Constructivism dominates over other theories of knowledge in much of western academia, especially the humanities and social sciences. In Exposing the Roots of Constructivism: Nominalism and the Ontology of Knowledge, R. Scott Smith argues that constructivism is linked to the embrace of nominalism, the theory that everything is particular and located in space and time. Indeed, nominalism is sufficient for a view to be constructivist. However, the natural sciences still enjoy great prestige from the “fact-value split.” They are often perceived as giving us knowledge of the facts of reality, and not merely our constructs. In contrast, ethics and religion, which also have been greatly influenced by nominalism, usually are perceived as giving us just our constructs and opinions. Yet, even the natural sciences have embraced nominalism, and Smith shows that this will undermine knowledge in those disciplines as well. Indeed, the author demonstrates that, at best, nominalism leaves us with only interpretations, but at worst, it undermines all knowledge whatsoever. However, there are many clear examples of knowledge we do have in the many different disciplines, and therefore those must be due to a different ontology of properties. Thus, nominalism should be rejected. In its place, the author defends a kind of Platonic realism about properties.

Key Works on Radical Constructivism brings together a number of essays by Ernst von Glasersfeld that illustrate the application of a radical constructivist way of thinking in the areas of education, language, theory of knowledge, and the analysis of a few concepts that are indispensable in almost everything we think and do.

The book develops the model of institutional constructivism to aid socio-legal research and to account for patterns of socio-legal change.

This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others' work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential. As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning. The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction.

Creativity of an Aha!Moment and Mathematics Education introduces bisociation, the theory of Aha! moment creativity into Mathematics Education. It establishes relationships between bisociation and constructivist theories of learning laying down the basis for the new theory integrating creativity with learning.

Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.

This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.

How can nations optimize their power in the modern world system? Realist theory has underscored the importance of hard power as the ultimate path to national strength. In this vision, nations require the muscle and strategies to compel compliance and achieve their full power potential. But in fact, changes in world politics have increasingly encouraged national leaders to complement traditional power resources with more enlightened strategies oriented around the use of soft power resources. The resources to compel compliance have to be increasingly integrated with the resources to cultivate compliance. Only through this integration of hard and soft power can nations truly achieve their greatest strength in modern world politics, and this realization carries important implications for competing paradigms of international relations. The idea of power optimization can only be delivered through the integration of the three leading paradigms of international relations: Realism, Neoliberalism, and Constructivism.

The activities that transpire within the classroom either help or hinder students' learning. Any meaningful discussion of educational renewal, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occur within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers. For the new edition of their popular book, the authors have written an introduction that places their work in today's educational renewal setting. Today, they urge, the case for constructivist classrooms is much stronger and the need more critical. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.