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Journal articles on the topic 'Constructivism (Philosophy)'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

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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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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Moun, Jean-Sou. "The Constructivism, Structuralism and Structure-Constructivism in Mathematical Philosophy." Journal of the New Korean Philosophical Association 109 (July 31, 2022): 225–62. http://dx.doi.org/10.20433/jnkpa.2022.07.225.

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Walad, Muzakkir, Wayan Suastra, Ulyan Nasri, and Abdul Manap. "Independent Curriculum Analysis from Constructivism and Ki Hajar Dewantara Philosophy Perspective." Jurnal Ilmiah Profesi Pendidikan 9, no. 1 (January 29, 2024): 221–28. http://dx.doi.org/10.29303/jipp.v9i1.1915.

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This research discusses the central role of education in reform in Indonesia through the Independent Curriculum, with a constructivist philosophical approach and Ki Hajar Dewantara's perspective. This literature research aims to explain the Independent Curriculum from the perspective of constructivism and the philosophy of Ki Hajar Dewantara. This research aims to understand the extent to which the Merdeka Curriculum implements a constructivist approach and to determine the implementation of character education values and the formation of national identity in the Merdeka Curriculum by the views of Ki Hajar Dewantara. The results of this research show that the Merdeka Curriculum perspective from constructivism and Ki Hajar Dewantara's philosophy shows the importance of active student participation, social interaction, learning contextuality, character values, national identity, local wisdom, freedom and student independence. Holistic evaluation is needed to ensure implementation that is consistent with the philosophical vision, thereby creating individuals with character, national identity and independence.

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Díez, Gustavo Fernández. "The Logic of Constructivism." Disputatio 1, no. 11 (May 1, 2002): 37–42. http://dx.doi.org/10.2478/disp-2002-0003.

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Abstract In this paper I dispute the current view that intuitionistic logic is the common basis for the three main trends of constructivism in the philosophy of mathematics: intuitionism, Russian constructivism and Bishop’s constructivism. The point is that the so-called ‘Markov’s principle’, which is accepted by Russian constructivists and rejected by the other two, is expressible in intuitionistic first-order logic, and so it appears to have the status of a logical principle. The result of appending this principle to a complete intuitionistic axiom system for first-order predicate logic constitutes a new logic, which could well be called ‘Markov’s logic’, and which should be regarded as the true logical system underlying Russian constructivism.

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Lott, Micah. "Constructing a Good Life." Journal of Moral Philosophy 13, no. 3 (May 13, 2016): 363–75. http://dx.doi.org/10.1163/17455243-01303001.

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In The Value of Living Well, Mark LeBar develops a position that he calls “virtue eudaimonism” (ve). ve is both a eudaimonistic theory of practical reasoning and a constructivist account of the metaphysics of value. In this essay, I will explain the core of LeBar’s view and focus on two issues, one concerning ve’s eudaimonism and the other concerning ve’s constructivism. I will argue that, as it stands, ve does not adequately address the charge of egoism, once that charge has been formulated in the strongest way. I will also argue that a substantive constructivism like ve must have considerably less explanatory power than any (successful) constructivism that appeals to a formal characterization of agency. Although my remarks are largely critical, I offer them in a spirit of sympathetic engagement with LeBar’s impressive book.

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Roberts, John. "Philosophy, culture, image: Rancire's constructivism." Philosophy of Photography 1, no. 1 (March 1, 2010): 69–79. http://dx.doi.org/10.1386/pop.1.1.69/1.

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Nurhidayati, Euis. "Pedagogi Konstruktivisme dalam Praksis Pendidikan Indonesia." Indonesian Journal of Educational Counseling 1, no. 1 (January 20, 2017): 1–14. http://dx.doi.org/10.30653/001.201711.2.

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Constructivism is one of philosophy of knowledge that emphasizes that our knowledge is (shapes) construction of ourselves. Knowledge is not an idea of reality. Knowledge is always a result of cognitive construction of reality by one’s activities. Some psychologists who started on constructivism approach are Piaget and Vygostky. The difference between them is where Piaget more emphasizes and discusses constructivism of learning process personally but Vygostky develops constructivism of learning process socially. Both of Individual Cognitive Constructivist and Sociocultural Constructivist dominate the constructivism concept. Constructivism learning consider that student continuously examine new information which contrast with old rule and revise the rule it is no longer appropriate. For encouraging student more active involve in learning process, it is should that: 1) learning atmosphere is democratic; 2) learning activities goes interactively and student-centered; 3) teacher encourages student to learn autonomously and responsible for their learning activities. Looking at the education practice in Indonesia, the concept constructivism is not implemented yet, although its concept is purposed, for example in KTSP (Kurikulum Tingkat Satuan Pendidikan) that clearly gives freedom to education units included teachers to build student competency that suitable with student needs and interest. One of some main problems of in learning in formal education (school) recently is lowness of student absorption. It was showed by student result learning average that still bad. This is of course a result of learning process that still conventional and far to touch student dimension, it means how actually learning is.

