constructivist approach
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2022 ◽  
Author(s):  
Martin Steinfeld

This book argues that core concepts in EU citizenship law are riddled with latent fissures traceable back to the earliest case law on free movement of persons, and that later developments simply compounded such defects. By looking at these defects, not only could Brexit have been predicted, but it could also have been foreseen that unchecked problems with EU citizenship would potentially lead to its eventual dismantling during an era of widespread populism and considerable challenges to further integration. Using a critical constructivist approach, the author painstakingly outlines the 'temple' of citizenship from its foundations upwards, and offers a deconstruction of concepts such as 'worker', the role of non-economic actors, the principle of equal treatment, and utterances of citizenship. In identifying inherent fissures in the concept of solidarity and post national identification, this book poses critical questions and argues that we need to reconstruct EU citizenship from the bottom up.


2022 ◽  
pp. 864-883
Author(s):  
Polona Jančič Hegediš ◽  
Vlasta Hus

This chapter presents the implementation of games in teaching social studies in primary schools. In Slovenia, social studies lessons combine educational goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, and ecology with the national curriculum based on the constructivist approach. Game-based learning enables an optimal learning environment for students. This chapter researches games in social studies. Results show teachers rarely use didactic games in social studies and that games are most commonly used at the beginning of lessons to achieve greater motivation and concentration of students and for more diversified classes. Most respondents' students like game-based learning in social studies and also estimate that games are not played often enough.


Author(s):  
Anna Llanos Antczak ◽  
Pathummaly Phommachanh

<p><strong>La asertividad de China en los Mares del Sur y del Este de China: acercamiento constructivista</strong></p><p><strong>Abstract</strong></p><p>This article aims to discuss the issue of China’s assertiveness in the South and East China Seas within the constrictivist framework, as economic (liberalism) and military power (realism) are not sufficient to explain the complexity of the problem.<strong> </strong>It aims to answer the following question: How does the constructivist approach lend itself to the understanding of China’s assertiveness in the case of the South and the East China Sea territorial disputes? It will also explore the following hypotheses: the victimized identity perception leads China to be assertive in the South China Sea dispute and the perception of Japan’s behavior as aggressive (as in the past) provokes China to be assertive in the East China Sea dispute.</p><p><strong>Resumen</strong></p><p><strong></strong>El presente artículo tiene como objetivo discutir la cuestión de la asertividad de China en Los Mares del Sur y del Este de China dentro del marco constrictivista, ya que el poder económico (liberalismo) y el poder militar (realismo) no son suficientes para explicar la complejidad del problema. Tiene como objetivo responder a la siguiente pregunta: ¿Cómo se presta el enfoque constructivista a la comprensión de la asertividad de China en el caso de las disputas territoriales del Mar del Este y del Sur de China? También explorará las siguientes hipótesis: la percepción de la identidad victimizada lleva a China a ser asertiva en la disputa del Mar del Sur de China y la percepción de agresividad en el comportamiento de Japón (como en el pasado) provoca que China sea asertiva en la disputa del Mar del Este de China.</p><p> </p>


2021 ◽  
Vol 6 (2) ◽  
pp. 83-95
Author(s):  
Jelena Evtimov ◽  
Jelena Petrović

Constructivism, as a theory about learning and knowledge, is the subject of a large number of both theoretical and empirical researches. Views on the values of constructivism range from advocacy to refutation. What is characteristic of modern educational policy is the focus on productivity, activity and knowledge that will be applicable in real life circumstances. The basic idea of constructivism is based on these assumptions. In this paper, we deal with the question of why this approach is extremely important in early childhood. The preschool period is one of the most sensitive periods in development. It is characterized by numerous regularities and specifics, which should be followed within every program intended for the upbringing and education of children in the preschool period. Preschool children are characterized by curiosity, desire to learn, activity but also short-term maintenance of intentional attention, rapid fatigue and loss of interest in things that are familiar to them. Therefore, the constructivist approach in this period is very suitable, because it does not insist on imposing certain knowledge, but suggests an activity based on interests. The modern preschool institution has the task of providing children with a favorable social and material environment that will encourage development through activity and gaining experience and thus support the realization of their potential. Keywords: constructivism, preschool education, active learning.


