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Journal articles on the topic 'Radical constructivism'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 June 2025

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1

Motyl, Alexander J. "The social construction of social construction: implications for theories of nationalism and identity formation." Nationalities Papers 38, no. 1 (2010): 59–71. http://dx.doi.org/10.1080/00905990903394508.

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Although most contemporary theories of nationalism and identity formation rest on some form of social constructivism, few theorists of nationalism and identity formation interrogate social constructivism as a social construction – a social science concept “imposed” on the non-self-consciously constructivist behaviors of people, who generally do not believe they are engaging in construction. Since social constructivism – unless it is a metaphysics about what is real – is really about the concept of social construction, the first task of constructivists is to ask not how various populations have engaged in social construction but how social construction should be defined. As this article shows, constructivism is at best a run-of-the-mill theoretical approach – perfectly respectable, but no different from any other theoretical approach in the social sciences. It is only when social constructivism makes outlandishly radical claims – that all of reality or all of social reality is constructed – that it is unusual, exciting, and wrong.

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Steffe, Leslie P., and Thomas Kieren. "Radical Constructivism and Mathematics Education." Journal for Research in Mathematics Education 25, no. 6 (1994): 711–33. http://dx.doi.org/10.5951/jresematheduc.25.6.0711.

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Our intention in this article is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget's cognitive-development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be inevitable distortions in the interpretations of Piaget 's psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second, we identify a preconstructivist revolution in research in mathematics education beginning in 1970 and proceeding on up to 1980. There were two subperiods in this decade separated by Ernst von Glasersfeld's presentation of radical constructivism to the Jean Piaget Society in Philadelphia in 1975. Third, we mark the beginning of the constructivist revolution in mathematics education research by the publication of two important papers in the JRME (Richards & von Glasersfeld, 1980; von Glasersfeld, 1981). Fourth, we indicate how the constructivist revolution in mathematics education research served as a period of preparation for the reform movement that is currently underway in school mathematics.

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Lerman, Stephen. "Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?" Journal for Research in Mathematics Education 27, no. 2 (1996): 133–50. http://dx.doi.org/10.5951/jresematheduc.27.2.0133.

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Radical constructivism is currently a major, if not the dominant, theoretical orientation in the mathematics education community, in relation to children's learning. There are, however, aspects of children's learning that are challenges to this perspective, and what appears to be “at least temporary states of intersubjectivity” (Cobb, Wood, & Yackel, 1991, p. 162) in the classroom is one such challenge. In this paper I discuss intersubjectivity and through it offer an examination of the limitations of the radical constructivist perspective. I suggest that the extension of radical constructivism toward a social constructivism, in an attempt to incorporate intersubjectivity, leads to an incoherent theory of learning. A comparison of Piaget's positioning of the individual in relation to social life with that of Vygotsky and his followers is offered, in support of the claim that radical constructivism does not offer enough as an explanation of children's learning of mathematics.

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Hendry, Graham D. "Constructivism and Educational Practice." Australian Journal of Education 40, no. 1 (1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.

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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.

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Smith, Erick. "Review: Constructing the Individual Knower-A Review of Radical Constructivism." Journal for Research in Mathematics Education 28, no. 1 (1997): 106–11. http://dx.doi.org/10.5951/jresematheduc.28.1.0106.

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For over 20 years, Ernst von Glasersfeld has eloquently and consistently described a theoretical model of the individual knower. In doing so, he has become one of the best-known contemporary educational theorists, particularly among the mathematics education community.1 In addition, as he states in the preface to his newest book, the name he gave to his approach, “radical constructivism,” has become a catch word among educators. Today it seems everyone is a constructivist and many attach the descriptor radical to their orientation. However, as with any popular movement, there are many interpretations, many critiques, and much passion associated with radical constructivism. Glasersfeld2 sees this volume as an opportunity to tell the whole story, or as he says, “to lay out the main constructivist ideas as I see them” (p. xiii).

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von Glasersfeld, Ernst. "Radical constructivism and teaching." Prospects 31, no. 2 (2001): 161–73. http://dx.doi.org/10.1007/bf03220058.

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7

Gomez, Efraim A. "Radical Constructivism and Narrative." Journal of the American Academy of Psychoanalysis 24, no. 1 (1996): 1–14. http://dx.doi.org/10.1521/jaap.1.1996.24.1.1.

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8

Schoenfeld, Alan H. "Radical Constructivism and the Pragmatics of Instruction." Journal for Research in Mathematics Education 23, no. 3 (1992): 290–95. http://dx.doi.org/10.5951/jresematheduc.23.3.0290.