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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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Velleman, Daniel J. "Constructivism Liberalized." Philosophical Review 102, no. 1 (January 1993): 59. http://dx.doi.org/10.2307/2185653.

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Milo, Ronald. "Contractarian Constructivism." Journal of Philosophy 92, no. 4 (1995): 181–204. http://dx.doi.org/10.2307/2940922.

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Reichardt, Bastian. "Asserting Moral Sentences." SATS 15, no. 1 (January 1, 2014): 1–19. http://dx.doi.org/10.1515/sats-2014-0001.

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AbstractDuring the last century of meta-ethical debates, moral realism was much criticized for its ontological assumptions. These assumptions arise from the semantic intuition that lies at the heart of realist theories – namely, the intuition that language represents states of affairs. This makes moral realism hardly compatible with a naturalist world view and gives rise to consider ontologically more economic approaches. Moral constructivists can explain objectivity in ethics without inheriting the realist’s ontological burden. Nevertheless, constructivists tend to ignore the semantic task of giving an account of what moral sentences mean. The semantics of moral discourse, however, cannot be considered representational because, then, constructivism would lapse back into realism. I argue that semantic pragmatism is an appropriate partner for moral constructivism. Thereby, we can see the personal standpoint as an engagement in asserting moral sentences.

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Refi Mariska and Abdul Khobir. "Implementasi Aliran Konstruktivisme Terhadap Kurikulum Merdeka Dalam Perspektif Filsafat Pendidikan Islam." ALFIHRIS : Jurnal Inspirasi Pendidikan 2, no. 1 (December 22, 2023): 210–19. http://dx.doi.org/10.59246/alfihris.v2i1.681.

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This research discusses the flow of constructivism from the perspective of Islam education philosophy. The latest curriculum update, namely the independent learning curriculum, which is linked to constructivism, is the reason for this research, because in the independent learning curriculum, learning is more student-centered, so constructivist learning plays a big role in it. This research uses qualitative methods with a library research approach. Data collection techniques through library sources related to research related to research titles from books, journals, articles and other related writings. The results of the research show that the constructivist school can be used in the learning process in accordance with the independent learning curriculum which is currently still being implemented where students can develop their own existing knowledge based on experience.

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Rees, Dafydd Huw. "Habermasian Constructivism: An Alternative to the Constitutivist Argument." Kantian Review 25, no. 4 (December 2020): 675–98. http://dx.doi.org/10.1017/s1369415420000382.

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AbstractJürgen Habermas’ discourse theory of morality should be understood, in metaethical terms, as a constructivist theory. All constructivist theories face a Euthyphro-like dilemma arising from how they classify the constraints on their metaethical construction procedures: are they moral or non-moral? Many varieties of Kantian constructivism, such as Christine Korsgaard’s, classify the constraints as moral, albeit constitutive of human reason and agency in general. However, this constitutivist strategy is vulnerable to David Enoch’s ‘shmagency’ objection. The discourse theory of morality, by classifying the constraints on the metaethical construction procedure (principles (D) and (U)) as non-moral, can avoid this problem.

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Hatfield, Gary. "A construção da experiência perceptiva: o que isso quer dizer?" Principia: an international journal of epistemology 21, no. 2 (December 14, 2017): 167–88. http://dx.doi.org/10.5007/1808-1711.2017v21n2p167.

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Classical constructivists such as Rock and Hoffman contend that the processes of perception are intelligent and construct perceptual experience by going beyond the stimulus information or by creating a percept that deviates from the physical properties of the object. On these terms, Gibson’s theory of perception is anti-constructivist. After reviewing classical constructivism, this article maintains, first, that the phenomenology of visual space shows a deviation from physical spatial properties, by being contracted in depth, even under fullcue conditions, a fact that makes trouble for Gibson’s version of direct realism. Second, independently of the first argument, it contends that perception is pervasively constructed in the sense that stimulus information must be transformed to yield perception. Accordingly, perception is radically constructed in its very bones.

