Platonism vs. Social Constructivism

2006 ◽  
pp. 231-235
Keyword(s):  
Social Constructivism

Garden-Variety Formalist

2018 ◽  
Vol 9 (1) ◽  
pp. 55-60
Author(s):  
Colin Lang
Keyword(s):  
New York ◽  
Social Constructivism ◽  
Cultural Context ◽  
Fake News ◽  
Bret Easton Ellis ◽  
Literary Achievement ◽  
Alternative Facts ◽  
Media Spectacle ◽  
New Perspective ◽  
Complex Relationships

Recently, the effort to counter Fake News faced a counter attack: academic »postmodernism « and »social constructivism« it was said—because they say that facts are soaked in prior interpretations—are either purveyors of Fake News or set the cultural context in which it flourishes. They do so by undermining confidence in inquiry governed by simple facts. That is erroneous, argues William E. Connolly, because postmodernism never said that facts or objectivity are ghostly, subjective or »fake«. However, that what was objective at one time may become less so at a later date through the combination of a paradigm shift in theory, new powers of perception, new tests with refined instruments, and changes in natural processes such as species evolution. But the emergence of new theories and tests does not reduce objectivity to subjective opinion. Facts are real. Objectivity is important. But as you move up the scale of complexity with respect to facts and objectivity, it becomes clear that what was objective at one time may become subjective at another. Not because of Fake News or postmodernism. But because the complex relationships between theory, evidence and conduct periodically open up new thresholds. Colin Lang in turn rhetorically asks if »fake news« or »alternative facts« are a new carnival and Trump its dog and pony show? The idea of »fake news« and »alternative facts« as a carnival could not only help to see the constructedness of the media spectacle, but also provides a new perspective on Trump as an actor who is playing a particular role in this carnival, and that role is not one that any of us would describe as presidential. Many in the popular press have assumed it is just what it looks like, an infantilized narcissist, a parody of some Regan-era New York real estate tycoon straight out of a Bret Easton Ellis novel. The problem is that this description is all too obvious, and misses something fundamental about alternative facts, and the part that Trump is playing. A central assumption is, then, that the creation of alternative facts is one symptom of a more structural, paradigmatic shift in the persona of a president, one which has few correlates in the annals of political history. The closest analogy for his kind of performance is actually hinted at in the title of Trump’s greatest literary achievement: The Art of the Deal. Trump is playing the part of an artist, pilfering from the tactics of the avant-garde and putting them to very different ends.

An Epistemological Criticism of Social Entrepreneurship: Is Social Entrepreneurship a Sound Scientific Field of Research

2018 ◽  
Author(s):  
Amir Forouharfar
Keyword(s):  
Social Entrepreneurship ◽  
Social Constructivism ◽  
Social Epistemology ◽  
American English ◽  
Meta Analysis ◽  
Research Question ◽  
Knowledge Structure ◽  
Scientific Field ◽  
The Other ◽  
First Time

The paper was shaped around the pivotal question: Is SE a sound and scientific field of research? The question has given a critical tone to the paper and has also helped to bring out some of the controversial debates in the realm of SE. The paper was organized under five main discussions to be able to provide a scientific answer to the research question: (1)<b> </b>is “social entrepreneurship” an oxymoron?, (2) the characteristics of SE knowledge, (3) sources of social entrepreneurship knowledge, (4) SE knowledge: structure and limitations and (5) contributing epistemology-making concepts for SE.<b> </b>Based on the sections,<b> </b>the study relied on the relevant philosophical schools of thought in <i>Epistemology </i>(e.g. <i>Empiricism</i>, <i>Rationalism</i>, <i>Skepticism</i>, <i>Internalism</i> vs. <i>Externalism</i>,<i> Essentialism, Social Constructivism</i>, <i>Social Epistemology, etc.</i>) to discuss these controversies around SE and proposes some solutions by reviewing SE literature. Also, to determine the governing linguistic discourse in the realm of SE, which was necessary for our discussion,<i> Corpus of Contemporary American English (COCA)</i> for the first time in SE studies was used. Further, through the study, SE buzzwords which constitute SE terminology were derived and introduced to help us narrowing down and converging the thoughts in this field and demarking the epistemological boundaries of SE. The originality of the paper on one hand lies in its pioneering discussions on SE epistemology and on the other hand in paving the way for a construction of sound epistemology for SE; therefore in many cases after preparing the philosophical ground for the discussions, it went beyond the prevalent SE literature through meta-analysis to discuss the cases which were raised. The results of the study verified previously claimed embryonic pre-paradigmatic phase in SE which was far from a sound and scientific knowledge, although the scholarly endeavors are the harbingers of such a possibility in the future which calls for further mature academic discussion and development of SE knowledge by the SE academia.

scholarly journals Social constructivism in mathematics? The promise and shortcomings of Julian Cole’s institutional account

Synthese ◽  
2021 ◽  
Author(s):  
Jenni Rytilä
Keyword(s):  
Social Constructivism ◽  
Mathematical Practice ◽  
Social Constructs ◽  
Socially Constructed ◽  
The Social ◽  
Characteristic Features ◽  
Core Idea ◽  
Social Entities ◽  
In Virtue Of ◽  
Mathematical Reality

AbstractThe core idea of social constructivism in mathematics is that mathematical entities are social constructs that exist in virtue of social practices, similar to more familiar social entities like institutions and money. Julian C. Cole has presented an institutional version of social constructivism about mathematics based on John Searle’s theory of the construction of the social reality. In this paper, I consider what merits social constructivism has and examine how well Cole’s institutional account meets the challenge of accounting for the characteristic features of mathematics, especially objectivity and applicability. I propose that in general social constructivism shows promise as an ontology of mathematics, because the view can agree with mathematical practice and it offers a way of understanding how mathematical entities can be real without conflicting with a scientific picture of reality. However, I argue that Cole’s specific theory does not provide an adequate social constructivist account of mathematics. His institutional account fails to sufficiently explain the objectivity and applicability of mathematics, because the explanations are weakened and limited by the three-level theoretical model underlying Cole’s account of the construction of mathematical reality and by the use of the Searlean institutional framework. The shortcomings of Cole’s theory give reason to suspect that the Searlean framework is not an optimal way to defend the view that mathematical reality is socially constructed.

Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders

2021 ◽  
pp. 016235322110014
Author(s):  
Eleonoor van Gerven
Keyword(s):  
The Netherlands ◽  
Social Constructivism ◽  
Gifted Education ◽  
Primary Schools ◽  
Theoretical Perspective ◽  
Gifted Students ◽  
Western Society ◽  
Paradigm Shifts ◽  
Inclusive Approach ◽  
Educational Paradigm

Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.

scholarly journals eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis

2021 ◽  
Vol 8 (1) ◽  
pp. 142-154
Author(s):  
Poloko N. Ntshwarang ◽  
Tumani Malinga ◽  
Nonofo Losike-Sedimo
Keyword(s):  
Social Constructionism ◽  
Social Constructivism ◽  
Computer Literacy ◽  
University Of Botswana ◽  
Information Communications Technology ◽  
Poor Access ◽  
Learning Platforms ◽  
Excess Number ◽  
Instruction And Learning ◽  
The University

Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education?

2012 ◽  
Vol 29 (2) ◽  
pp. 108-124 ◽  
Author(s):  
Barry J. Hymer
Keyword(s):  
Social Constructivism ◽  
Gifted Education ◽  
Classroom Practice ◽  
The Future ◽  
Research Domains

Drawing on a variety of research domains and traditions, this article presents a contemporary and evidence-led model for understanding the development of gifts and talents. In so doing and arguing largely – but not exclusively – from within the stance of social-constructivism, it is suggested that accounts of gift-development that emphasise the role of innate capacities lead frequently to tired debates around identification, labelling and resourcing, and away from the more vital discourses around gifted provision and gift-creation. The implications for classroom practice deriving from traditional and emerging ontological and epistemological conceptualisations of giftedness are presented.

Re-designation of Ethnic Muslims as Bosniaks in Montenegro

2016 ◽  
Vol 31 (1) ◽  
pp. 137-157
Author(s):  
Mehmed Đečević ◽  
Danijela Vuković-Ćalasan ◽  
Saša Knežević
Keyword(s):  
Twentieth Century ◽  
Social Constructivism ◽  
Continuous Exposure ◽  
Slow Dynamics ◽  
Muslim Population ◽  
Elite Theory ◽  
Analogous Process ◽  
Positive Sentiment ◽  
Comparison Of The Results ◽  
The Relationship

The purpose of this article is to analyse the dynamics of the process of re-designation of ethnic Muslims as Bosniaks in Montenegro. Through a comparison with the analogous process in Serbia, certain specificities are indicated in the context of Montenegro. In line with the premises of the elite theory, we point to the divergent influence of the socially engaged members of the Slavic Muslim cultural corpus in Montenegro on the process of ethnic self-identification of Slavic Muslims in the country. The willingness of a part of this corpus to adhere to the views of the elite part of the population that opposed the ethnonym “Bosniak,” and insisted on retaining the ethnic designation “Muslim,” is interpreted through the lens of social constructivism. The article indicates the formation of the socio-political constructs of “Montenegrin” and “Muslim” that occurred in the last decade of the twentieth century. These two constructs are interlinked; the former is superior as it has ethnic and ethical-political semantic layers, while the latter is subordinate, and it partially stems from the positive sentiment of Slavic Muslims towards Montenegro as the country they inhabit. The relationship between these constructs interferes with the process of accepting national Bosniakhood in a part of the Muslim population in Montenegro. A comparison of the results from the last two population censuses in Montenegro indicates a trend of acceptance of the ethnonym “Bosniak” among the Slavic Muslim population in Montenegro. However, given the slow dynamics of the process, affected by the continuous exposure to factors that increase its complexity, national divergence of Slavic Muslims in Montenegro will most likely prevail.

Conditioning Constructs: A Psychological Theory of International Negotiated Cooperation

2021 ◽  
Vol 26 (2) ◽  
pp. 319-356
Author(s):  
Rachel Xian
Keyword(s):  
Social Constructivism ◽  
Cooperative Behavior ◽  
Psychological Theory ◽  
International Negotiation ◽  
Intermittent Reinforcement ◽  
Negotiated Agreements ◽  
Socially Constructed ◽  
Tit For Tat ◽  
Behavioral Conditioning ◽  
Durable Peace

Abstract Political psychology and social constructivism exist in an “ideational alliance” against realism; however, both have overlooked behavioral conditioning, the basis of animal learning. Through six stages situated in international negotiation behaviors, the theory of Conditioning Constructs shows how behavioral conditioning can take parties from specific to diffuse reciprocity, rationalist to constructivist cooperation, and crisis to durable peace. In stages 1, 2 and 3, parties use negotiated agreements to exit prisoner’s dilemmas, continuously reinforce cooperation during agreement implementation, and satiate to rewards as initial implementation finalizes. In stages 4, 5 and 6, parties receive fresh rewards with new negotiations, undergo intermittent reinforcement with periodic agreements thereafter, and finally attribute cooperative behavior to actor constructs. Conditioning Constructs demonstrates that agency is possible in socially constructed structures through willful participation in conditioning through negotiation; and that, while Anatol Rapoport’s tit-for-tat strategy is suited to initial cooperation, intermittent reinforcement better preserves late-stage cooperation.

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