Relevant bibliographies by topics / Constructivism (Philosophy)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Constructivism (Philosophy)'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Constructivism (Philosophy)"

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Shaminezhad, Manouchehr. "Reading "Moral Constructivism" from Mulla Sadra's Philosophy." Khazar Journal of Humanities and Social Sciences 25, no. 3 (November 2022): 5–19. http://dx.doi.org/10.5782/2223-2621.2022.25.3.5.

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Moral constructivism is a metaethical view of the nature of truth and moral truths and characteristics. From the constructivist point of view, morality is subjective and dependent on human beliefs. In the view of constructivists, moral truths exist, but the existence of these truths arises from human existence and depends on human attitudes and conventions. In their view, moral values are not the product of discovery but the product of creation. By Analysis of Mulla Sadra's intellectual foundations, from his philosophy, the theory of constructivist ethics can be deduced. In Mulla Sadra's view, the human soul is moving towards evolution based on the substantial motion Due to the physical coming-into-being in the world, and in the hereafter, this motion is due to the movement of ardent desire. The human soul is the creator of forms, and at every moment it is placed in a rank of the existential world, and in proportion to that rank, moral possessions are issued from it in gradation. The present article aims to provide an ethical constructivist reading of Mulla Sadra's philosophy by interpreting the important foundations of Mulla Sadra's philosophy.
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Garcia, Ernesto V. "Three Rival Versions of Kantian Constructivism." Kant Yearbook 14, no. 1 (September 28, 2022): 23–43. http://dx.doi.org/10.1515/kantyb-2022-0002.

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Abstract In order to make headway on the debate about whether Kant was a constructivist, nonconstructivist, or instead defends a hybrid view that somehow entirely sidesteps these categories, I attempt to clarify the terms of the debate more carefully than is usually done. First, I discuss the overall relationship between realism and constructivism. Second, I identify four main features of Kantian constructivism in general. Third, I examine three rival versions of metanormative Kantian constructivism, what I’ll call axiological, constitutivist, and rationalist constructivist. I argue that Kant is best seen as a rationalist constructivist. I conclude by arguing that although it’s a constructivist view, this reading avoids the main pitfalls of traditional Kantian constructivism. In doing so, it helps us to achieve a satisfying rapprochement between constructivist and non-constructivist (that is, so-called ‘realist’) readings of Kant.
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Reath, Andrews. "Kantian Constructivism and Kantian Constitutivism: Some Reflections." Kant Yearbook 14, no. 1 (September 28, 2022): 45–69. http://dx.doi.org/10.1515/kantyb-2022-0003.

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Abstract Is moral constructivism an account of the basis of the content of morality or of its authority? In fact, different writers have understood constructivism to be addressing different issues. In this paper I argue that Kant should be understood as a constructivist about the content of morality – or better about a limited set of general substantive principles – and as a constititutivist about its authority. After some general remarks in Section 1 about contemporary discussions of constructivism, in Section 2 I discuss Rawls’s understanding of Kant’s constructivism; Rawls takes Kantian constructivism to be a view about the content of morality. In Section 3, I give an overview of Kant’s moral conception as constructivist about the content of morality and as constitutivist about its authority. In Section 4 I address a worry whether certain features of Kant’s constitutivism rest his constructivism on a realist foundation, arguing that they do not.
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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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Varela Pequeño, Mikel. "acercamiento badiousiano a la noción de ‘puntos de vista’: del relativismo de la finitud constructivista al universalismo de la infinitud no constructible." Daímon, no. 82 (January 1, 2021): 7–20. http://dx.doi.org/10.6018/daimon.336181.