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Ardiansyah, Bakhtiar, Muhammad Sarjan, Agus Muliadi, Asrul Azizi, Hamidi Hamidi, Iswari Fauzi, Muhammad Yamin, et al. "Constructivism-Based Science Practicum In Philosophy Perspective." KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA 7, no. 02 (December 30, 2022): 101–5. http://dx.doi.org/10.20414/konstan.v7i02.196.

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This article aims to describe philosophically related to Constructivism-Based Science Practicum. This article uses a qualitative descriptive approach. Information was obtained based on observations, experience, and a literature review from several journal literature. Philosophical studies can strengthen ontology related to the nature of constructivism-based science practicum, a science practicum that leads to constructing students' thinking so that knowledge, skills, and attitudes are increasing. Epistemologically (usefulness), constructivism-based science practicum can improve students' concepts and skills in understanding science concepts. Axiologically (Universal values) constructivism-based science practicum can be obtained from science practicum activities that shape scientific attitudes and behaviour in general.

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Kubalskyi, O. N. "Cultural-Anthropological Basis of Strong Constructivism in Social Cognition." Антропологические измерения философских исследований, no. 25 (June 28, 2024): 51–60. http://dx.doi.org/10.15802/ampr.v0i25.307595.

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Purpose. This article is aimed at identifying the cultural-anthropological limits of the applicability of strong constructivism in social cognition. Theoretical basis. The study of epistemic cultures, carried out by the modern German philosopher of science Karin Knorr Cetina, gave reasons to rethink the role of cultural anthropology as a methodological basis of strong constructivism not only for scientific cognition, but also for educational practices, and perhaps also for some other social practices. An important role in identifying less successful versions of strong constructivism was played by the concept of fictionalism of the German philosopher Hans Veihinger, the Chilean biologists Humberto Maturán and Francisco Varela, and the German sociologist and philosopher Niklas Luhmann. Originality. Strong constructivism has broad prospects for use within cultural anthropology as an identification of the cultural foundations of human nature. Local research and educational practices are defined as a model for the formation of those social characteristics of their participants, which they themselves change through self-improvement. Strong constructivists involve the individual empirical experience of researchers, and also correct the inherited rules of scientific research as elements of research procedures and practices, thanks to which they achieve the creation of a common epistemic culture and the elimination of myths about the isolation of scientific cognition from the world. Conclusions. False ways of interpreting strong constructivism as fictionalism and as realism have been revealed. Fictionalism, as a methodology focused on the study of the contents of consciousness, loses the empirical experience of the world. Philosophical realism as positivism in the philosophy of science reduces the significance of scientific discoveries to confirmation of the laws of nature. Karin Knorr Cetina’s proposal to consider constructivism "on its own terms" appears not as a moderate compromise between these extremes, but as the only possible way to adequately reconcile the work of nature and the conscious activity of man. Such coordination takes place primarily in the creation of local epistemic cultures as a collective activity of researchers.

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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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Schwartz, Jeremy. "Was Kant a ‘Kantian Constructivist’?" Kantian Review 22, no. 2 (May 5, 2017): 257–80. http://dx.doi.org/10.1017/s1369415417000048.

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AbstractBoth metaethicists and Kant scholars alike use the phrase ‘Kantian constructivism’ to refer to a kind of austere constructivism that holds that substantive ethical conclusions can be derived from the practical standpoint of rational agency as such. I argue that this widespread understanding of Kant is incompatible with Kant’s claim that the Categorical Imperative is a synthetica prioripractical judgement. Taking this claim about the syntheticity of the Categorical Imperative seriously implies that moral judgements follow from extra-logical but necessary principles. These principles have to do not with the laws of practical thinking but the laws of practical thought about an object. I conclude that historical Kant was not what has come to be called a ‘Kantian constructivist’.

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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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Dinata, Debi Silvia, Juan Andika Manuputty, Hurmanisa, Yohana Katerina Tinopi, and Rudie. "Engaging Presence of Constructivism Philosophy in and through Management of Christian Education: Reflective Investigation." Journal of Scientific Research, Education, and Technology (JSRET) 2, no. 4 (October 20, 2023): 1602–16. http://dx.doi.org/10.58526/jsret.v2i4.275.

