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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 ...
Pragmatic constructivism (PC) is a philosophical framework of how people create, utilise and share intelligence about the world in which they exist, in order to take successful action. To do so they construct a framework they consider reality to guide their action.
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 ...
The main theories competing with constructivism are variants of realism, liberalism, and rational choice that emphasize materialism (the notion that the physical world determines political behavior on its own), and individualism (the notion that individual units can be studied apart from the broader systems that they are embedded in).
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 .
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]
From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product.
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).