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En este artículo abordaremos la cuestión de los ‘puntos de vista’ desde la propuesta filosófica de Alain Badiou. Para ello, recurriremos especialmente a L’être et l’événement y a los últimos seminarios, destinados a elaborar el material para L’Immanence des vérités, y centraremos el interés en las orientaciones de pensamiento constructivista y genérica. De tal modo que asociaremos el constructivismo a la noción de ‘puntos de vista’ y ensayaremos una especie de alternativa a partir de los postulados de Badiou sobre la orientación genérica. In this paper we will address the question of ‘points of view’ from the philosophical proposal of Alain Badiou. In order to do this, we will especially resort to L’être et l’événement and to the last seminars, aimed at elaborating the material for L’Immanence des vérités, and we will focus on constructivist and generic orientations of thought. In such a way that we will associate constructivism with the notion of ‘points of view’ and we will try to propose an alternative based on Badiou’s generic orientation postulates.
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Miranda, Jr., OP, Jesus. "Constructivism in the Non-Traditional System of Education." Philippiniana Sacra 46, no. 137 (2011): 313–44. http://dx.doi.org/10.55997/ps2004xlvi137a3.

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Researches attest that Constructivism is the most efficient alternative to the present practice and notion of education. It maybe the road less traveled but it yields desirable results that cannot be found in the traditional school. Constructivist schools has relied much on the foundational philosophy and psychological researches primarily of John Dewey, Jerome Bruner, Lev Vygotsky and Jean Piaget. In the Philippines, the non-graded system of Angelicum College in Quezon City is close to practicing constructivism in education, found in its institutional non-traditional philosophy and practice. Constructivist practices in Angelicum College are found in their Twelve-Point basic principles. Though Constructivism as a practice has not yet been popularized and the positive result it offers are not yet readily accepted by many schools, the observations and practices of Angelicum College will justify its reliability.
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BUSH, STEPHEN S. "Concepts and religious experiences: Wayne Proudfoot on the cultural construction of experiences." Religious Studies 48, no. 1 (July 18, 2011): 101–17. http://dx.doi.org/10.1017/s0034412511000102.

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AbstractThe constructivist position, that mystical experiences are determined by the experiencer's cultural context, is now more prevalent among scholars of religion than the perennialist position, which maintains that mystical experiences have a common core that is cross-culturally universal. In large part, this is due to the efforts of Wayne Proudfoot in his widely accepted book,Religious Experience. In this article, I identify some significant unresolved issues in Proudfoot's defence of constructivism. My aim is not to defend perennialism, but to specify some objections to the constructivist thesis that constructivists need to address more adequately.
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Cadilha, Susana, and Francisco Lisboa. "Vulnerabilities in Kantian Constructivism: Why they Matter for Objective Normativity." Kant Yearbook 14, no. 1 (September 28, 2022): 1–21. http://dx.doi.org/10.1515/kantyb-2022-0001.

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Abstract In section 1 we present moral constructivism as a metaphysical project which grounds moral norms in the attitude of valuing by rational agents. In section 2 we establish that Kantian Constructivism – opposed to Humean Constructivism – seeks objective and universal moral norms through a process of rational construction and ratification of norms that does not draw on any kind of subjective attitude of valuing. In section 3 we explore whether Kant is a moral constructivist or moral realist, arguing that he might be read as a proto-moral constructivist whose formulas impose standards of correctness upon our moral judgments, from which we formulate moral norms as necessary facts of reason. In section 4 we argue that: 1) vulnerabilities have moral relevance which adds merit to the project of finding objective moral norms, and 2) the inclusion of vulnerabilities as empirical contingencies is compatible with Kantian Constructivism. We do so by considering vulnerabilities a constitutive aspect of finite rational agents which must, therefore, be implied and considered in the process of moral construction.
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Campbell, E. "Constructivism in Practical Philosophy." Philosophical Review 123, no. 3 (January 1, 2014): 374–77. http://dx.doi.org/10.1215/00318108-2683594.

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Kusuma, Jaka Wijaya, Rochmad Rochmad, Isnarto Isnarto, and Hamidah Hamidah. "CONSTRUCTIVISM FROM PHILOSOPHY TO MATHEMATICS LEARNING." International Journal of Economy, Education and Entrepreneurship (IJE3) 1, no. 2 (August 1, 2021): 104–11. http://dx.doi.org/10.53067/ije3.v1i2.16.

