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Topic: Constructivists

	Constructivism and Online Education (Doolittle) (Site not responding. Last check: 2007-10-09)
		Constructivist pedagogy, the link between theory and practice, suffers from the breadth of its theoretical underpinnings.
		The general theoretical and practical constructivist consensus, however, across all three types of constructivism, indicates that eight factors are essential in constructivist pedagogy.
		In actuality, in the cognitive constructivist perspective, the role of the teacher is to create experiences in which the students will participate that will lead to appropriate processing and knowledge acquisition.
	edpsychserver.ed.vt.edu /workshops/tohe1999/pedagogy.html (1398 words)

	CONSTRUCTIVISM IN SCIENCE AND MATHEMATICS EDUCATION
		The range of constructivist concerns can be seen in the subheadings of a recent science education article, where we are informed of: ‘A constructivist view of learning’, ‘A constructivist view of teaching’, ‘A view of science’, ‘Aims of science education’, ‘A constructivist view of curriculum’ and ‘A constructivist view of curriculum development’ (Bell 1991).
		Constructivists rightly stress this insight, but are frequently blind to its major import: the individual does not confront the world and experience as a Robinson Crusoe figure, but needs to absorb, learn, and be formed by, his or her social milieu and language.
		Constructivists’ paradigmatic case of knowledge is the individual confronting the world and making sense of their experiences: socialisation, enculturation and language is pushed into the background.
	wwwcsi.unian.it /educa/inglese/matthews.html (8898 words)

	Constructivism
		The constructivist believes that the acquisition of knowledge is not sufficient to education, it is the sense the student makes that matters the most.
		Constructivists support the belief that coherent cognitive schemes are mentally constructed through the integration of new information or experiences into the fabric of the student's understanding of the world and then the student is able to use this knowledge in dealing with new phenomena and in new contexts.
		Constructivists would not think that children absorb ideas that are spoken to them by teachers or that they somehow internalize them through endless repeated practice, constructivists argue that children actually invent their ideas.
	www.sullivan.leon.k12.fl.us /LTT/Constructivism.html (936 words)

	Russian Constructivists - Hutchinson encyclopedia article about Russian Constructivists (Site not responding. Last check: 2007-10-09)
		Although it was never built, Tatlin exhibited an impressive model for it in 1920, and the Monument is regarded as the outstanding example of Soviet constructivism.
		Constructivist designs were used in other practical fields, including fabric design, pottery, and theatrical sets, and by about 1925 the word was used as a blanket term for any angular abstract work.
		Among these were the brothers Naum Gabo and Antoine Pevsner, who left Russia in 1922 and 1923 respectively and played central roles in spreading constructivist ideas in Western Europe and the USA.
	encyclopedia.farlex.com /Russian+Constructivists (541 words)

	Introduction (Site not responding. Last check: 2007-10-09)
		Constructivists claim that it is impossible to describe the nature of actors independently from a particular historical context.
		Constructivists claim that it is this cycle that recurs through time in world politics and it is this cycle that is the foundation of constructivist explanations of phenomena in world politics.
		Constructivists claim that ideas (norms, rules, meanings) are powerful and must be taken into account when explaining world politics—and the empirical cases they draw upon demonstrate that their claims plausible.
	www.udel.edu /poscir/mjhoff/Constr.htm (6834 words)

	The Value-Added Question, or, (Site not responding. Last check: 2007-10-09)
		The focus is on interaction (communication) among constructivists to assess the style (constructivist strategies and positioning) and the substance (analytical innovation) produced by constructivist debates.
		The research is based on communications among constructivists and their critics about the respective research goals and the published presentation of the results of these debates.
		This said, it is important to note that while constructivist framing is situated at a particular shared time given the larger trajectory of IR as a discipline, the actual theoretical input of the constructivist turn has always been generated from different places, and indeed communities of IR scholars with their own intellectual path-dependencies.
	www.isanet.org /archive/wiener.html (6541 words)

	[No title]
		Constructivists are somewhat evasive about the need for foundational knowledge, preferring a scaffolding approach to learning wherein students connect novel ideas with existing cognitive schema.
		Rather than a coercive model of acculturation, constructivists seek to draw out the culture of the children and help them meaningfully clarify and connect who they are and what they know with their social environment.
		Constructivists would argue that students are seeking relevancy in social studies, searching for connection and meaning to otherwise sterilized academic content.
	www.andrews.edu /~freed/040408_0706/onlinefoundations/CONSTRUCTIVISM.doc (546 words)

