Growth and the Grid: Organic vs Constructivist Conceptions of Poetry

Neophilologus ◽  
2006 ◽  
Vol 90 (3) ◽  
pp. 491-507
Author(s):  
Dirk Van Hulle
Keyword(s):  
Constructivist Conceptions

Marxism and the Dialectics of Ecology

2016 ◽  
Vol 68 (5) ◽  
pp. 1 ◽  
Author(s):  
John Bellamy Foster ◽  
Brett Clark
Keyword(s):  
German Idealism ◽  
Social Production ◽  
Ecological Value ◽  
Metabolic Rift ◽  
Historical Materialist ◽  
The Social ◽  
Production Of Nature ◽  
Constructivist Conceptions ◽  
Metabolism Analysis ◽  
Monist View

The recovery of the ecological-materialist foundations of Karl Marx's thought, as embodied in his theory of metabolic rift, is redefining both Marxism and ecology in our time, reintegrating the critique of capital with critical natural science. This may seem astonishing to those who were reared on the view that Marx's ideas were simply a synthesis of German idealism, French utopian socialism, and British political economy.… The rediscovery of Marx's metabolism and ecological value-form theories, and of their role in the analysis of ecological crises, has generated sharply discordant trends. Despite their importance in the development of both Marxism and ecology, neither idea is without its critics. One manifestation of the divergence on the left in this respect has been an attempt to appropriate aspects of Marx's social-metabolism analysis in order to promote a crude social "monist" view based on such notions as the social "production of nature" and capitalism's "singular metabolism." Such perspectives, though influenced by Marxism, rely on idealist, postmodernist, and hyper-social-constructivist conceptions, which go against any meaningful historical-materialist ecology and tend to downplay (or to dismiss as apocalyptic or catastrophist) all ecological crises—insofar as they are not reducible to the narrow law of value of the system.Click here to purchase a PDF version of this article at the Monthly Review website.

Wiedza osobista uczniów jako punkt zwrotny w teorii i praktyce dydaktycznej

2019 ◽  
Vol 64 (1(251)) ◽  
pp. 7-20
Author(s):  
Dorota Klus-Stańska
Keyword(s):  
Personal Knowledge ◽  
Public Knowledge ◽  
Formal Curriculum ◽  
Final Point ◽  
Learning And Teaching ◽  
The Public ◽  
Starting Point ◽  
New Knowledge ◽  
Constructivist Conceptions ◽  
Very High

The article presents the students’ personal knowledge as a crucial element of the learning and teaching process. The discovery of personal knowledge by psychologists caused a paradigmatic turn in the theory of teaching. While the conceptions inspired by behaviourism do not take into consideration the personal knowledge and notice/see only the public knowledge assigned by the formal curriculum and textbooks, the constructivist conceptions place personal knowledge very high among the factors significant for the learning process. However, its status is still controversial as far as we treat it not only as a starting point for learning but as a final point determining personalisation of new knowledge as well. To explain this mechanism, the author uses the notions of „a mental gentling of the public knowledge” and „a cognitive partnership”.

A Typology of the Evaluation of Qualitative Research

2017 ◽  
Author(s):  
Jeasik Cho
Keyword(s):  
Qualitative Research ◽  
Meaning Making ◽  
Social Research ◽  
Evaluation Criteria ◽  
Social Significance ◽  
Holistic View ◽  
Art Based Research ◽  
Constructivist Conceptions

This chapter explores five specific categories of the evaluation of qualitative research (EQR): (1) a general EQR category for a universal set of criteria for any type of qualitative research; (2) a “subtle realist” category that does not necessarily give up on positivist aims while drawing on the insights of constructivist conceptions of social research; (3) a post-criteriology category that views as an impossibility setting up predetermined criteria for qualitative research that uncovers complex meaning-making processes; (4) an art-based research category that consists of six criteria—incisiveness, concision, coherence, generativity, social significance, and evocation and illumination—that serve as a cue for perception that assists audiences in making a better evaluation of an art product; and (5) a post-validity category seeking out openly ideological evaluation criteria. The author’s holistic view of EQR, underpinning a beehive metaphor, is presented as neither unitary nor paradigm-idiosyncratic.

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education

2010 ◽  
Vol 12 (2) ◽  
pp. 17-26 ◽  
Author(s):  
Nelly Kostoulas-Makrakis
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Change Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Case Study Approach ◽  
Study Approach ◽  
Constructivist Conceptions ◽  
Sustainable Futures

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher EducationA reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers' constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development (ESD). This case study helped understand the nature of change process towards teaching and learning for more sustainable futures.

