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Journal articles on the topic 'Critical constructivism'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

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

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AbstractAlthough any typology of constructivism might be arbitrary, there are, broadly speaking, two distinctive constructivist approaches in security studies as well as International Relations (IR) according to their different meta-theoretical stances: conventional constructivism, on the one hand, and critical constructivism on the other. Indeed, regarding how to understand state identity which is integral to national security, there has meta-theoretically been fierce contention between conventional and critical constructivist security studies. In not ignoring but slightly toning down this contention operating at the abstract level, this article aims to present a pragmatic application of the two different (or conflicting) constructivisms to capturing a more complete picture of state identity formation in substantive empirical research of constructivist security studies. The pragmatic approach is that, without being immersed heavily in the meta-theoretical strife between the two seemingly conflicting constructivist camps, both constructivisms should be treated as different analytical frameworks for examining different (internal and external) faces of state identity formation: the external construction of state identity can be well addressed by conventional constructivism, while the internal one by critical constructivism. In this sense, the relationship between conventional and critical constructivism can be understood as not conflicting but complementary in empirical research, as both constructivisms enrich and deepen our understanding of state identity formation in different ways.

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Urbanek, Andrzej. "A CONSTRUCTIVIST VISION OF SECURITY." Kultura Bezpieczeństwa. Nauka – Praktyka - Refleksje 32, no. 32 (December 31, 2018): 256–72. http://dx.doi.org/10.5604/01.3001.0012.8104.

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In the article its author has attempted to systematize various concepts and ways of approaching the issue of security by representatives of political constructivism. Constructivism is a relatively young concept, which emerged as an alternative to liberalism and political realism. The article presents the main assumptions of the constructivist vision of security, the approach to security by representatives of conventional and critical constructivism, as well as the concept of ontological security developed by constructivists.

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Kajin, Sudar. "Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (August 7, 2017): 61. http://dx.doi.org/10.32616/tdb.v7.1.36.61-70.

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Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education

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Kajin, Sudar. "Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (August 7, 2017): 61. http://dx.doi.org/10.32616/tdb.v7i1.36.

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Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education

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Tan, See Seng. "Rescuing constructivism from the constructivists: a critical reading of constructivist interventions in Southeast Asian security." Pacific Review 19, no. 2 (June 2006): 239–60. http://dx.doi.org/10.1080/09512740500473288.

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Puolimatka, Tapio. "Constructivism and Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 22, no. 4 (2003): 5–12. http://dx.doi.org/10.5840/inquiryctnews20032244.

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Carrier, Nicolas. "Critical Criminology Meets Radical Constructivism." Critical Criminology 19, no. 4 (May 11, 2011): 331–50. http://dx.doi.org/10.1007/s10612-010-9129-1.

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Milutinovic, Jovana. "Critical constructivism: Establishment of open and critical discourse in teaching." Zbornik Matice srpske za drustvene nauke, no. 141 (2012): 583–94. http://dx.doi.org/10.2298/zmsdn1241583m.

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Constructivism today is a popular cognitive theory with important implications on teaching and education. This paper promotes a form of critical constructivism with the emphasis on social awareness and democratic development of society. In this aspect, the paper discusses the basic features of critical constructivism and its possible application in the classroom. The aim is to show the characteristics of an open and critical discourse as a distinctive mark of application of critical constructivism in teaching and to analyze the practical implications of this theoretical position on position and role of a teacher who is considered a key factor in raising the quality of education. It is concluded that careful application of this theoretical position in teaching process can be extremely fruitful as it provides a unique incentive for diversity and inventiveness. It is determined that the critical perspectives in education is especially important in terms of preparing students for an active role of a citizen who participates in the further democratization of his own community, as well as in terms of preparation for life in the world full of uncertainties and diversities.

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Nørreklit, Hanne, Morten Raffnsøe-Møller, and Falconer Mitchell. "A pragmatic constructivist approach to accounting practice and research." Qualitative Research in Accounting & Management 13, no. 3 (August 1, 2016): 266–77. http://dx.doi.org/10.1108/qram-05-2016-0039.