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Constructivism, especially philosophy, understands that knowledge is the result of construction in a personal human being. Develop knowledge through social interaction with other human beings, phenomena, experiences, and environments. Knowledge is considered correct if it has significance for troubleshooting. Learning in a constructionist view offers to develop concepts and perceptions of the student itself. In the classroom process, teachers take on the role of moderators and facilitators. A constructivist teacher must understand the characteristics of a student's mistakes because the increase in knowledge is through mistakes and mistakes. Teachers should see mistakes as a source of information about the student's scheme of characteristics and thinking. There are four principles of constructivism in mathematical learning. First,the psychological structure must be before the occupation of the amount. Second, the structure of background knowledge (schemata) must be developed before teaching formal mathematics symbols. Third, students should have the opportunity to find and form their mathematical relationships, not to expose adult thinking. Fourth,teachers should create an atmosphere of thinking in the classroom
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Dissertations / Theses on the topic "Constructivism (Philosophy)"

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

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Christine Korsgaard has attempted to defend a distinct approach to metaethics – Neo-Kantian Constructivism. Not only does she present a positive case for her own view, she also attacks existing metaethical positions and even the disctinctions that metaethics has traditionally relied on. This thesis is a sustained examination of this position. I consider whether Korsgaard can legitimately claim to be offering a metaethical position at all, providing her with some defence against the scepticism of some metaethicists. I also examine her attacks on traditional metaethical positions (in particular moral realism and expressivism). I argue that her attack on moral realism can be avoided if the realism on offer takes a particular form. In the case of expressivism I claim that Korsgaard’s attack, though not fully developed in her work, motivates an examination of contemporary hybrid-expressivist theories. I argue that these are, as of yet, no advance over their non-hybrid cousins. Finally I examine Korsgaard’s own position, attempting to make it clearer by combining her claims with a framework developed by Crispin Wright for judgement-dependent qualities. This gives Korsgaard her best chance of a distinctive metaethical position. Ultimately, though, the Neo-Kantian approach to morality fails.
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Meyer, Lukas H. "Extending liberal political philosophy : international and intergenerational relations." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295810.

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Hagen, Kurtis G. "Confucian constructivism a reconstruction and application of the philosophy of Xunzi /." Thesis, University of Hawaii at Manoa, 2002. http://proquest.umi.com/pqdweb?index=0&did=765044331&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1209404499&clientId=23440.

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Kurtulmus, A. Faik. "Justice, constructivism, and the egalitarian ethos : explorations in Rawlsian political philosophy." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:2d9cde4b-a7fd-4c39-9e6b-dd10d81d6ff4.

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This thesis defends John Rawls’s constructivist theory of justice against three distinct challenges. Part one addresses G.A. Cohen’s claim that Rawls’s constructivism is committed to a mistaken thesis about the relationship between facts and principles. It argues that Rawls’s constructivist procedure embodies substantial moral commitments, and offers an intra-normative reduction rather than a metaethical account. Rawls’s claims about the role of facts in moral theorizing in A Theory of Justice should be interpreted as suggesting that some of our moral beliefs, which we are inclined to hold without reference to facts, are, in fact, true, because certain facts obtain. This thesis and the acknowledgement of the moral assumptions of Rawls’s constructivism help to show that Rawls does not, and does not need to, deny Cohen’s thesis. Part two defends the characterization of the decision problem in Rawls’s original position as a decision problem under uncertainty. Rawls stipulates that the denizens of the original position lack information that they could use to arrive at estimates of the likelihood of ending up in any given social position. It has been argued that Rawls does not have good grounds for this stipulation. I argue that given the nature of the value function we should attribute to the denizens of the original position and our cognitive limitations, which also apply to the denizens of the original position, their decision problem can be characterized as one under uncertainty even if we stipulate that they know that they have an equal chance of being in any individual’s place. Part three assesses the claim that a true commitment to Rawls’s difference principle requires a further commitment to an egalitarian ethos. This egalitarian ethos is offered as a means to bring about equality and Pareto-optimality. Accordingly, I try to undermine the case for an egalitarian ethos by challenging the desirability of the ends it is supposed to further or by showing that it is redundant. I argue that if primary goods are the metric of justice, then Pareto optimality in the space of the metric of justice is undesirable. I then argue that if the metric of justice is welfare, depending on the theory of welfare we adopt, an egalitarian ethos will either be redundant or will have objectionably paternalistic consequences.
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Allen, William St Michael. "In Defense of Rawlsian Constructivism." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/philosophy_theses/18.