	Using Constructivism in Technology-Mediated Learning: Constructing Order out of the Chaos in the Literature
		The constructivists see instructivism as offering a quick and easy fix to very well defined problems in education, where the problem is defined as a gap between `what is' and `what should be'.
		Constructivists argue that educators are faced with an incessant onslaught of problems in a field that is constantly changing.
		Alternatively, the situated constructivist position asserts that knowledge is constructed socially, in disagreement with the radical constructivist position, which claims knowledge construction is an individual process (but in agreement with the cognitive constructivist position).
	radicalpedagogy.icaap.org /content/issue1_2/02kanuka1_2.html (8966 words)

	treatment
		Constructivists believe that people learn when they are placed in an environment that involves active and realistic problem solving, student autonomy and significant opportunities for interaction.
		Constructivists, on the other hand, assume that "students possess whatever metacognitive skills are necessary to successfully navigate (Hannafin, 1992, as cited in Driscoll, 2000)" the particular lessons.
		Collaboration is supported by constructivists because it is believed that learners develop their perspective by being exposed to understanding that is different from their own, and by comparing and testing their understanding to the understanding of other students (Driscoll, 2000).
	www.nova.edu /~moranl/assign1.html (1406 words)

	Initial instruction includes:
		Constructivists might claim that by acting to confirm or disconfirm what she has "gotten" from other persons, the child is "constructing" knowledge.
		The primary mission of constructivists, therefore, is to help students "find their inner voices" (in a quasi-religious deification of "the real self"), rather than help students share in the bodies of knowledge (math, science, literature) that constitute our species's effort to understand itself and the world.
		Constructivists feel obligated not to require students to test their "knowledge constructions" using explicitly taught, culturally-shared rules of evidence and logic--for such testing would subordinate the individual to external authority.
	www.educationation.org /constructivism.htm (3675 words)

	Camp David
		So the constructivist answer to (1) and (2) is 'The mutually recognized validity of Lockean rules simultaneously made the Camp David Accords possible and permissible.' The reflexively and communicatively determined validity of the Lockean rules provided the reasons for the act.
		The constructivist answer to (3) is 'The Camp David Accords are a series of mutual speech acts invoking the validity of Lockean rules.' Therefore, Egypt and Israel simultaneously constructed Lockean rules and were constructed by those rules.
		Constructivist approaches are unsatisfactory: language and the linguistic construction of social rules are less likely to be predictable and controllable, and they force the analyst to treat others as subjects in a mutual conversation.
	faculty.mckendree.edu /brian_frederking/papers/david.htm (6523 words)

	Educational Technology
		Re Lisa "Constructivists would encourage technician to develop own unique approach to situation": Yes this issue is the bugaboo in most debates between the constructivists and the cognitivists.
		Constructivists would seem better equipped to handle the training of the sexual harrassment.
		The constructivists like to remind us that while metaphors are very powerful teaching devices, particularly in complex domains and disciplines, metaphors are ofen easily misunderstood across cultural bounderies.
	edweb.sdsu.edu /Courses/EDTEC540/Chats/4-14-97.html (1549 words)

	christensen05
		These social constructivists might even assert that despite the risk they ran within their national or party circumstances by doing so, these scientists actually reinforced the privileges of their gender, race, and class by helping to advance a rationalist and empiricist mode of discourse that has always favored affluent white males -- like themselves.
		When social constructivists insist, as they do, that the "truth" (and the intrusive quotation marks are obligatory within social constructivist skepticism) of "any proposition" depends upon social hermeneutics and social agreement and consensus, they allow for no exceptions.
		What is more, social constructivists may find it difficult to establish cogent reasons for repudiating Rowland's application of doctrines that cohere only when part of a totalizing surrogate theology that occupies the entire cultural space of the traditional totalizing theology it has supplanted.
	clcwebjournal.lib.purdue.edu /clcweb05-3/christensen05.html (4273 words)