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Purpose The purpose of this paper is to introduce the practice paradigm of pragmatic constructivism. Design/methodology/approach Pragmatic constructivism emphasizes the role of the actors in the construction of organized reality. For such construct to function successfully, four dimensions of reality must be integrated in the actor-world relations. Findings This includes an examination of pragmatic constructivist theory as an alternative to traditional realism and critical theories of organizational reality. The papers of the special issue include methodological, conceptual and empirical studies to expand the understanding of management accounting in relation to the actors’ construction of functioning organizational practices. Research limitations/implications As pragmatic constructivism is a relatively new paradigm, there is a need for further methodological and conceptual development and empirical studies of functioning practices. Originality/value In a discipline such as management accounting that can be theoretically polarized between the “realist” scientific mainstream and social constructivist criticism, pragmatic constructivism offers a mediating model in which realism is retained as the pragmatic criteria of success of the organizational actors’ construction.

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Vasterling, Veronica. "Butler's Sophisticated Constructivism: A Critical Assessment." Hypatia: A Journal of Feminist Philosophy 14, no. 3 (July 1999): 17–38. http://dx.doi.org/10.2979/hyp.1999.14.3.17.

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Vasterling, Veronica. "Butler's Sophisticated Constructivism: A Critical Assessment." Hypatia 14, no. 3 (1999): 17–38. http://dx.doi.org/10.1353/hyp.1999.0014.

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Vasterling, Veronica. "Butler's Sophisticated Constructivism: A Critical Assessment." Hypatia 14, no. 3 (1999): 17–38. http://dx.doi.org/10.1111/j.1527-2001.1999.tb01050.x.

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This paper aims to investigate whether and in what respects the conceptions of the body and of agency that Judith Butler develops in Bodies That Matter are useful contributions to feminist theory. The discussion focuses on the clarification and critical assessment of the arguments Butler presents to refute the charges of linguistic monism and determinism.

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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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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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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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Rahim, Nazim, and Asghar Ali. "Critical Analysis of Social Constructivism: Myth or Reality for Peace and Security." Global Strategic and Securities Review V, no. I (March 30, 2020): 14–22. http://dx.doi.org/10.31703/gsssr.2020(v-i).02.

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Subjectivity is the mother of all social sciences. There is no universal truth, there is no objective reality and there is no finality in social sciences. Final truth belongs to heaven, not to this world and none of the theories can claim finality or objectivity. Nonetheless, theories try to explain the truth, holding water, either more or less. Theories, highlighting the intrinsic nature of humans [good & bad], the structure of international system (anarchic)or class struggle[bourgeois & proletariat]are both researchable and discernible. Social Constructivism, on the other hand labels all the theories as social constructions and itself constructs an endless desert of ideas, develops absurdity, and makes the truth less accessible and more mythical. Social Constructivism, instead of explaining the truth is making it blurred and doubtful. Instead of ensuring clarity, its own assumptions are constructing a mythical world. This analytical paper critically analyzes the social constructivists' assumptions and their critique on all the established beliefs in general and mainstream perspectives in particular.

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Schmidt, Volker H. "Oversocialised Epistemology: A Critical Appraisal of Constructivism." Sociology 35, no. 1 (February 2001): 135–57. http://dx.doi.org/10.1177/0038038501035001009.

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Cho, Young Tae. "Constructivism and Educational Technology: A Critical Appraisal." Journal of Educational Technology 17, no. 1 (March 30, 2001): 7–35. http://dx.doi.org/10.17232/kset.17.1.7.

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Paulson, Stanley L. "Hans Kelsen's Earliest Legal Theory: Critical Constructivism." Modern Law Review 59, no. 6 (November 1996): 797–812. http://dx.doi.org/10.1111/j.1468-2230.1996.tb02695.x.

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Gertz, Nolen. "Democratic Potentialities and Toxic Actualities." Techné: Research in Philosophy and Technology 24, no. 1 (2020): 178–94. http://dx.doi.org/10.5840/techne2020214119.