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George Klosko attempts to solve a problem put forth by Rawls, namely how to create a persisting, just and stable liberal democracy in light of pluralism. He believes Rawls has failed at this task through the employment of political constructivism. Klosko claims that since Rawls does not utilize actual views within the existing public to form principles of justice, his method would fail to reach an overlapping consensus. As an alternative, Klosko proposes the method of convergence, which utilizes actual societal views to find overlapping concepts that inform the principles of justice. My argument is that Klosko misconstrues the method and aims of political constructivism. Klosko seems to incorrectly believe that stability is primary to establishing a liberal democracy, whereas it is secondary to the achievement of justice. Because of this error, Klosko’s method of convergence potentially has the consequence of creating a society which is stable but unjust.
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Wu, Jing, and 吴静. "The logic of difference in Deleuze and Adorno: positive constructivism vs negative dialectics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44758340.

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Wilson, Paul Anthony. "Constructing numbers through moments in time: Kant's philosophy of mathematics." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/1246.

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Among the various theses in the philosophy of mathematics, intuitionism is the thesis that numbers are constructs of the human mind. In this thesis, a historical account of intuitionism will be exposited- - from its beginnings in Kant's classic work, Critique of Pure Reason, to contemporary treatments by Brouwer and other intuitionists who have developed his position further. In chapter II, I examine the ontology of Kant's philosophy of arithmetic. The issue at hand is to explore how Kant, using intuition and time, argues for numbers as mental constructs. In chapter III, I examine how mathematics for Kant yields synthetic a priori truth, which is to say an informative statement about the world whose truth can be known independently of observation. In chapter IV, I examine how intuitionism developed under the care of Brouwer and others (e.g. Dummett) and how Hilbert sought to address issues in Kantian philosophy of mathematics with his finitist approach. In conclusion, I examine briefly what intuitionism resolves and what it leaves to be desired.
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Cameron, Jonathan. "Some philosophical refections on the "essentialist" v/s "constructivist" debate as it stands to the philosophical analysis of mystical experience." Thesis, University of Aberdeen, 2010. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=165861.

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‘Essentialism’ and ‘constructivism’ are two epistemological perspectives that have been used in the philosophical analysis of mystical experience. ‘Essentialism’ attempts to establish mystical experience as a distinct category of experience, cutting across cultural boundaries. ‘Constructivism’ attempts to establish mystical experience as unique to its various cultural contexts. The two viewpoints are variously held in opposition. ‘Constructivism’ often appears as something of an assumed perspective and is rarely, if ever, defended (in any depth) by the individuals whose views it apparently represents. Recent ‘essentialist’ thinkers (‘non-constructivists’) have taken issue with this tendency to assume ‘what is to be proved’, and have reasoned in attempts to establish ‘constructivisim’ as inappropriate to certain experiences that appear to be found recurring in reports of mystical experiences across cultures. However, those analyses have been concerned to recommend their own (‘essentialist’ / ‘non-constructivist’) position and have, therefore, operated with a certain amount of bias, despite elements of commendable intent. Indeed it is in virtue of these commendable elements i.e. by exploring the epistemological assumptions of authors who attempt to make mystical experience culture specific, that ‘essentialists’ posit and provide justification for the classification of ‘constructivism’ as a distinct philosophical approach to the data of enquiry. ‘Constructivists’ (so-called), on the other hand, tend to emphasise the importance and role of context in their discussions, and in some cases reject the classification of their views as particularly ‘constructivist’. The thesis examines the reasonable defensibility of ‘nonconstructed’ mystical experience from three perspectives: ‘essentialist’, ‘constructivist’ and ‘contextualist’ – outlining considerations for anyone approaching the material via each, and addressing the relevant issues of diversity at tension between these recognisable philosophical viewpoints.
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Bankovsky, Miriam Ann History &amp Philosophy Faculty of Arts &amp Social Sciences UNSW. "Social justice after Kant: Between constructivism and deconstruction (Rawls, Habermas, Levinas, Derrida)." Publisher:University of New South Wales. History & Philosophy, 2009. http://handle.unsw.edu.au/1959.4/41494.