Author(s):  
Nikita I. Gushchin ◽  
Mikhail A. Aleksandrov

Modern processes of the evolution of ethnic identification of different nations require a constant search for new approaches to the explanation of emerging phenomena. The primordialist approach to the study of ethnicity, which is classical in Russian sociology, cannot explain many of the processes occurring within ethnic groups. One such group is the Chuvash people, whose ethnic identification has undergone significant changes since the late nineteenth century, associated with changes in writing, urbanization, and the emergence of their own political institutions. It is a constructivist approach to the study of ethnicity, which emphasizes the consideration of the dynamics of ethnic processes and their historical evolution, is appropriate which will help to explain this changes. The Chuvash people in this case represent a unique object for study. As the largest predominantly orthodox Turkic ethnic group, it differs greatly from its neighbors. The study of the ethnic identification of the Chuvash people from the perspective of the constructivist approach to ethnicity should be given closer attention, in order to solve the problems faced by the scientific community.


2021 ◽  
Author(s):  
Ewa Lechowska

AbstractThe study of flood risk perception factors can be considered by using different paradigms. In an attempt to understand risk perception, two basic paradigms can be distinguished: rationalist and constructivist. The rationalist approach tends to focus on modeling, characterizing, and predicting behavioral results regarding various threats. According to the constructivist paradigm, threats are perceived as socially constructed. This review paper aims to assess the importance of the rationalist and constructivist approaches in research on flood risk perception and flood risk management more broadly by answering the questions: (1) Which paradigm dominates the research of flood risk perception?, (2) What is the relationship between rationalistic and constructivistic factors (e.g., stimulation, weakening, strengthening, etc.)?, (3) which factors are more effective in moderating attitudes toward flood risk? The paper concludes by pointing out the desired direction of research on flood risk perception from the perspective of improving flood risk management. In contemporary empirical works managing the perception of flood risk, a rationalistic approach that psychometrically searches for cognitive models dominates. Often, statistically obtained dependencies are mutually exclusive. Studies on perception that apply the constructivist approach are in an early stage of development, nevertheless providing consistent results. They indicate that the social, political, cultural, religious, and historical contexts shape the perception of flood risk. On the basis of the aforementioned information, research on flood risk in a constructivist approach should be expanded, as it provides a clear, often underappreciated catalog of contextual factors shaping risk perception and, importantly, simultaneously moderating the influence of rationalist factors on flood risk perception.


2021 ◽  
pp. 35-40
Author(s):  
Albana Canollari-Baze ◽  
Gaby David

Drawing from a constructivist approach, this qualitative research presents results of teaching the Doctoral English Course (DEC) at the Center for Languages (CDL), University Paris 8 Vincennes-Saint-Denis. The DEC aims to train doctoral candidates in the practice of scientific communication in English. By allowing students to (re)think and approach their thesis in English, concrete research methods and tools to produce results related to their research were provided. The analysis explored students’ experiences on classroom activities and their reflections at the end of the course. Students reflected on meaningful experiences, collaborative learning, and impact of the process in developing their research. Overall, the study offers insightful contributions on the way rethinking in a different language influenced the way scientific meaning is reconstructed.


2021 ◽  
pp. 191-219
Author(s):  
Georg Sørensen ◽  
Jørgen Møller ◽  
Robert Jackson

This chapter examines the social constructivist theory of IR. It first discusses the rise of social constructivism and why it has established itself as an important approach in IR. It then considers constructivism as social theory, and more specifically as both a meta-theory about the nature of the social world and as a set of substantial theories of IR. Several examples of constructivist IR theory are presented, followed by reflections on the strengths and weaknesses of the constructivist approach. The chapter proceeds by exploring constructivist theories of international relations, focusing on cultures of anarchy, norms of International Society, the power of international organizations, a constructivist approach to European cooperation, and domestic formation of identity and norms. The chapter concludes with an analysis of some of the major criticisms of constructivism and by emphasizing internal debates within constructivism.


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