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In this paper I argue that while Feenberg’s critical constructivism can help us to see the political potential of technologies, it cannot help us to understand the political actuality of technologies without the help of postphenomenology. In part 2, I examine Feenberg’s attempt to merge Frankfurt School critical theory and SCOT into “critical constructivism.” In part 3, I focus on Feenberg’s analyses of the internet in order to highlight a blind spot in critical constructivism when it comes to threats to democracy that come from out of the demos itself. In part 4, I show how critical constructivism would benefit from adopting the theory of technological mediation found in postphenomenology by presenting a postphenomenological investigation of trolling and other forms of destructive behavior unaccounted for by Feenberg’s investigation of the internet. In part 5, I conclude by turning to the work of Hannah Arendt in order to show why, just as critical constructivism could benefit from becoming more postphenomenological, postphenomenology could benefit from becoming more critical.

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Børsen, Tom. "Bridging Critical Constructivism and Postphenomenology at Techno-Anthropology." Techné: Research in Philosophy and Technology 24, no. 1 (2020): 218–46. http://dx.doi.org/10.5840/techne2020320122.

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Both postphenomenology and critical constructivism are central paradigms used as philosophies and theoretical resources at the Master’s program in Techno-Anthropology at Aalborg University. In the fall of 2018 a didactical experiment was set up as Techno-Anthropology Master’s students were introduced to postphenomenology and critical constructivism and asked to compare these two theoretical positions. This comparative assignment and following class discussions between students, a guest lecturer and teachers is the point of departure for this paper. First, the paper introduces Techno-Anthropology with a special focus on the roles of postphenomenology and critical constructivism in the Master’s program. The next part of the paper zooms in on how these two philosophical positions were presented to the students. The third part analyzes students’ comparisons of postphenomenology and critical constructivism. On that basis, the author identifies similarities and differences between the two positions and discusses how the two positions can complement each other in a unified Techno-Anthropological research strategy.

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Jofili, Zelia, and Mike Watts. "Changing Teachers' Thinking Through Critical Constructivism and Critical Action Research." Teachers and Teaching 1, no. 2 (October 1995): 213–27. http://dx.doi.org/10.1080/1354060950010205.

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Watts, Mike, Zelia Jofili, and Risonilta Bezerra. "A case for critical constructivism and critical thinking in science education." Research in Science Education 27, no. 2 (June 1997): 309–22. http://dx.doi.org/10.1007/bf02461323.

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Feenberg, Andrew. "Critical Constructivism, Postphenomenology and the Politics of Technology." Techné: Research in Philosophy and Technology 24, no. 1 (2020): 27–40. http://dx.doi.org/10.5840/techne2020210116.

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Critical constructivism adds a dimension of collective action to postphenomenology. This paper explains the intervention of collective subjects into technological design. That intervention presupposes communication between lay and expert actors which is made possible by the dependence of technical disciplines on the lifeworld. Understanding the public processes of intervention requires a notion of multiple types of rationality and a social account of technological design.

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Neimeyer, Robert A. "Limits and lessons of constructivism some critical reflections." Journal of Constructivist Psychology 8, no. 4 (October 1995): 339–61. http://dx.doi.org/10.1080/10720539508405914.

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Rosner, Rachael I. "Cognitive therapy, constructivism, and dreams: A critical review." Journal of Constructivist Psychology 10, no. 3 (July 1997): 249–73. http://dx.doi.org/10.1080/10720539708404625.

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Feenberg, Andrew Lewis. "Concretizing Simondon and Constructivism." Science, Technology, & Human Values 42, no. 1 (August 2, 2016): 62–85. http://dx.doi.org/10.1177/0162243916661763.

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This article argues that Gilbert Simondon’s philosophy of technology is useful for both science and technology studies (STS) and critical theory. The synthesis has political implications. It offers an argument for the rationality of democratic interventions by citizens into decisions concerning technology. The new framework opens a perspective on the radical transformation of technology required by ecological modernization and sustainability. In so doing, it suggests new applications of STS methods to politics as well as a reconstruction of the Frankfurt School’s “rational critique of reason.”

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Abidin, Nur Fatah, Hermanu Joebagio, and Sariyatun Sariyatun. "Penilaian Pembelajaran Sejarah Konstruktivistik: Pendekatan Critical Discourse Analysis." Yupa: Historical Studies Journal 1, no. 1 (August 11, 2017): 15. http://dx.doi.org/10.26523/yupa.v1i1.13.

