “the major theories of international relations embrace the view that the international system is anarchic”, however distinctions can be made as to how each major theory tackles the anarchic nature of the international system (Adem: 2002: 19). It is these distinctions, which I will compare and contrast in order to discover how anarchy can be approached and perhaps even overcome in international politics. Before beginning a comparison of the realist and constructivist approaches to anarchy in IR theory, it may be useful to outline the key aspects of both approaches. This will highlight the significant features of their conceptions of anarchy, while also allowing for the exploration of differences existing within each approach. Realism has long been the dominant perspective in IR theory and as such it seems logical to begin by outlining the key features of realism’s approach to anarchy. -
1 Curriculum Vitae Dr PIERS H.G. STEPHENS Room 121, Philosophy
Curriculum Vitae Dr PIERS H.G. STEPHENS Room 121, Philosophy Department, Peabody Hall, Athens, GA 30602 Email: [email protected] Tel: 706-542-2362 Academic Degrees 1997 Ph.D. (Environmental Philosophy) University of Manchester, UK Supervisor: Dr Keekok Lee Thesis: Value, Nature and the Subject-Object Divide. 1990 M.A. (Political Philosophy) University of York (Politics Department, Derwent College) 1987 B.A. (English Literature & Philosophy -- Joint Honours) University of East Anglia (School of English & American Studies) AOS: Environmental philosophy, ethics, political philosophy, classical pragmatism. AOC: History of ideas, literature and philosophy, value theory, philosophy of mind. Teaching History 08/13- present Philosophy Department, University of Georgia, Associate Professor 08/08-05/13 Philosophy Department, University of Georgia, Assistant Professor 08/05-08/08 Lyman Briggs College, Michigan State University, Visiting Assistant Professor 09/03-07/05 University of Liverpool, Lecturer in Philosophy 06-07/04 Dalhousie University (Halifax, Canada), Visiting Assistant Professor 1999-2004 Workers Educational Association, part-time Lecturer 2001-2003 Royal Institute of Philosophy, part-time Lecturer 1998-2003 University of Liverpool, part-time Lecturer 1997-2003 The Open University, part-time Lecturer 1997-2003 Manchester Metropolitan University, part-time Lecturer 1996-2002 University of Salford, part-time Lecturer 1994-2003 University of Manchester, part-time Lecturer Courses Taught: Environmental Philosophy, Environmental Justice Nature,