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Radical Consfructivism in Mathematics Education contains a dozen attempts to deal with one of the most difficult philosophical and pedagogical issues of our time, the reconciliation of a radical constructivist perspective with the demands of individual and classroom instruction. To see why these problems are so difficult, we begin by identifying what distinguishes the radicals represented in this book from their mainstream counterparts.

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Mohajan, Devajit, and Haradhan Kumar Mohajan. "Constructivist Grounded Theory: A New Research Approach in Social Science." Research and Advances in Education 1, no. 4 (2022): 8–16. http://dx.doi.org/10.56397/rae.2022.10.02.

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This article tries to explore the constructivist grounded theory (CGT) in qualitative research. American sociologist Kathy Charmaz has developed a new qualitative research field “Constructivist Grounded Theory” for the first time in 2006. Constructivist grounded theory is a qualitative research methodology that draws comparison between the ethical principles of deontology, utilitarian and virtue ethics, and individuals seek to understand the world in which they live and work. It is a popular method for research studies mainly in psychology, education, and nursing. In social sciences, it represents culture, context, literacy, personal experiences, as well as application of knowledge. It also presents the theoretical substructures of symbolic interactionism and constructivism. Constructivism is used for research, learning, and teaching with peers. There are various types of constructivism, such as social, psychological, personal, radical, and contextual constructivism. On the other hand, symbolic interactionism is the process of human interaction that provides the meanings for the experiences through language, symbols, and social interactions. This study tries to investigate how constructivist grounded theory has developed in times from the original grounded theory of Glaser and Strauss. The paper also tries to highlight characteristics, application, and importance of constructivist grounded theory.

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Uden, Lorna, Kecheng Liu, and Gary Shank. "Linking radical constructivism and semiotics to design a constructivist learning environment." Journal of Computing in Higher Education 12, no. 2 (2001): 34–51. http://dx.doi.org/10.1007/bf02940955.

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11

Kabanov, Аlexander. "Social constructivism: subject matter, origins, versions of the constructivist approach to knowledge." Socium i vlast 4 (2021): 07–17. http://dx.doi.org/10.22394/1996-0522-2021-2-07-17.

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Introduction. Starting from R. Merton’s pioneer works, social studies of science have been a major part of Western intellectual and scientific life. The total number of periodicals on the subject, that is over 20, illustrates the point best. Meanwhile Russian social studies of science are far less intensive. Moreover Western studies of social constructivist type still haven’t received sufficient coverage in Russian scientific literature. Our article is an attempt to somewhat reverse the situation. The aim of the article is to analyze social constructivism evolution in the English speaking countries starting from Berger and Luckmann’s seminal work “The Social Construction of Reality” in 1966; to classify social constructivist versions of science together with their most prominent traits. Methods. When considering the problem, the author uses Y. Hacking’s schematic definition of social construction, P. Kitcher’s scheme of “socio-historical cluster” and M. Baghramian’s “objectivist conception of science”. Scientific novelty of the research. The analysis provides reasons for social constructivism popularity during the “science wars”; specifies social ontology and epistemic status of scientific knowledge in moderate versions of social constructivism; specifies some discourse peculiarities of radical versions of social constructivism (the consequence of somewhat unusual reception of continental tradition) and its view of the science. Results. The basic results are: a) certain convergence of ontological positions in analytic and moderate versions of social constructivist type, b) controversial issues of social (historical) approach to scientific explanation and c) controversial issues of postmodern rhetoric in radical versions. Conclusions. Social studies of science play an important role in science and society, the critical comments towards social constructivist versions notwithstanding.

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12

Steffe, Leslie P., and Thomas Kieren. "Radical Constructivism and Mathematics Education." Journal for Research in Mathematics Education 25, no. 6 (1994): 711. http://dx.doi.org/10.2307/749582.

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Crosby, John F. "RADICAL CONSTRUCTIVISM AND THEOLOGICAL EPISTEMOLOGY." Essays in the Philosophy of Humanism 18, no. 1 (2013): 1–16. http://dx.doi.org/10.1558/eph.v18i1.1.

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

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Sánchez Gómez, Pedro J. "Students’ Ideas and Radical Constructivism." Science & Education 25, no. 5-6 (2016): 629–50. http://dx.doi.org/10.1007/s11191-016-9829-3.