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This paper attempts to stitch the participation of constructivism philosophy in the space of management, education, education management, and Christian education management. Such cross-disciplinary stitching became the locus of observation as well as a response to the presence of constructivism philosophy through critical reflection in education located in Christianity. Constructivism in this paper seeks to see knowledge not as an object of transfer to learners who are often perceived as objects of education. The position of teachers, management and policy makers in access to education is located at or as facilitators. The construction of knowledge according to constructivism philosophy originates and starts from the learners themselves. Thus, the teacher's position as a faciflitator seeks to transfer and strengthen the responsibility as much as possible and according to the portion of the learner. This research is based on qualitative research with a data search model using literature studies. The literature study brings together interrelated cross-disciplines between education management and Christian education management with the philosophy of the presence of participation in the philosophy of constructivism. The results show that constructivism philosophy takes responsibility, criticizes, responds, takes part in class discussions, forms circular seating (learning strategies), and contributes innovations and sees gaps that have not surfaced in the learning process.

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Jones, Richard H. "On Constructivism in Philosophy of Mysticism." Journal of Religion 100, no. 1 (January 2020): 1–41. http://dx.doi.org/10.1086/706155.

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Steffe, Leslie P. "Building a Foundation." Journal for Research in Mathematics Education 23, no. 2 (March 1992): 182–86. http://dx.doi.org/10.5951/jresematheduc.23.2.0182.

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At a time when “social constructivism,” “radical constructivism,” and “social constructionism” are as commonplace as “mathematics education,” a carefully articulated treatise like The Philosophy of Mathematics Education is timely if not overdue. I recommend it highly for anyone who may value the contributions of philosophers in mathematics education as well as for seasoned critics of constructivism. Paul Ernest offers a remarkably clear critique of the major schools of the philosophy of mathematics in his development of social constructivism. His philosophical position emerges from these critiques as well as from radical constructivism.

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Ronzoni, Miriam. "Constructivism and Practical Reason: On Intersubjectivity, Abstraction, and Judgment." Journal of Moral Philosophy 7, no. 1 (2010): 74–104. http://dx.doi.org/10.1163/174046809x12544019606102.

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AbstractThe article offers an account of the constructivist methodology in ethics and political philosophy as 1) deriving from an agnostic moral ontology and 2) proposing intersubjective justifiability as the criterion of justification for normative principles. It then asks whether constructivism, conceived in this way, can respond to the challenge of “content skepticism about practical reason”, namely whether it can provide sufficiently precise normative guidance whilst remaining faithful to its methodological commitment. The paper critically examines to alternative way of meeting this challenge, namely John Rawls's original position and O'Neill's Kantian constructivism, analyses what is problematic about both, and endorses a third, possibly intermediate model. Within such a model, the basic features of the original position are accepted, but in a flexible and heuristic manner, thereby accommodating some of O'Neill's concerns.

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Heck, Dorota. "Eseista i krytyk o polskości. Przypadek Andrzeja Kijowskiego (1928–1985). Garść wypisów i komentarzy." Prace Literackie 58 (April 28, 2020): 143–53. http://dx.doi.org/10.19195/0079-4767.58.13.

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The neoromantic and modern Polish culture was the source of Andrzej Kijowski’s literary imagination. His symbols, myths, as well as generally speaking constructivism and historicism were shaped by the specific Polish past. As a result, this author paradoxically was both constructivist and anti-constructivist. His philosophy was changing during his life but there is no strict line of evolu-tion. At the same time, in different proportions, historical relativism and metaphysical essentialism coincided in Kijowski’s thinking.

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O'Neill, Onora. "Constructivism VS. Contractualism." Ratio 16, no. 4 (December 2003): 319–31. http://dx.doi.org/10.1046/j.1467-9329.2003.00226.x.

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Ivanovska, Marija, and Lindita Ahmeti. "Кон André Kukla, Social Constructivism and the Philosophy of Science." Identities: Journal for Politics, Gender and Culture 1, no. 3 (June 1, 2002): 197–98. http://dx.doi.org/10.51151/identities.v1i3.78.

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Author(s): Marija Ivanovska | Марија Ивановска Title (Macedonian): Кон André Kukla, Social Constructivism and the Philosophy of Science Title (Albanian): Për André Kukla, Social Constructivism and the Philosophy of Science Translated by (Macedonian to Albanian): Lindita Ahmeti Journal Reference: Identities: Journal for Politics, Gender and Culture, Vol. 1, No. 3 (Summer 2002) Publisher: Research Center in Gender Studies - Skopje and Euro-Balkan Institute Page Range: 197-198 Page Count: 2 Citation (Macedonian): Марија Ивановска, „Кон André Kukla, Social Constructivism and the Philosophy of Science“, Идентитети: списание за политика, род и култура, т. 1, бр. 3 (лето 2002): 197-198. Citation (Albanian): Marija Ivanovska, „Për André Kukla, Social Constructivism and the Philosophy of Science“, përkthim nga Maqedonishtja Lindita Ahmeti, Identities: Journal for Politics, Gender and Culture, Vol. 1, No. 3 (Summer 2002): 197-198.