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This paper discusses about the assessment in the historical learning based on the constructivism paradigm and Critical Discourse Analysis (CDA) approach. CDA approach consists of in-depth analysis, includes linguistic, social, and cultural analysis. Three related layers of a dynamic analysis compose the CDA: (1) analysis of the text, (2) analysis of the practice of discursive, and (3) analysis of social practices. In the context of the historical learning based on constructivism paradigm, the third layer used to assess the development of the system and the structure of the thinking of learners. CDA approach used to analyze and assess the work of learners. The work of learners that analyzed by the CDA approach is descriptive test. In the learning process, CDA needs a rubric based on the discourse analysis and the level of development of thinking learners. Based on the results of the research, the CDA used to assess the historical learning process, particularly in the constructivism paradigm. The learning assessment expected to be an alternative assessment, which is not only quantitatively assessing the student knowledge, but also to measure the development of the system and the structure of the thinking of learners.

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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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Malott, Curry Stephenson. "Engaging the Epistemological Bazaar: Joe Kincheloe’s Critical Pedagogy/Constructivism." Cultural Studies ↔ Critical Methodologies 10, no. 5 (June 13, 2010): 386–89. http://dx.doi.org/10.1177/1532708610373225.

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Guthrie, Donald. "Integral Engagement: Christian Constructivism and the Social Sciences." Christian Education Journal: Research on Educational Ministry 16, no. 3 (September 16, 2019): 445–57. http://dx.doi.org/10.1177/0739891319875155.

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This article explores how Christian constructivism can guide educators who are Christians toward an integral engagement with the social sciences that is both critically reflective and humbly teachable. Such an engagement requires a recognition that all image-bearing human beings may contribute insights about the human condition, responsible stewardship of knowledge with the mind of Christ, and approaching the social sciences with gospel-directed critical realism that is neither fearful nor uncritically accepting of social science perspectives.

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Utami, Liza, Hafnati Rahmatan*, Hasanuddin Hasanuddin, Cut Nurmaliah, and Khairil Khairil. "Penerapan Model Introduction Connection Application Reflection Extention (ICARE) Dipadu Modul Pembelajaran Berbasis Konstruktivisme Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Hasil Belajar Peserta Didik." Jurnal Pendidikan Sains Indonesia 9, no. 3 (July 12, 2021): 471–81. http://dx.doi.org/10.24815/jpsi.v9i3.21273.

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Critical thinking skill plays an important role in achieving maximum learning outcomes. The lack of involvement in critical thinking skills activities impacts students’ learning outcomes. This study aims to analyze whether the ICARE learning model application combined with constructivism-based learning modules can improve students' critical thinking skills and learning outcomes. The research method is an experiment with a pretest-posttest control group design. This study was conducted in MAN 4 Aceh Selatan and MAS Ashhabul Yamin Aceh Selatan during the even semester (2020/2021 Academic Year) with the population of 196 students of science class XI. The research sample was 119 students, namely the experimental group 58 and the control group 60. The parameters measured are critical thinking skills and learning outcomes. Data on critical thinking skills and learning outcomes were analyzed by parametric statistics using an independent sample t test, while to observe the correlation of critical thinking skills with learning outcomes was conducted through correlation and regression analysis. The results showed that there was an increase in critical thinking skills and student learning outcomes after being taught using the application of the ICARE learning model combined with constructivism-based learning modules on the respiratory system material. The correlation coefficient obtained is 0.832 which indicates there is a positive relationship between critical thinking skills and learning outcomes with strong interpretations. The conclusion of this study is that the application of the ICARE learning model combined with constructivism-based learning modules can improve students’ critical thinking skills and learning outcomes on respiratory system material. Keywords: ICARE, Constructivism, Critical Thinking Skill, Learning Outcomes.

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Kroiče, Irēna. "CRITICAL COMMUNICATIVE APPROACH IN THE VOCATIONAL SECONDARY EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 131. http://dx.doi.org/10.17770/sie2016vol2.1377.

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The author investigates opportunities to apply critical communicative approach in the process of vocational training. To satisfy market demand for competitive and critically thinking experts it is necessary to provide problem oriented and reflexive training.The didactics of social constructivism is based on dialogical relations between teachers and trainees; mutual cooperation results in obtaining new experience, stimulation of cognitive activity, critical thinking and motivation.