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HANSEN, ALLAN DREYER. "Dangerous Dogs, Constructivism and Normativity: The Implications of Radical Constructivism." Distinktion: Journal of Social Theory 11, no. 1 (2010): 93–107. http://dx.doi.org/10.1080/1600910x.2010.9672758.

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Kotchoubey, Boris. "Beyond mechanism and constructivism." Behavioral and Brain Sciences 31, no. 3 (2008): 341–42. http://dx.doi.org/10.1017/s0140525x08004160.

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AbstractNeuroconstructivism is a hybrid of two incompatible philosophical traditions: a radical idealism insisting upon the free activity of the Subject; and a radical materialistic anthropomorphism, which ascribes inherent properties of humans (e.g., the ability to construct) to nonhuman objects or body parts (e.g., the brain). The two traditions can be combined only by obscuring or confusing the basic notions.

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Jayasinghe, Kelum. "Constructing constructivism in management accounting education: reflections from a teaching cycle with innovative learning elements." Qualitative Research in Accounting & Management 18, no. 2 (2021): 282–309. http://dx.doi.org/10.1108/qram-05-2020-0067.

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Purpose This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education? Design/methodology/approach The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data. Findings The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles. Originality/value The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.

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Ryumina, Marina. "DIGITAL SOCIETY AND THE HUMAN PROBLEM." Studies of Science, no. 1 (2020): 79–89. http://dx.doi.org/10.31249/scis/2020.00.06.

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The article is devoted to the study of the human problem in a digital society. It is a question of changing the very nature of man, of transforming man into a transhuman, and later into a Posthuman. The principle of constructivism in this process is of key importance, forming constructivist thinking and worldview in the social sphere, in science and in culture as a whole. Such properties of radical constructivism as revolutionism, operationalism, efficiency, technicism, pragmatism, reductionism, and utilitarianism are highlighted. The article analyzes such manifestations of Posthuman as artificial intelligence, cyborgization, genetic manipulation, transhumanization, dehumanization of a person.

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Steffe, Leslie P. "Building a Foundation." Journal for Research in Mathematics Education 23, no. 2 (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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Redfern, Nick. "Realism, Radical Constructivism, and Film History." Essays in Philosophy 7, no. 2 (2006): 187–99. http://dx.doi.org/10.5840/eip2006724.

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As a technology and an art form perceived to be capable of reproducing the world, it has long been thought that the cinema has a natural affinity with reality. In this essay I consider the Realist theory of film history out forward by Robert C. Allen and Douglas Gomery from the perspective of Radical Constructivism. I argue that such a Realist theory cannot provide us with a viable approach to film history as it presents a flawed description of the historian’s relationship to the past. Radical Constructivism offers an alternative model, which requires historians to rethink the nature of facts, the processes involved in constructing historical knowledge, and its relation to the past. Historical poetics, in the light of Radical Constructivism, is a basic model of research into cinema that uses concepts to construct theoretical statements in order to explain the nature, development, and effects of cinematic phenomena.

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Martínez-Delgado, Alberto. "Radical constructivism: Between realism and solipsism." Science Education 86, no. 6 (2002): 840–55. http://dx.doi.org/10.1002/sce.10005.

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Cottone, R. Rocco. "In Defense of Radical Social Constructivism." Journal of Counseling & Development 95, no. 4 (2017): 465–71. http://dx.doi.org/10.1002/jcad.12161.

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Fedulov, Igor, and Olga Khudobina. "About radicalism of construction in “radical constructivism”." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 7. Filosofiya. Sociologiya i socialnye tehnologii 16, no. 1 (2017): 36–44. http://dx.doi.org/10.15688/jvolsu7.2017.1.4.

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Schoenfeld, Alan H., and Ernst von Glasersfeld. "Radical Constructivism and the Pragmatics of Instruction." Journal for Research in Mathematics Education 23, no. 3 (1992): 290. http://dx.doi.org/10.2307/749123.

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Tobin, Kenneth. "Key contributors: Ernst von Glasersfeld’s radical constructivism." Cultural Studies of Science Education 2, no. 3 (2007): 529–38. http://dx.doi.org/10.1007/s11422-007-9066-9.

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Quale, Andreas. "Radical Constructivism, and the Sin of Relativism." Science & Education 16, no. 3-5 (2006): 231–66. http://dx.doi.org/10.1007/s11191-006-9038-6.