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BROWN, ÉTIENNE. "Kantian Constructivism and the Normativity of Practical Identities." Dialogue 57, no. 3 (August 9, 2018): 571–90. http://dx.doi.org/10.1017/s0012217318000240.

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Many neo-Aristotelians argue that practical identities are normative, that is, they provide us with reasons for action and create binding obligations. Kantian constructivists agree with this insight but argue that contemporary Aristotelians fail to fully justify it. Practical identities are normative, Kantian constructivists contend, but their normativity necessarily derives from the normativity of humanity. In this paper, I shed light on this underexplored similarity between neo-Aristotelian and Kantian constructivist accounts of the normativity of practical identities, and argue that both ultimately fail. I end by suggesting an alternative justification of the claim that practical identities are normative.

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Nail, Thomas. "Expression, Immanence and Constructivism: ‘Spinozism’ and Gilles Deleuze." Deleuze Studies 2, no. 2 (December 2008): 201–19. http://dx.doi.org/10.3366/e1750224108000287.

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This paper is an attempt to explicate the relationship between Spinozist expressionism and philosophical constructivism in Deleuze's work through the concept of immanent causality. Deleuze finds in Spinoza a philosophy of immanent causality used to solve the problem of the relation between substance, attribute and mode as an expression of substance. But, when he proceeds to take up this notion of immanent causality found in Spinoza in Difference and Repetition, Deleuze instead inverts it into a modal one such that the identity of substance may be said only of the difference of the modes. Complicating this further, Deleuze and Guattari claim in A Thousand Plateaus that substance, attribute, and mode are each, themselves, multiplicities. What is Philosophy? takes up immanent causality once again, this time through a constructivist lens aimed at resolving the question of the relation between philosophical multiplicities: ‘plane,’ ‘persona,’ and ‘concept.’ By following the different formulations of immanent causality in these works this essay hopes to discover the relationship between Spinozist expressionism and philosophical constructivism in Deleuze's work.

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Yusuf, M., and Witrialail Arfiansyah. "Konsep “Merdeka Belajar” dalam Pandangan Filsafat Konstruktivisme." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 7, no. 2 (January 14, 2021): 120–33. http://dx.doi.org/10.53627/jam.v7i2.3996.

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This paper tries to understand the "Merdeka Belajar" policy program launched by the Ministry of Education and Culture of the Republic of Indonesia in the light of constructivism philosophy. Constructivism is a philosophi that assumes that knowledge is self-construction. Because the nature and learning outcomes are subjective, and depend on each individual, also uncertain, for one's constructivism entity and are more easily recognized by the term "Clutter Paradigm". There are parallels between what was proclaimed by Mas Minister Nadiem Makarim and the concept of education according to the philosophy of the concept of constructivism. Both of them emphasize the aspects of freedom, independence, and flexibility of educational institutions in understanding the competence of students. Learning arrangement with a chaotic approach so that students can be safe, comfortable, and easy to learn. Students as learning subjects –learner control play an important role in structuring the learning. The initiative of children as learners to learn –the willingness to learn- will die when faced with many rules that do not exist in the learning process. It takes freedom, reality, as well as positive attitudes and perceptions of learning as basic capital in the danger of learning initiatives that ultimately result in success in learning.

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Fraga, Fernando Aranda. "Evolución, Rupturas y Contramarchas en el Constructivismo Kantiano de John Rawls." Philosophica: International Journal for the History of Philosophy 16, no. 31 (2008): 103–25. http://dx.doi.org/10.5840/philosophica200816318.

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Starting in a paper where he defines his constructivist notion of morality (1980), Rawls begins - at least explicitly - to grow apart from Kant, one of his major mentors up to the moment, especially regarding that first original support given in A Theory of Justice. At the same time, he reveals himself as sympathizing with the political philosophy of John Dewey. In order to accomplish this microproject where he makes explicit the changes affecting his theory, he resorts to a reasoning based on the supposedly variants that, according to Rawls, are present in constructivism. Out of this new version of moral constructivism, he begins drifting apart from the rigorous Kantianism the first community voices had began to criticize in him in the 70’s.