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This thesis examines the relation between two contrasting approaches to justice: the constructive and reconstructive projects of Rawls and Habermas on the one hand, and the deconstructive projects of Levinas and Derrida on the other. First, I identify the central difference between the two projects, reconstructing each account of justice as it develops in relation to Kant??s practical philosophy. I then argue that the two projects are complementary. [New Paragraph] Whilst Rawls and Habermas emphasise the possibility of objectively realising Kant??s idea of an impartial standpoint among autonomous persons, Levinas and Derrida defend the impossibility of determining the content of justice. Rawls and Habermas subscribe to the ??art of the possible??, rendering Kant??s impartial standpoint by means of the ??original position?? (Rawls) or the ??procedures of discourse ethics?? (Habermas). By contrast, Levinas argues for justice??s failure, discovering, in Kant??s moral law, a principle of responsibility for the particular other which conflicts with impartiality. Distinguishing himself from both the reconstructive tradition and Levinas, Derrida affirms, in part through his readings of Kant, the ??undecidability?? of the critical function of justice. Committed to the possibility of justice, Derrida also acknowledges its impossibility: no local determination can reconcile responsibility before the other with impartiality among all. [New Paragraph] Having identified the central difference between the two traditions, I then defend their complementarity. ??Reasonable faith?? in the possibility of justice must be supplemented by the acknowledgment of its impossibility. Conversely, attesting to justice??s failure is unsatisfactory without commitment to the possibility of constructing just social forms. Distancing myself from the liberal critique whereby deconstruction withdraws from the political (Fraser, McCarthy, Benhabib, Gutmann), I instead add my voice to a dissenting group (Young, Cornell, Mouffe, Honig, Honneth, Patton, Thomassen) which affirms that deconstruction can productively engage with the constructive tradition. Deconstruction is at home in Rawls?? view that ??the ideal of a just constitution is always something to be worked toward??.
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Brown, Joseph C. "A case study of a school implementing a constructivist philosophy." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001765.

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Books on the topic "Constructivism (Philosophy)"

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Hugh, Rosen, and Kuehlwein Kevin T. 1961-, eds. Constructing realities: Meaning-making perspectives for psychotherapists. San Francisco: Jossey-Bass Publishers, 1996.

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Guzzini, Stefano. Power, realism, and constructivism. New York, NY: Routledge, 2013.

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V, Kubálková, ed. Foreign policy in a constructed world. Armonk, N.Y: M.E. Sharpe, 2001.

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Mitchell, Coral. Profound improvement: Building capacity for a learning community. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2011.

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Fisher, David D. V. An introduction to constructivism for social workers. New York: Praeger, 1991.

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Pérez, Gustavo A. Constructivismo radical y antropología. Buenos Aires: Centro Editor de América Latina, 1993.

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de, Fornel Michel, and Lemieux Cyril 1967-, eds. Naturalisme versus constructivisme. Paris: Éditions de l'École des hautes études en sciences sociales, 2007.

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Sepkoski, David. Nominalism and constructivism in seventeenth-century mathematical philosophy. London : New York: Routledge, 2007.

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E, Butts Robert, and Brown James Robert, eds. Constructivism and science: Essays in recent German philosophy. Dordrecht: Kluwer Academic Publishers, 1989.

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Glasersfeld, Ernst von. Radical Constructivism. Taylor & Francis Group, 2013.

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Book chapters on the topic "Constructivism (Philosophy)"

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

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

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

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Ryckman, Thomas. "Philosophy of science – constructivism." In Einstein, 306–40. 1 [edition]. | New York : Routledge, 2017. | Series: Routledge philosophers: Routledge, 2017. http://dx.doi.org/10.4324/9781315175829-10.

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Kraschl, Dominikus. "Constructivism (Philosophy of Mind)." In Encyclopedia of Sciences and Religions, 486–89. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1670.

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Janich, Peter. "Methodical Constructivism." In Issues and Images in the Philosophy of Science, 173–90. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5788-9_10.