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Feenberg, Andrew Lewis. "Concretizing Simondon and Constructivism." Science, Technology, & Human Values 42, no. 1 (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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Kauffmann, Oliver. "Om realisme og konstruktivisme i Piagets læringsteori og genetiske epistemologi." Studier i Pædagogisk Filosofi 2, no. 2 (2014): 53. http://dx.doi.org/10.7146/spf.v2i2.15577.

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<p>This paper deals with the epistemological foundations of Jean Piaget’s theory of learning and genetic epistemology. The purpose is to estimate the form of Piaget’s constructivism. I take advantage of Ernst von Glasersfeld’s ‘radical constructivist’ interpretation of Piaget. Contrary to von Glasersfeld, it is argued that Piaget at the same time is a realist with respect to the existence of the external world, and a ‘genetic-transcendental constructivist’ in relation to the development of knowledge. I interpret this paradox as Piaget’s acknowledgement of the co-existence of a 3. person and a 1. person epistemological perspective in the scientific investigation of cognition</p>

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Slezak, Peter. "Chapter IV: A Critique of Radical Social Constructivism." Teachers College Record: The Voice of Scholarship in Education 102, no. 7 (2000): 91–126. http://dx.doi.org/10.1177/016146810010200704.

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Davidovich, Adina. "Kant's Theological Constructivism." Harvard Theological Review 86, no. 3 (1993): 323–51. http://dx.doi.org/10.1017/s0017816000031266.

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Our generation celebrates its freedom from the constricting yoke of the imperial age of grand systems. It joyfully rebels against abstract thinking and disavows preoccupation with systematicity, which none epitomized better than Immanuel Kant, according to whose daily routine the women of Königsberg allegedly set their clocks. Contemporary liberal theology claims that we can no longer believe in a universal disembodied reason that is free from the constraints of particular circumstances. Our thinking, it alleges, reflects interests and desires. Theories serve our will to power and are to be interpreted not by appeal to an aloof rationality, but through analysis of our needs and inclinations. Freedom, however, produces new trepidations. Confronted with radical implications of their convictions, very few are willing to regard their theologies as relatively valid. Tending to reject the past yet wary of anarchy, contemporary liberal theology seeks a method that is attuned to contingent circumstances and avoids the pitfalls of unbridled relativism. I suggest that in our haste to defy and overthrow past masters, we deprive ourselves of profound insights that could guide a quest for resolution. As a case in point, I propose that if we are willing to look afresh at Kant and explore central elements of his system that have been obscured by an overzealous portrayal of his thought as a rigoristic abstract formalism, we shall find clues for escaping the impossible choice between absolutism and relativism.

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Dressler, Markus. "The Social Construction of Reality (1966) Revisited: Epistemology and Theorizing in the Study of Religion." Method & Theory in the Study of Religion 31, no. 2 (2019): 120–51. http://dx.doi.org/10.1163/15700682-12341434.

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AbstractThis paper takes the social constructivist approach, formulated by Peter Berger and Thomas Luckmann, as a starting point for an investigation into epistemology and theorizing in the contemporary study of religion. It discusses various strands of scholarship in dialogue with social constructivism and questions in particular the reductionism of radical constructivist positions. Exploring the boundaries of the classical social constructivist paradigm, the article argues that students of religion should consider the implication of social, historical, embodied and material structures in the production of knowledge about religion. For that purpose, it draws on various soft realist approaches to stress the importance of remaining attentive to positionality (reflecting on the sites from where we theorize) and contextuality (reflecting on the inter-relation of discourse and materiality) in theorizing “religion”. Finally, the article suggests that soft realist positions can be integrated in a slightly broadened social constructivist framework for the study of religion.

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Olssen, Mark. "Radical constructivism and its failings: Anti‐realism and individualism." British Journal of Educational Studies 44, no. 3 (1996): 275–95. http://dx.doi.org/10.1080/00071005.1996.9974075.

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Joldersma, Clarence W. "ERNST VON GLASERSFELD'S RADICAL CONSTRUCTIVISM AND TRUTH AS DISCLOSURE." Educational Theory 61, no. 3 (2011): 275–93. http://dx.doi.org/10.1111/j.1741-5446.2011.00404.x.

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North, Alex. "A Millennial Mistake: Three Arguments Against Radical Social Constructivism." Journal of Counseling & Development 94, no. 1 (2016): 114–22. http://dx.doi.org/10.1002/jcad.12067.

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Srivastava, Swati. "Varieties of Social Construction." International Studies Review 22, no. 3 (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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Riffert, Franz. "An Introduction to Whitehead’s New View of Learning and Its Relation to Traditional Learning Theories." Balkan Journal of Philosophy 10, no. 2 (2018): 73–88. http://dx.doi.org/10.5840/bjp20181029.