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Taliaferro, Jeffrey W. "International Relations and the Challenge of Postmodernism: Defending the Discipline. By D. S. L. Jarvis, Columbia: University of South Carolina Press, 2000. 288p. $34.95." American Political Science Review 95, no. 1 (March 2001): 259–60. http://dx.doi.org/10.1017/s0003055401842015.

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Over the past twenty years, the so-called third debate, or the constructivist turn in international relations theory, has elic- ited a great deal of attention. Various critical theories and epistemologies-sociological approaches, postmodernism, constructivism, neo-Marxism, feminist approaches, and cul- tural theories-seem to dominate the leading international relations journals. Postmodernism (also called critical theo- ry), perhaps the most radical wave of the third debate, uses literary theory to challenge the notion of an "objective" reality in world politics, reject the notion of legitimate social science, and seek to overturn the so-called dominant dis- courses in the field in favor of a new politics that will give voice to previously marginalized groups.

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Srivastava, Swati. "Varieties of Social Construction." International Studies Review 22, no. 3 (January 30, 2019): 325–46. http://dx.doi.org/10.1093/isr/viz003.

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AbstractThis article presents social construction as a research framework, rather than an explanatory theory in constructivism, to outline different research strategies. Varieties of constructivism thus far conceived in international relations prefer cleavages where scholars are regarded as thin/thick, conventional/critical, or mainstream/radical. In contrast, I introduce a new landscape of social construction to show unique mechanisms for socially constructing international politics. The new landscape varies on two dimensions. The first, source of socialization, asks whether scholars treat social context as fixed in discrete, observable forms or as fluid in indiscrete, shifting arrangements. The second dimension, focus of analysis, asks whether scholars primarily study social structures, social subjects, or some interaction of the two. The dimensions make visible a multitude of research strategies with implications for the stability of social processes and the potential for causal analysis. Moreover, within this landscape, the article focuses on four processes of social construction—aggregating, assembling, internalizing, and performing—as seen inductively through examining prominent constructivist projects. Disaggregating the many processes avoids the misuse of social construction as a catchall mechanism. Finally, the article applies the select processes to the social construction of international norms to better grasp the relative payoffs of constructivist IR scholarship for research and teaching.

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Bentley, Michael, Stephen C. Fleury, and Jim Garrison. "Critical Constructivism for Teaching and Learning in a Democratic Society." Journal of Thought 42, no. 3-4 (2007): 9. http://dx.doi.org/10.2307/jthought.42.3-4.9.

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Kim, Younghwan. "Critical exploration of the constructivism in Korean Educational Technology Society." Journal of Educational Technology 14, no. 3 (December 30, 1998): 105–26. http://dx.doi.org/10.17232/kset.14.3.105.

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Mir, Raza, and Andrew Watson. "Critical realism and constructivism in strategy research: toward a synthesis." Strategic Management Journal 22, no. 12 (2001): 1169–73. http://dx.doi.org/10.1002/smj.200.

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Pascarella, John. "Confronting the Challenges of Critical Digital Literacy: An Essay Review Critical Constructivism: A Primer." Educational Studies 43, no. 3 (June 12, 2008): 246–55. http://dx.doi.org/10.1080/00131940802117761.

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Collins, Alan. "W(h)ither the Association of South East Asian Nations (ASEAN)? W(h)ither constructivism? Fixity of norms and the ASEAN Way." International Relations 33, no. 3 (February 19, 2019): 413–32. http://dx.doi.org/10.1177/0047117819830469.

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This article uses the reflection on the direction (whither) and health (wither) of constructivism and the Association of Southeast Asian Nations (ASEAN) that was witnessed in 2017 to see what these deliberations reveal about the fixity of norms and their contestation. The argument presented is that constitutive norms create fixed parameters of shared understandings but that within those parameters the meaning and application of the norm can be contested and debated. This insight helps to bridge the gap between conventional and critical constructivists and shows that the premise of jettisoning the ASEAN Way as necessary for ASEAN to achieve its ambitious community-building project is flawed. The argument relies on insights from the constructivist literature on norm degeneration to show how contestation is not one part of a norm’s life cycle but rather a constant companion. However, norms are not just contested, but they have fixity, and here practice theory can help show that the social world is just as much about continuity as it is change. The ASEAN case study is timely as introspection about the efficacy of its constitutive norms – the ASEAN Way – was prominent in 2017 as ASEAN turned 50.