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Gethmann, Carl Friedrich. "The Philosophy of Science And Its Logic." In Constructivism and Science, 19–45. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-0959-5_2.

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Thiel, Christian. "Philosophy and the Problem of the Foundations of Mathematics." In Constructivism and Science, 105–26. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-0959-5_6.

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Matthews, Michael R. "Educational Constructivism and Philosophy: Some References." In Constructivism in Science Education, 217–23. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5032-3_12.

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Stempsey, William E. "Social Constructivism Vs. Scientific Realism." In Philosophy and Medicine, 9–33. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4160-4_2.

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Conference papers on the topic "Constructivism (Philosophy)"

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Portere, Viktorija, and Baiba Briede. "Functioning of the model of constructive mediation." In 16th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2023. http://dx.doi.org/10.22616/reep.2023.16.018.

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The development of a constructive approach in the field of communication and education calls for the constructive approach to mediation as well. The problem is that the process of mediation is quite uniform and lacks a variety of stages and an opportunity to help clients to establish longitudinal dialogical relations. That is why the aim of the study is to reflect the basis of the Constructive mediation model (CMM) and describe its functioning. The methods of the study were theoretical analysis the model theories and five expert assessment of the model using Friedman test. The research was done investigating the findings on constructivism, conflict resolution, philosophy of dialogue, communication, pedagogy, psychology and testology with the purpose to establish CMM. The study reveals that the model functioning is provided by the following eight phases as signing a contract witha mediator, clarifying of the conflict and constructs, data processing, learning for mediation, mediation process, searching/finding the conflict resolution, repeated survey and data processing, and self-assessment of the mediator's action. The eight phases consist of such elements as setting of an aim, mediator's and mediants' roles, strategy, questionnaires, and achievable results. The definition of constructive mediation was substantiated. Five experts evaluated the usefulness of CMM in amediator’s practice according to eight criteria and their evaluations were unanimously positive. 64mediation participants and a mediator evaluated the process of mediation. The main conclusion is thatCMM provides successful conflict solving using constructive approach emphasizing the mediants' learning, self-assessment and dialogical techniques. The significance of the results is that it can be used successfully by the mediators who recognise constructivist approach in mediation taking into account the structure of the eight CMM phases and elements.
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S Appalsami, Jackalyn, and Mishack Gumbo. "A Theoretical Framework on Online Homeschooling Post Covid-19 [Abstract]." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5122.

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Aim/Purpose. The study intends to develop a theoretical framework that inter-relates the theories of social constructivism and connectivism with the philosophy of ubuntu to online homeschooling post the Covid-19 pandemic. In addition, a diagrammatical theoretical framework is presented to indicate how these theories and philosophy are intertwined. Background. The spread of coronaviruses caught the world by surprise. Many countries went under lockdown to reduce the spread of the virus. This resulted in schools closing or shifting to online learning at home. Thus, many parents were forced to convert to some version of homeschooling their children. As a result, many families started engaging in online platforms to support their children to learn at home. When the lockdown was over, some families continued to keep their children at home as they saw the benefits of homeschooling their children online. Methodology. In this study, an iterative process was adopted by critically searching, reviewing, and analysing literature that was reliable, accurate and relevant to online learning and the environment of online homeschooling during the Covid-19 pandemic. Contribution. Imparting knowledge and theories on online homeschooling could serve as a valuable source for educators, policymakers, and others working to ensure equitable access to quality education in a rapidly evolving educational landscape. Findings. The results of this study will present a meaningful diagrammatical theoretical framework that will inform the researcher with data collection, analysis, and recommendations for this study. Recommendations for Practitioners. This study presents recommendations for schools, teachers, and the homeschooling community on relevant learning theories and philosophy that applies to online homeschooling. Recommendations for Researchers. For researchers, the findings of the study can be a source for further studies on online homeschooling in the future. Impact on Society. The diagrammatical theoretical framework could be integrated into the learning process, which can improve homeschoolers’ attitudes in their daily lives. In addition, it could benefit parents who are deciding to homeschool their children. Future Research. The theoretical framework provides a foundation for future research and practice in online homeschooling, with the aim of ensuring high-quality education for learners in the post-Covid-19 era. Further research on this theoretical framework for online homeschooling is worth exploring considering that teaching and learning in the 21st century transforming in the Artificial Intelligence era.
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3

Koohang, Alex, and Keith Harman. "Open Source: A Metaphor for E-Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2867.