	Philosophy of mathematics - Open Encyclopedia (Site not responding. Last check: 2007-10-09)
		If deficiency of human capacity to abstract, human cognitive bias, or lack of sufficient collective intelligence is seen as preventing the comprehension of a 'real' universe of 'mathematical objects', the term social realism is more appropriate.
		Social constructivists sometimes reject the search for foundations of mathematics as bound to fail, as pointless or even meaningless.
		Some consider the work of Paul Erdös as a whole to have advanced this view (although he personally rejected it) because of his uniquely broad collaborations, which prompted others to see and study "mathematics as a social activity", e.g.
	open-encyclopedia.com /Philosophy_of_mathematics (3541 words)

	[No title]
		Interestingly, the constructivist case study literature reveals that this criticism is not merely hypothetical.
		Moreover, as was noted, constructivists should be relatively uninterested in outcomes determined by such distortions and instead should seek to explain norms grounded in bona fide persuasion and shared understandings.
		Yet, as has been demonstrated, constructivist observations about the resonance of particular ideas and frames are challenged by their own empirical research, which highlights how norm entrepreneurs commonly use material levers and act strategically to achieve desired ends.
	www.louisville.edu /a-s/polsci/payne/REVFRAME.doc (9814 words)

	Paramaartha and modern constructivists on mysticism:
		Like any other experience, according to the "constructivist" version of mysticism, the mystic's experience of God, of Brahman, of the Tao, of `sunyataa and so forth is in significant ways shaped, formed, and/or constructed from his or her expectations and concepts of those notions.
		Proof of such a statement is hardly necessary for these constructivists, for they are capitalizing on the enormous body of literature to this effect in the study of perception, cognition, art, and so forth.
		In bald language, because he is committed to his constructivist picture of experience as a whole, the modern constructivist must say that even to lay out a set of instructions designed to bring about such a new form of experience would be a wrong-headed attempt.
	ccbs.ntu.edu.tw /FULLTEXT/JR-PHIL/forman.htm (10274 words)

	Russian Constructivists Encyclopedia Article, Definition, History, Biography (Site not responding. Last check: 2007-10-09)
		Constructivists teach techniques that place emphasis on the role of learning activities in a good curriculum.
		In political science and international relations theory, constructivism rejects standard realist and liberal views on international relations and argues that state interests stem from identities and international norms, rather than from the effects of international anarchy.
		Constructivist theory also focuses on how language and rhetoric are used to construct reality.
	www.artisticnudity.com /encyclopedia/Russian_Constructivists (400 words)

	Michael R. Matthews / OLD WINE IN NEW BOTTLES: A PROBLEM WITH CONSTRUCTIVIST EPISTEMOLOGY
		Constructivist teaching methods are widely advocated and great hopes are held for their transformative effects, one advocate saying that: “If the theory of knowing that constructivism builds…were adopted as a working hypothesis, it could bring about some rather profound changes in the general practice of education.”
		The realist believes his constructs to be a replica or reflection of independently existing structures, while the constructivist remains aware of the experiencer’s role as originator of all structures…for the constructivist there are no structures other than those which the knower constitutes by his very own activity of coordination of experiential particles.
		That a leading constructivist identifies Vico and Berkeley as the founders of constructivism and lauds their philosophy is indicative of the ambiguous relationship between constructivism and modern science, including science education: Vico and Berkeley were the avowed opponents of the Scientific Revolution and of the work of Galileo, Newton and others.
	www.ed.uiuc.edu /EPS/PES-Yearbook/92_docs/Matthews.HTM (3473 words)

	Intersubjectivity in Mathematics Learning (Site not responding. Last check: 2007-10-09)
		Lerman's assertion that radical constructivist deny talk of the real world at all is insidiously misleading because of the emphasis on experiential worlds in radical constructivism.
		Social constructivists, who claim Vygotsky as their founding father and now and then argue quite vehemently against radical constructivism, may be surprised at this quotation.
		So, in social interaction, what a radical constructivist means by understanding another's speech is to understand his or her thought and its motivation.
	s13a.math.aca.mmu.ac.uk /Chreods/Issue_13/LSteffe.html (7557 words)