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YALÇIN, Özgür. "POSTFOUNDATIONAL CRITICAL CONSTRUCTIVISM: RENEWING SOCIAL AND POLITICAL THEORY OF INTERNATIONAL RELATIONS." Journal of International Social Research 12, no. 63 (April 30, 2019): 399–404. http://dx.doi.org/10.17719/jisr.2019.3237.

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Caton, Kellee. "Between You and Me: Making Messes with Constructivism and Critical Theory." Tourism Culture & Communication 13, no. 2 (March 1, 2013): 127–37. http://dx.doi.org/10.3727/109830413x13848886455182.

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Boghossian, Peter. "Critical Thinking and Constructivism: Mambo Dog Fish to the Banana Patch." Journal of Philosophy of Education 46, no. 1 (December 7, 2011): 73–84. http://dx.doi.org/10.1111/j.1467-9752.2011.00832.x.

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Brosig, Malte. "No Space for Constructivism? A Critical Appraisal of European Compliance Research." Perspectives on European Politics and Society 13, no. 4 (December 2012): 390–407. http://dx.doi.org/10.1080/15705854.2012.731931.

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Ertmer, Peggy A., and Timothy J. Newby. "Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective." Performance Improvement Quarterly 26, no. 2 (2013): 43–71. http://dx.doi.org/10.1002/piq.21143.

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Ertmer, Peggy A., and Timothy J. Newby. "Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective." Performance Improvement Quarterly 6, no. 4 (October 22, 2008): 50–72. http://dx.doi.org/10.1111/j.1937-8327.1993.tb00605.x.

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Bogna, Frank, Aldo Raineri, and Geoff Dell. "Critical realism and constructivism: merging research paradigms for a deeper qualitative study." Qualitative Research in Organizations and Management: An International Journal 15, no. 4 (June 16, 2020): 461–84. http://dx.doi.org/10.1108/qrom-06-2019-1778.

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PurposeTraditional approaches in qualitative research have adopted one research paradigm linked to an established typology. This paper addresses the unconventional application of two research paradigms in one study. A critical realist approach was used to augment a constructivist analysis of data in a research project seeking to explore the meaning that managers in small to medium enterprises (SMEs) attach to hazard identification, the construction of a hazard profile reflective of the business and its use in assisting to manage hazards within the SME's safety management system framework. Critical realism offered a complementary but essential framework to explore causal mechanisms that led to a deeper understanding of the findings by searching for the processes and causality that lay beneath the social and organizational phenomena observed.Design/methodology/approachThis paper compares the two research paradigms in order to seek junctures and apply them to a research project. Analytical tools applied to each research paradigm within the project are presented, followed by a new multiparadigm conceptual model that integrates critical realism and constructivism, providing an original contribution of knowledge to this field of qualitative research.FindingsThe adoption of a multiparadigm model enabled not only the interpretation of social phenomena but also the determination of its causality, enabling a more insightful answering of the research question and leading to a deeper insight into the phenomenology that was studied. This research approach widens the boundaries of qualitative inquiry within organizational research by promoting strategies that challenge more traditionally anchored research typologies, and consequently contributes to better research outcomes.Research limitations/implicationsThis study was conducted across four organizations. Similar research is encouraged across a greater number of case studies to validate the process of using a constructivist and critical realist paradigm to gain a more insightful understanding of events and their causality.Practical implicationsThe comparison of two research paradigms and consequent provision of a conceptual model (Figure 3) provides potential for the development of further multiparadigm models for research projects within the field of organizational management.Social implicationsThis paper has the potential to promote engagement and collaboration between research scholars seeking to explore the use of multiple research paradigms.Originality/valueSuch an approach has not previously been widely discussed or adopted to examine qualitative data, and advances theory in qualitative research. The application of two research paradigms using such an approach can be applied to businesses in a number of different contexts to gain a more insightful understanding of research participant perspectives, observable events arising from those perspectives and their associated causality.