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This paper explores open source as a metaphor for e-leaming. It builds the case that e-leaming and open source movement are rooted in the constructivist movement and the constructivist movement is itself rooted in the pragmatism and instrumentalism that pervades John Dewey’s theories of understanding as applied to learning. As a result, it is recommended that the use of open source as metaphor for e-learning be further explored in three areas: instructional practices, instructional platforms, and instructional philosophy.
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Moore, Maria, Dermot O'Donovan, and Pauline Logue. "Mind the Gap: Factors Which Inhibit Supporting Student Teachers to Engage in Action Research While on School Placement." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16145.

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In the Irish context, there is an expectation for research to be embedded across the continuum of the teaching profession, including initial teacher education. The Teaching Council has set out the requirement for student teachers to engage in research on their own practice, while on school placement, which links learning in their higher education institutions and the host school. This paper aims to examine some of the factors which inhibit support for student teachers to engage in action research while on school placement. This case study uses a constructivist and interpretivist philosophy. The design and analysis are underpinned by the triangulation of qualitative data collection through questionnaires, focus groups, group interviews and semi-structured interviews. Themes are developed using thematic analysis. Key findings include challenges encountered in supporting student teachers to engage in action research, not least conducting research ethically, and the power dynamics at play in school placement.
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Hassad, Rossi. "Teaching introductory statistics for evidence-based practice: integration of context." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13101.

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The ability to critically evaluate quantitative research outcomes is an essential skill for effective decision-making, particularly in the health and behavioral sciences, where the focus is on evidence-based practice and clinical judgment. Introductory college-level statistics courses can serve as a vehicle for engendering these competencies. In this regard, the first course in statistics has been targeted for reform, aimed at building a meaningful foundation for statistical thinking. There is a consensus among educators that the goal of the introductory statistics course should be to foster statistical literacy by emphasizing concepts and applications rather than mathematical procedures and computations; an instructional method that embodies active- learning. Underpinning this pedagogical approach is the constructivist philosophy which regards context knowledge as central to meaningful and appropriate analysis, interpretation and use of data. This paper presents a model for conceptualizing an introductory statistics course to foster evidence-based practice (EBP). It depicts a unifying and holistic view of statistics, and posits that meaningful evidence results from the interaction of statistical methods with the data context, which refers to the research design, the underlying theory, and the practice domain.
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Porumb, Ioana, and Sorina Chircu. "FEEDBACK REGARDING THE EFFICIENCY OF THE MOODLE PLATFORM AS A COMPLEMENTARY TEACHING TOOL." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-134.

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Well-known as a learning management system, Moodle complements the instructive-educational process by providing it with an online component. The philosophy that started Moodle includes a social-constructivist approach to education, emphasizing the fact that students and not only teachers can bring their value to the educational experience. By applying these pedagogical principles Moodle offers a flexible environment for learning communities. Politehnica University of Bucharest is composed at present of 15 faculties, each having their own Moodle instance. The Moodle platform allows teachers to view the contribution of every student, allowing them to grade them according to their contribution, to intervene and correct wrong information or to lead the conversation in the direction desired by teachers. The present paper aims to identify the degree of efficiency of the Moodle platform from the perspective of teachers, as users, in complementing the teaching activity and improving learning among students. In order to achieve this goal, we will analyze 2 levels of progressive evaluation for the measurement of the e-learning efficiency which are: level 1 - reaction (measures what the participants generally believe about the e-learning platform), level 2 - learning (measures what effectively is being learnt). From the perspective of these 2 levels we are interested to see: What is the opinion of teachers regarding the various features of the Moodle LMS? How is learning assured on the platform judging by the content and interactivity offered to students? The research was realized on a lot of 150 teachers from Politehnica University of Bucharest and we have used as research methods the case study and the survey. The obtained results indicate that the Moodle platform represents an efficient complementary component in teaching and evaluation.
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