	Peter Levine: February 2, 2005 Archives
		Constructivists oppose the kind of scene in which a teacher stands before a disciplined class of children and endlessly tells them what is true.
		Constructivists often deploy a relativist "epistemology" in the belief that it supports their practices.
		In contrast, "constructivists hypothesize that it is the subject who actually invents reality and that knowledge is tied to an internal-subjective perspective where truth is replaced by ways of knowing."
	www.peterlevine.ws /mt/archives/2005_02_02.html (741 words)

	Social Constructivists Target Socal Relationships
		The Piagetian constructivists are seen to be inquiring into student understandings of a subject for the purpose of "distancing" him or her from those understandings, through the introduction of discrepancies.
		The ultimate goal, for the Piagetian constructivist, is a child's ability to think autonomously, conducting cognitive processes internally.
		O'Loughlin concludes that the "...universalist, rational, disembodied thought valued by Piagetian constructivists is...
	tlc.ousd.k12.ca.us /~acody/2b.html (420 words)

	Featured Articles
		Constructivists believe that what we know is internally generated by the individual rather than received from any external source.
		All constructivists believe that the mind is instrumental and essential in interpreting events, objects, and perspectives on the external world, and that those interpretations comprise a knowledge base that is personal and individualistic (Jonassen, 1992).
		Constructivists encourage dialogue among students as well as between the student and the teacher.
	www.fhsu.edu /ctelt/newctelt/newsletter/article.htm (712 words)

	Constructivism
		A primary division of the constructivist theory comes between the view of the knower as an individual - interacting within social structures, but creating his or her own view of reality independent of others, and the knower gaining his or her view of reality through a socially-mediated process.
		Constructivists believe that anything that is known must be created in the mind of the knower.
		In discussing the impact of constructivism on education it should be repeated that, while proponents of the constructivist philosophy see a wide range of educational applications, constructivism is a theory or philosophy about knowing and gaining knowledge and not a teaching practice in and of itself.
	mason.gmu.edu /~wwarrick/Portfolio/Products/constructivism.html (3547 words)

	Examples: Word for Word Plagiarism: How to Recognize Plagiarism, School of Education, Indiana University at Bloomington
		Constructivists emphasize that learners create their own interpretations of the world of information.
		Constructivists do not hold views entirely opposed to those of the cognitivists.
		The position of constructivists extends beyond the beliefs of the cognitivist.
	www.indiana.edu /~istd/example2word.html (297 words)

	THEORY and METHOD
		Despite this recognition of the value of the constructivists' qualitative and ethnographic studies of scientific work, Cole argues that empirical evidence of the constructivists' studies does not provide any support for their more general arguments.
		Not only is there no necessary relation of this kind, but there is a certain irony to this view: for constructivist sociologists of science have, somewhat cautiously, preferred to examine the more directly observable and recordable features of scientific work, rather than engage in any analysis of the `motivations' or `subjectivity' of the scientist.
		Whereas the first three chapters and the last chapter are devoted entirely to refuting the claims of the constructivists, the remaining chapters articulate a rather different intellectual and political agenda.
	www.rdg.ac.uk /RevSoc/archive/volume10/number2/10-2c.htm (1010 words)

	ContraConstructivism.html
		Constructivist "theory" is a mishmash of overlapping platitudes and absurdities--"empty words and poetic metaphors" (Aristotle, Metaphysics).Taken separately, constructivist "propositions" are merely simpleminded.
		A constructivist would be among the first to assert that we never know a process directly or immediately or all at once; we construct "process" from a passing "stream" of events.
		But if a constructivist wants to use what he or she calls his or her "construction of knowledge" to suggest that people try a certain treatment for leukemia, or to "reform" education, then impressions, speculations, notions, takes on the situation, senses of the thing, ways ofunderstanding, etc., just will not do.
	people.uncw.edu /kozloffm/ContraConstructivism.html (3484 words)

	Gyro Constructivists Constructivist Page
		The constructivists were a nonobjective art movement that began in Russia and had far reaching effects on modern art.
		Constructivist work utilized materials such as iron, wood, glass and plaster in an attempt to bridge the gap between everyday life and art.
		During the four years following the revolution of 1917, the Constructivists and other progressive, experimental artists were at first encouraged by the Soviet government to reorganize the artistic life of the country, they set up art schools and museums.
	www.gyro.co.nz /pages/cccp.html (245 words)

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