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In psychology, constructivism refers to many schools of thought that, though extraordinarily different in their techniques (applied in fields such as education and psychotherapy), are all connected by a common critique of previous standard approaches, and by shared assumptions about the active constructive nature of human knowledge. In ...
Direct realism, also known as naïve realism, argues we perceive the world directly. In the philosophy of perception and philosophy of mind, direct or naïve realism, as opposed to indirect or representational realism, are differing models that describe the nature of conscious experiences; [1] [2] out of the metaphysical question of whether the world we see around us is the real world itself ...
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
The rationalist–constructivist debate is an ontological debate within international relations theory between rationalism and constructivism. [1] In a 1998 article, Christian Reus-Smit and Richard Price suggested that the rationalist–constructivist debate was, or was about to become, the most significant in the discipline of international relations theory. [2]
Social constructivism is a sociological theory of knowledge according to which human development is socially situated, and knowledge is constructed through interaction with others. [1] Like social constructionism , social constructivism states that people work together to actively construct artifacts .
Relational constructivism can be perceived as a relational consequence of radical constructivism. In contrary to social constructivism , it picks up the epistemological threads and maintains the radical constructivist idea that humans cannot overcome their limited conditions of reception (i.e. self-referentially operating cognition ).
Constructive realism is a branch of philosophy, specifically the philosophy of science. It was developed in the late 1950s by Jane Loevinger and elaborated in the 1980s by Friedrich Wallner (also Fritz Wallner) in Vienna. In his paper abstract on constructive realism, Wallner describes it as follows:
Constructive empiricism, logical positivism and instrumentalism agree that theories do not aim for truth about unobservables, which scientific realism denies. Constructive empiricism has been used to analyze various scientific fields, from physics to psychology (especially computational psychology ).