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Alfred North Whitehead, although probably known best for his collaborative work with Bertrand Russell on the Principia Mathematica, also developed an original theory of learning and instruction which has much to offer for our times. His theory will be discussed in this paper. In order to do so, two criteria are first developed which in their combination give rise to five categories: radical behaviorism, cognitivism, and radical constructivism, with the intermediary categories of moderate behaviorism and moderate constructivism. A great number of educational researchers are ascribed to one of these five categories. After discussing the shortcomings of the three major philosophical proponents of these three major educational approaches (Hume, Kant, and Berkeley), the basic assumptions of Whitehead’s philosophy of organism are presented, and his assumptions concerning learning and teaching are discussed in view of it. Finally, it is shown that Whitehead’s organismic philosophy is able to offer a frame for integrating Behaviorism, Cognitivism, and Constructivism, thereby solving a long standing scandal of education.

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Ulhaq*, Riza, Ismul Huda, and Hafnati Rahmatan. "Pengaruh Model Pembelajaran Problem Based Learning Dengan Modul Kontruktivisme Radikal Terhadap Hasil Belajar Peserta Didik." Jurnal IPA & Pembelajaran IPA 4, no. 2 (2020): 244–52. http://dx.doi.org/10.24815/jipi.v4i2.17874.

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The low students' learning achievement is one of the problems that is occurred in learning process that is caused by the inappropriate learning strategy that was applied in the classroom in delivering the lesson, therefore the expected goal cannot be achieved. Learning in the classroom should be able to guide the students to be more creative and independent through a series of scientific activity. The purpose of this study was to measure the effect of Problem Based Learning (PBL) models and radical constructivism module on students' learning outcome in the Madrasah Tsanawiyah, Banda Aceh. The data were collected since November 2019 until April 2020. The method used in this study was an experimental method with randomized post-test only control- group design. This research was conducted in two classes: experimental class with PBL model learning with radical constructivism module and the control class with PBL model learning only. The number of samples for this research were 160 students. The samples were chosen through random sampling method by observing the students’ chances in each class and the Madrasah as the experiment and control classes. The objective tests were used as an instrument to measure students' learning outcome. The data were collected through post-test about the pollution of environment. The independent sample t-test was used to test the hypotheses to see the effect of Problem Based Learning (PBL) models and radical constructivism module on students’ learning outcome. The results analysis based on the outcome learning score was the value of Sig 0,05, t valuet table, 4,741,97. Hence, the students who took part in learning PBL model and radical constructivism module showed significantly better in their learning outcomes compared to students who took part in learning PBL model only.

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Cato, Dennis. "Of the Trivial and the Radical: Is There a Coherent Constructivist Pedagogy?" Paideusis 15, no. 1 (2020): 57–74. http://dx.doi.org/10.7202/1072694ar.

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Where a pedagogy is to be understood not simply in its weak sense as a range of classroom techniques but rather in its strong sense as embodying some conception of the ends of education such techniques subserve, coherence derives from the theoretical basis to which that pedagogy appeals. Where, however, such a theoretical basis is indistinguishable from that it purports to supplant or where it is inherently self-contradictory, the resulting pedagogy is incoherent. It is maintained here that “trivial constructivism” fails in the first respect and “radical constructivism” in the second and that any pedagogies based upon them are therefore incoherent.

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Kozintsev, Alexander. "THE METAHISTORY OF EMOTIONS: INBORN PROGRAMS AND/OR CULTURAL MODELS: A Review of JAN PLAMPER, ISTORIYA EMOTSIY [THE HISTORY OF EMOTIONS], transl. from English by K. Levinson. Moscow: NLO, 2018, 568 pp." Antropologicheskij forum 16, no. 47 (2020): 183–95. http://dx.doi.org/10.31250/1815-8870-2020-16-47-183-195.

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Jan Plamper’s book addresses not so much the history of emotions themselves as their metahistory — the elaboration of the principal approaches to their study. The universalist paradigm, proclaimed by psychologists of the Paul Ekman school, is opposed by social constructivism, advocated by most historians and anthropologists. Plamper’s position is closer to the latter view, yet he cautions the reader against the overstatement of differences between the emotional worlds of people of various cultures and epochs, typical of radical social constructivists. In the reviewer’s opinion, the most promising approach is to combine the psychological constructivism of the Lisa Feldman Barrett school with the linguistic semantics elaborated by Anna Wierzbicka. Plamper, however, regards any manifestations of universalism, either in the form of core affects in the former case, or in the form of semantic universals in the latter, as either unacceptable or uninteresting. The controversy is to some extent terminological: if the definition of emotion includes its object, as Plamper believes, then emotions are infinitely numerous; if not, they are few.