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Gold, Bonnie, Paul Ernest, and Reuben Hersh. "Social Constructivism as a Philosophy of Mathematics." American Mathematical Monthly 106, no. 4 (April 1999): 373. http://dx.doi.org/10.2307/2589577.

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Sumarna, Cecep, and Heri Gunawan. "Foundations of Constructivism Philosophy in Classroom Learning." International Journal of Science and Society 4, no. 3 (August 15, 2022): 53–65. http://dx.doi.org/10.54783/ijsoc.v4i3.499.

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The presence of constructivism philosophy brought significant changes in learning in the classroom, especially the paradigm shift in learning, namely the paradigm of teacher centre to the student centre. Students are encouraged to use all of their abilities constructively by building meaning according to their understanding. This has also brought changes in the learning process, where teachers only act as facilitators, mediators and motivators who help active learners with their knowledge. One of the constructivism-based learning models is Contextual Teaching and Learning, which tries to link the material students learn with their real lives to find meaning.

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Rockmore, Tom. "German Idealism, Epistemic Constructivism and Metaphilosophy." Epistemology & Philosophy of Science 56, no. 4 (2019): 139–54. http://dx.doi.org/10.5840/eps201956472.

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This paper concerns the nature and a significance of metaphilosophy with special attention to German idealism. Metaphilosophy, or the philosophy of philosophy, is understood differently from different perspectives, for instance, if philosophy concerns the consciousness of the object, as the self-consciousness of the knowing process. If we assume that the Western philosophical tradition consists in a long series of efforts to demonstrate claims to know, then metaphilosophy is not present in the ancient Greek tradition. It only arises in the modern tradition through the turn from a theory of knowledge that depends on consciousness, more precisely consciousness of the independent object, to a theory of knowledge that depends on self-consciousness, more precisely consciousness of the independent object as well as consciousness of consciousness of the independent object.

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Rockmore, Tom. "Hegel and Epistemological Constructivism." Idealistic Studies 36, no. 3 (2006): 183–90. http://dx.doi.org/10.5840/idstudies20063633.

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Williams, Andrew. "JUSTICE, INCENTIVES AND CONSTRUCTIVISM." Ratio 21, no. 4 (December 2008): 476–93. http://dx.doi.org/10.1111/j.1467-9329.2008.00414.x.

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Suikkanen, Jussi. "Contractualism as Restricted Constructivism." Topoi 37, no. 4 (February 16, 2017): 571–79. http://dx.doi.org/10.1007/s11245-017-9457-9.

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Dorsey, Dale. "A Perfectionist Humean Constructivism." Ethics 128, no. 3 (April 2018): 574–602. http://dx.doi.org/10.1086/696152.

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Melenovsky, C. M. "Incentives, Conventionalism, and Constructivism." Ethics 126, no. 3 (April 2016): 549–74. http://dx.doi.org/10.1086/684715.

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de Boer, Bas. "Discovering Subjectivity in the Technosystem." Techné: Research in Philosophy and Technology 24, no. 1 (2020): 62–82. http://dx.doi.org/10.5840/techne202026112.

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Two of the main approaches of what is often referred to as the ‘empirical philosophy of technology’ are postphenomenology and critical constructivism. Critical constructivists charge postphenomenologists for paying too little attention to the fact that our society is co-constituted not only by technologies, but also by forms of rationality exercised on a political level. Postphenomenologists, then, charge critical constructivism for insufficiently recognizing that the way technologies are appropriated in the lifeworld often evades forms of institutionalized rationality. The goal of this paper is to show how these different approaches should not be juxtaposed, but can better be seen as complementary in the development of a political philosophy of technology. This will be made clear through a discussion of the role of STS in the work of Peter-Paul Verbeek, and in the work of Andrew Feenberg. I suggest that developing an ‘empirically informed’ political philosophy of technology requires to both recognize how technologies constitute particular forms of subjectivity and to understand the rational processes through which particular technologies are designed. When combining both of these insights, it becomes possible to articulate a normative position with regard to technological developments.

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Kostoulas-Makrakis, Nelly. "Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education." Journal of Teacher Education for Sustainability 12, no. 2 (January 1, 2010): 17–26. http://dx.doi.org/10.2478/v10099-009-0051-0.

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Developing and Applying a Critical and Transformative Model to Address ESD in Teacher EducationA reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers' constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development (ESD). This case study helped understand the nature of change process towards teaching and learning for more sustainable futures.

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