Why Muslims Kill Themselves on Film: From Girard’s Victimage Mechanism to a Radical Constructivist Explanation

2013 ◽  
Vol 1 (3) ◽  
pp. 276-302
Author(s):  
Christopher Hartney ◽  
Keyword(s):  
Radical Constructivist

Kenneth Fisher’s heuristics

2016 ◽  
Vol 8 (2) ◽  
pp. 130-148
Author(s):  
Carlo Massironi ◽  
Giusy Chesini
Keyword(s):  
Decision Making ◽  
Conceptual Analysis ◽  
Investment Decision ◽  
Real Life ◽  
Human Action ◽  
Theory Of Knowledge ◽  
Constructivist Theory ◽  
Individual Investors ◽  
Content Type ◽  
Radical Constructivist

Purpose The authors are interested in building descriptive – real life – models of successful investors’ investment reasoning and decision-making. Models designed to be useful for trying to replicate and evolve their reasoning and decision-making. The purpose of this paper, a case study, is to take the substantial material – on innovating the investing tools – published in four books (2006/2012, 2010, 2011, 2015) by a US stock investor named Kenneth Fisher (CEO of Fisher Investments, Woodside, California) and sketch Fisher’s investment innovating reasoning model. Design/methodology/approach To sketch Fisher’s investment innovating reasoning model, the authors used the Radical constructivist theory of knowledge, a framework for analyzing human action and reasoning called Symbolic interactionism and a qualitative analytic technique called Conceptual analysis. The authors have done qualitative research applied to the study of investment decision-making of a single professional investor. Findings In the paper, the authors analyzed and described the heuristics used by Fisher to build subsequent generations of investing tools (called by Fisher “Capital Markets Technology”) to try to make better forecasts to beat the stock market. The authors were interested in studying the evolutive dimensions of the tools to make forecasts of a successful investor: the “how to build it” and “how to evolve it” dimension. Originality/value The paper offers an account of Kenneth Fisher’s framework to reason the innovation of investing tools. The authors believe that this paper could be of interest to professional money managers and to all those who are involved in the study and development of the tools of investing. This work is also an example of the use of the Radical constructivist theory of knowledge, the Symbolic interactionist framework and the Conceptual analysis to build descriptive models of investment reasoning of individual investors, models designed to enable the reproduction/approximation of the conceptual operations of the investor.

scholarly journals Constructing constructivism in management accounting education: reflections from a teaching cycle with innovative learning elements

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kelum Jayasinghe
Keyword(s):  
Active Learning ◽  
Qualitative Methods ◽  
Management Accounting ◽  
Accounting Education ◽  
Constructivist Teaching ◽  
Learning Approaches ◽  
Content Type ◽  
Radical Constructivist ◽  
Innovative Learning ◽  
Management Accounting Education

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.

Towards a Sociopragmatic-Constructivist Understanding of Information Systems

2003 ◽  
pp. 267-297 ◽  
Author(s):  
Boris Wyssusek ◽  
Martin Schwartz
Keyword(s):  
Information Systems ◽  
Cultural History ◽  
Great Influence ◽  
Research And Practice ◽  
Is Research ◽  
Systems Research ◽  
Information Systems Research ◽  
Radical Constructivist ◽  
Human Inquiry

Contemporary understanding of information systems (IS) is flawed by fundamental problems in information systems research and practice. In this chapter, we claim that philosophical presuppositions have a great influence on our understanding of IS. Reflecting on the modernism-postmodernism debate and its methodological consequences for IS research, we derive the need for a paradigmatic foundation of IS research. Referring to Kuhn’s concept of “paradigm,” we develop a framework for the conceptualization of “paradigms of inquiry.” We use the notion of “model,” which we believe to be pivotal for the understanding of IS, to illustrate the implications of the adoption of a “paradigm of inquiry.” In response to a criticism of both the positivist and the radical-constructivist paradigms, we develop a paradigm called “sociopragmatic constructivism” (SPC). Presupposing that human inquiry relies on social contextualization, common practice and cultural history, we propose an agenda for upcoming IS research grounded in SPC.

scholarly journals Teoretisk erkendelse og læring

2014 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Søren Harnow Klausen
Keyword(s):  
Knowledge Acquisition ◽  
Methodological Approach ◽  
General Relationship ◽  
Theoretical Knowledge ◽  
Constructivist View ◽  
Radical Constructivist ◽  
Symbolic Systems ◽  
Conceptual Understandings ◽  
And Function ◽  
Scholarly Attention

The value and function of theoretical knowledge is an important and disputed issue, which has received surprisingly little scholarly attention. I attempt to clarify the notion of theoretical knowledge and examine its general relationship to learning. Theoretical knowledge is not necessarily distinguished by any particular content; the adjective “theoretical” can just as well signify a particular methodological approach or a way of dealing with a topic, including the way it is conceptualized. I further argue that theoretical knowledge can be merely implicit and non-propositional. Though I reject a radical constructivist view, according to which knowledge acquisition consists in socialization, it must be admitted that socialization and the acquisition of theoretical knowledge do turn out to go closely hand in hand, inasmuch as theoretical knowledge is often a precondition of successful socialization. Concepts, principles, models and symbolic systems support the acquisition of both theoretical and other kinds of knowledge, but also help the learner to find her way about in an environment that is already formed by theories and conceptual understandings. Theoretical knowledge is both a learning instrument and a tool for navigation

Radical Constructivism and the Pragmatics of Instruction

1992 ◽  
Vol 23 (3) ◽  
pp. 290-295
Author(s):  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Classroom Instruction ◽  
Pedagogical Issues ◽  
Radical Constructivism ◽  
Radical Constructivist ◽  
Constructivist Perspective

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.

Educational, Economic and Social Influences on Cultural Heritage in Trinidad

2009 ◽  
Vol 7 (4) ◽  
pp. 368-378
Author(s):  
Béatrice Boufoy-Bastick
Keyword(s):  
Cultural Identity ◽  
Cultural Heritage ◽  
Feedback Loop ◽  
Social Process ◽  
Household Survey ◽  
Positive Feedback Loop ◽  
Institutional Authority ◽  
Radical Constructivist ◽  
Constructivist Perspective ◽  
Definition Of

This research presents traditional cultural heritage (CH) as a dynamic social process – a positive feedback loop enhancing cultural identity and institutional authority through a contested authoritative inclusion of the ‘objects' it comprises. It then focuses on one part of that process, the individuals' construction of their CH, and defines CH as the ‘transgenerational component of identity’. Research is cited to support a postmodernist and radical constructivist perspective of CH and to show how this definition evolves from such a perspective. This study qualitatively tests this perspective by using a representative household survey of Trinidadian respondents (n = 348) and showing economic, educational and social (EES) differences in how EES groups construct their CH. Also, interviews illustrate different personal constructions of CH. Four contributions of this research are its illuminating and applicable dynamic of traditional CH, its postmodern perspective and radical constructivist definition of CH, formally aligning it with current scientific discourse, and operationalising measurement of CH through authoritative inclusion of the ‘objects' it comprises.

Sign in / Sign up

Export Citation Format

Share Document