Philosophical Underpinnings of Disaster Risk Reduction Research: The Case for Social Constructivism

2021 ◽  
Vol 39 (10) ◽  
Author(s):  
Md Assraf Seddiky ◽  
Helen Giggins ◽  
Thayaparan Gajendran

In response to the growing interdisciplinarity of disaster research, this paper explores the philosophical underpinnings of disaster research to a) elucidate the methodological choices that disaster researchers make b) reflect on how these different choices and philosophical approaches  consider  disaster risk, and c) provide arguments infavor of the application of social constructivism for improving the results of disaster research. It investigates the epistemological and ontological underpinnings of social constructivism and objectivism and reflects on how they are applied in disaster research through a review of the literature. For ease and to avoid repetitive duplication of the references, the endnote reference manager was used in this study, with all references employed in this study managed using the endnote library. APA 6th reference style is followed to manage and harmonized the bibliographic section.  Its findings indicate that the objectivist approaches that dominated the field until the 1980s emphasized the role of science and technology in reducing disaster risk focused on the physical and natural elements of different disasters, and therefore lack certain applicability. As a counter, this paper argues that a discursive, social constructivist approach that considers disasters as socially framed, rooted, and constructed may provide more fruitful applications of disaster research. 

Author(s):  
Christina Rowley ◽  
Jutta Weldes

This chapter examines the role of identity in constructing U.S. foreign policy. Using a critical social constructivist approach, it argues that particular conceptions of U.S. identity constitute U.S. interests, thus providing the foundations for foreign policy. After providing an overview of the influence of interests on foreign policy, the chapter considers the basic assumptions of critical social constructivism, taking into account the social construction of reality and the concepts of discourse and articulation. It then analyses discourses as sites of power, identity, and representation, along with the importance of identity in U.S. foreign policy. It also looks at U.S. presidents’ articulations of state identity and foreign policy over the last six decades.


AMBIO ◽  
2021 ◽  
Author(s):  
Carl C. Anderson ◽  
Fabrice G. Renaud

AbstractNature-based solutions (NbS) are increasingly recognized as sustainable approaches to address societal challenges. Disaster risk reduction (DRR) has benefited by moving away from purely ‘grey’ infrastructure measures towards NbS. However, this shift also furthers an increasing trend of reliance on public acceptance to plan, implement and manage DRR measures. In this review, we examine how unique NbS characteristics relate to public acceptance through a comparison with grey measures, and we identify influential acceptance factors related to individuals, society, and DRR measures. Based on the review, we introduce the PA-NbS model that highlights the role of risk perception, trust, competing societal interests, and ecosystem services. Efforts to increase acceptance should focus on providing and promoting awareness of benefits combined with effective communication and collaboration. Further research is required to understand interconnections among identified factors and how they can be leveraged for the success and further uptake of NbS.


2015 ◽  
Vol 6 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Juergen Weichselgartner ◽  
Patrick Pigeon

2016 ◽  
Vol 9 (12) ◽  
pp. 104
Author(s):  
Sumayyah Alsulami

<p>In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.</p>


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