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Efran, Jay S., Sheila McNamee, Bill Warren, and Jonathan D. Raskin. "Personal Construct Psychology, Radical Constructivism, and Social Constructionism: A Dialogue." Journal of Constructivist Psychology 27, no. 1 (2013): 1–13. http://dx.doi.org/10.1080/10720537.2014.850367.

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van den Belt, Henk. "How To Engage With Experimental Practices? Moderate Versus Radical Constructivism." Journal for General Philosophy of Science 34, no. 2 (2003): 201–19. http://dx.doi.org/10.1023/b:jgps.0000005084.59666.b6.

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ALWARD, PETER. "Butter Knives and Screwdrivers: An Intentionalist Defense of Radical Constructivism." Journal of Aesthetics and Art Criticism 72, no. 3 (2014): 247–60. http://dx.doi.org/10.1111/jaac.12092.

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Ellerton, Nerida F., and M. A. Clements. "Some pluses and minuses of radical constructivism in mathematics education." Mathematics Education Research Journal 4, no. 2 (1992): 1–22. http://dx.doi.org/10.1007/bf03217236.

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Bilalov, M. I. "Radical Constructivism in the Context of Modern Subject-Object Relations." Naučnaâ mysl' Kavkaza 85, no. 1 (2016): 15–20. http://dx.doi.org/10.18522/2072-0181-2016-85-1-15-20.

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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 (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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Tcytcarev, Andrey, Ruslan Bazhenov, Elena Amineva, and Aleksander Pronin. "Constructive realism: advantages of ontology and methodology." SHS Web of Conferences 72 (2019): 04009. http://dx.doi.org/10.1051/shsconf/20197204009.

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This article attempts to reveal and analyse the advantages of constructive realism as a methodological framework of contemporary science. Comparing realism and constructivism as two divergent positions in epistemology in their extreme forms, we mention their downsides. These are the epistemological component for extreme realism and the ontological component for radical constructivism. We indicate that the concept of our study is characterized with the best balance of ontology and gnoseology and it allows overcoming ontological and epistemological difficulties associated with constructivism and realism correspondingly. We conclude that constructive realism may facilitate the development of the scientific worldview pertinent to modern knowledge and ready to respond the inherent methodological challenges that science faces.

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Rakhmatullin, R. Yu. "HISTORICAL REALITY IN THE LIGHT OF CONSTRUCTIVISM." Intelligence. Innovations. Investment, no. 6 (2020): 144–52. http://dx.doi.org/10.25198/2077-7175-2020-6-144.

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The purpose of the article is to substantiate the thesis «historical reality as a narrative». The relevance of the article determines the place of historical knowledge as the most important ideological tool formalizing the national and civilian identity. The originality of the article lies in an attempt to find a middle ground between radical constructivism and realism whilst explaining the phenomenon of «historical reality». Research methodology — constructivism. This methodology leads to following results: 1. Historical reality is always a construct that has an author with his political, moral, religious or other beliefs. Based on this, it should be taken into consideration that other researchers establish different and even alternative historical realities. Therefore, the story will remain as a multitude of competing stories. 2. The reference to historical facts as a proof meaning the correspondence of the narrative to the described event is not a valid argument. There are the following reasons for this: a) any story originated in the past is limited to a certain number of facts. Meanwhile, there are always some unknown facts that can significantly change the picture of historical reality; b) historical reality made of fact selection depends on the researcher and the goals he pursues; c) falsification of facts is often used in historical sources. 3. Every honest researcher creates his own narrative out of real-life events and characters, which makes it possible to assert his objectivity and the incorrectness of the radical constructivism methodology. But even the most honest researcher has personality traits that can be reflected on his work, which gives grounds to claim that realism is wrong. Therefore, the truth still lies somewhere in the middle and being represented by moderate constructivism or constructive realism.

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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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Epp, Sheila, Manuela Reekie, Jacqueline Denison, Nicole de Bosch Kemper, Melanie Willson, and Patricia Marck. "Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum." Journal of Professional Nursing 37, no. 5 (2021): 804–9. http://dx.doi.org/10.1016/j.profnurs.2021.06.007.

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