Integrating Institutions

2003 ◽  
Vol 36 (1-2) ◽  
pp. 7-40 ◽  
Author(s):  
Joseph Jupille ◽  
James A. Caporaso ◽  
Jeffrey T. Checkel
Keyword(s):  
Institutional Research ◽  
Introductory Essay ◽  
Constructivist Conceptions

Three central goals motivate this introductory essay and the articles that follow. First, we seek better understanding of the EU's own institutions, especially to the extent that they play a role in or represent the process of integration. Second, we seek better integration of the multiple general understandings of institutions and primarily of rationalist and constructivist conceptions. Third and most important, we seek to promote the integration of institutional research. Our overarching argument is that metatheoretical debate about institutions has run its course and must now give way to theoretical, methodological, and carefully structured empirical dialogue. To this end, we offer specific strategies for promoting greater synthesis among competing institutional schools.

Developmental Constructivism: An Integrative Framework for Psychotherapy Practice

1993 ◽  
Vol 7 (3) ◽  
pp. 217-224 ◽  
Author(s):  
William J. Lyddon
Keyword(s):  
Feedback Mechanisms ◽  
Integrative Framework ◽  
Psychotherapy Practice ◽  
Change Factor ◽  
New Learning ◽  
Learning And Change ◽  
Constructivist Conceptions ◽  
Constructivist Epistemology

This article (a) describes the role of feedback mechanisms in developmental constructivist conceptions of new learning and change and (b) suggests that such mechanisms may function as a common change factor in psychotherapy. Salient sources of feedback identified with diverse psychotherapy approaches are described and conceptualized in constructivist terms. It is concluded that developmental constructivist epistemology may serve as a viable integrative framework for psychotherapy practice.

BEING KIKUYU IN MERU: CHALLENGING THE TRIBAL GEOGRAPHY OF COLONIAL KENYA

2012 ◽  
Vol 53 (1) ◽  
pp. 65-86 ◽  
Author(s):  
TIMOTHY PARSONS
Keyword(s):  
Population Growth ◽  
Identity Formation ◽  
Physical Space ◽  
Commercial Agriculture ◽  
Colonial State ◽  
African Identity ◽  
Administrative Units ◽  
Constructivist Conceptions ◽  
Ways Of Being ◽  
Reserve System

ABSTRACTFaced with a confusing range of fluid ethnicities when they conquered Kenya, colonial officials sought to shift conquered populations into manageable administrative units. In linking physical space to ethnic identity, the Kenyan reserve system assumed that each of these ‘tribes’ had a specific homeland. Yet the reserves in the central Kenyan highlands soon became overcrowded and socially restive because they could not accommodate population growth and private claims to land for commercial agriculture. Although colonial officials proclaimed themselves the guardians of backward tribal peoples, they tried to address this problem by creating mechanisms whereby surplus populations would be ‘adopted’ into tribes living in less crowded reserves. This article provides new insights into the nature of identity in colonial Kenya by telling the stories of two types of Kikuyu migrants who settled in the Meru Reserve. The first much larger group did so legally by agreeing to become Meru. The second openly challenged the colonial state and their Meru hosts by defiantly proclaiming themselves to be Kikuyu. These diverse ways of being Kikuyu in the Meru Reserve fit neither strict primordial nor constructivist conceptions of African identity formation. The peoples of colonial Kenya had options in deciding how to identify themselves and could assume different political and social roles by invoking one or more of them at a time and in specific circumstances.

Statistical Nation Building and the Consolidation of Regions in Italy

1994 ◽  
Vol 18 (3) ◽  
pp. 359-376 ◽  
Author(s):  
Silvana Patriarca
Keyword(s):  
Statistical Methods ◽  
Nation Building ◽  
The Social ◽  
The Subject ◽  
1960S And 1970S ◽  
The 1960S ◽  
Constructivist Conceptions ◽  
Historical World

In recent years, due in part to the increasing diffusion of constructivist conceptions of the social and historical world, statistics has attracted the attention of historians more as an object than as a means of investigation and analysis. While quantification and statistical methods have lost the popularity they gained among social historians in the 1960s and 1970s, new and important histories of statistics and of the theory of probability have appeared that shed new light on the subject (Porter 1986; Stigler 1986; Kriiger et al. 1987; Hacking 1990). These works have traced—at times in highly original and sophisticated ways—genealogy and developments of the statistical methods and probabilistic conceptions that are at the basis of today’s quantitative practices.

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