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Josephsen, Jayne. "Critically Reflexive Theory: A Proposal for Nursing Education." Advances in Nursing 2014 (July 24, 2014): 1–7. http://dx.doi.org/10.1155/2014/594360.

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Nursing is a discipline in transition. As the complexity and acuity of patients increase, nurses are taking on a more comprehensive role in health care leadership and patient outcomes. As the discipline has evolved so has the curricular framework of nursing educational programs, moving from being based on a specific nursing theory, to a general metaparadigm, to the current focus on meeting curricular content standards developed by national accrediting agencies. When considering the skills needed to fully engage in critical thinking and patient advocacy there may be room for an additional curricular focus: that of metacognitive development based on critical theory and constructivism. The empowerment of students via metacognitive and self-evaluative practices also supports the critical theory pedagogy. If graduating nurses are presented with a cohesive and comprehensive curriculum that meets the need for competent and critically reflexive nurses the discipline of nursing can continue to expand in function and voice. The use of metacognition, constructivism, competency, and critical pedagogies in a unified and broad curricular framework allows for the development of these essential skills in contemporary nursing practice. This paper presents this innovative curricular framework that embodies these various teaching and learning perspectives.

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Hoffmann, Nigel. "Beyond Constructivism: A Goethean Approach to Environmental Education." Australian Journal of Environmental Education 10 (1994): 71–90. http://dx.doi.org/10.1017/s0814062600003104.

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Environmental education is only at a developmental stage, having originated in response to the environmental problems which have been most pressingly felt in the last thirty years or so. There is a general concern that we do not unconsciously carry into our new philosophies and methodologies the very dysfunctions which led to our environmental problems in the first place. Consequently there has been a search for paradigms of knowledge and enquiry which are adequate for the new problems that we face, paradigms which recognise the essential interrelatedness of all forms of life and the fact that enquirers are themselves part of environments, not just external observers as it is considered in classical rationalist science. The philosophy and method of critical evaluation which goes by the name ‘constructivism’ declares itself to be a way which can lead us beyond the mistakes of earlier theories of knowledge. I will be contending that, rather than being a way beyond rationalism and positivism, the constructivist approach is entirely bound up with that which it seeks to criticise, even if it assumes a radical posture. Out of this critique of constructivism and by way of the ideas of the German philosophers Friedrich Nietzsche and Martin Heidegger and the scientific methods of the poet and ‘nature-philosopher’ Johann von Goethe, I will adumbrate an approach to a new form of environmental education which I believe can satisfy our concern that the problems of the past are not perpetuated in a new guise.

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Yuliani*, Yennita, Hasanuddin Hasanuddin, Safrida Safrida, Khairil Khairil, and Andi Ulfa Tenri Pada. "Implementasi Model Discovery Learning Dipadu Modul Sistem Ekskresi Berbasis Konstruktivisme untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik." Jurnal Pendidikan Sains Indonesia 9, no. 3 (July 12, 2021): 376–90. http://dx.doi.org/10.24815/jpsi.v9i3.19965.

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The learning process at SMAN 1 Kluet Utara and SMAN 1 Kluet Selatan, does not appear to have developed critical thinking skills of students, this is because learning does not provide opportunities for students to identify problems and conclude new ideas or a observational act. The process of learning biology in schools does not encourage students to think critically. The research objective was to analyze the improvement of critical thinking skills by using the discovery learning model combined with constructivism-based modulesin on the excretory system concept. The method used was a quasi-experimental, pretest posttest design non-equivalent control group design. The population in this study were 156 students of class 11th MIPA who came from two schools, while the sample was 104 taken by purposive sampling.The instrument used was a reasoned multiple choice question accompanied by a rubric. The data analysis used was n-gain and independent sample t-test. The results showed that the critical thinking skills obtained was 0.78, with an increase in class critical thinking skills including the high category. This shows that there are differences in the critical thinking skills of students between the experimental class and the control class on excretory system concept in class 11thSMAN 1 Kluet Utara and SMAN 1 Kluet Selatan. Thus, the implementation of discovery learning model combined with constructivism-based modulescan improve students' critical thinking skills on excretory system concept.

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