EXPRESS: “Run to the hills”: Specific contributions of anticipated energy expenditure during active spatial learning

Grounded views of cognition consider that space perception is shaped by the body and its potential for action. These views are substantiated by observations such as the distance-on-hill effect, described as the overestimation of visually perceived uphill distances. An interpretation of this phenomenon is that slanted distances are overestimated because of the integration of energy expenditure cues. The visual perceptual processes involved are however usually tackled through explicit estimation tasks in passive situations. The goal of this study was to consider instead more ecological active spatial processing. Using immersive virtual reality and an omnidirectional treadmill, we investigated the effect of anticipated implicit physical locomotion cost by comparing spatial learning for uphill and downhill routes, while maintaining actual physical cost and walking speed constant. In the first experiment, participants learnt city layouts by exploring uphill or downhill routes. They were then tested using a landmark positioning task on a map. In the second experiment, the same protocol was used with participants who wore loaded ankle weights. Results from the first experiment showed that walking uphill routes led to a global underestimation of distances compared to downhill routes. This inverted distance-of-hill effect was not observed in the second experiment, where an additional effort was applied. These results suggest that the underestimation of distances observed in experiment one emerged from recalibration processes whose function was to solve the transgression of proprioceptive predictions linked with uphill energy expenditure. Results are discussed in relation to constructivist approaches on spatial representations and predictive coding theories.

Concept of Regional Security in Philosophical Approaches

The paper focuses on regional security, which has become a significant issue in situations where there has been a growth in the level of regional identity and the desire for relative autonomy in the general pro- cess of security system development. The approaches to security in the history of philosophy are analyzed in order to highlight the evolution of the concept of “regional security”. Comparative, systematic and her- meneutic methods are employed to reveal the aspects of regional security in terms of the problems of state, national and public security. The novelty of the research is associated with the development of the evolu- tion of ideas concerning regional security from abstract representations to the various aspects of regional practice. The conclusion is that modern regional security concepts are based on the synthesis of the meth- odology of systemic and constructivist approaches. This methodology is used to substantiate the claim that any state has to deal with the security problems of its regions and pay attention to any threats and regional interests, which may be constructible in nature, and pose a real danger associated with challenges from political, economic, military, environmental, and social spheres.

Approaches in research on flood risk perception and their importance in flood risk management: a review

The 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.

THEORIES OF ETHNICITY, NATIONALITY, AND ETHNIC IDENTITY

Ethnicity, nationality, and ethnic identity remain to be unresolved issues that need to be addressed. It is thus important to compare different approaches to understand the nature of ethnic phenomena and to identify appropriate techniques to understand the essence of «nation-building» concept. First, the article discusses the concepts of nation, ethnicity, changes in ethnic identity where the concepts of ethnos and nation are further explained. Second, the nature, dynamics and factors of the processes of ethnic identity are analyzed. Third, the author seeks answers to questions of why some ethnic identities change, while others remain unchanged. Fourth, ethnicity in conflict, the role of «belonging to a certain ethnic group» is considered. Finally, past and present debates of the primordialist and constructivist approaches to nation-building are described. The main methodology of the article is a comparative analysis of the theoretical literature of foreign and domestic research through the lenses of primordialism and constructivism. The paper argues that there is no reason for all ethnic groups to reach the level of a nation, that constructive theory has advantages at the highest level of integration between nations and ethnic groups in the 21st century, and that ethnic identity is adaptable and changeable over time. The results of this work contribute to further studies and scientific works related to the nation-building in Kazakhstan.

Geriatric Interprofessional Education Theoretical Framework

The literature is lacking in theoretically grounded techniques to teach interprofessional skills specific to caring for older adults. This presentation details how Wagner’s Chronic Care Model and the Constructivist/Active Learning theoretical frameworks were used in the design of an interprofessional education. The content of the education was modeled after Wagner’s chronic illness care model that advocates changes in processes and organizational structures to promote interprofessional team practice. The educational intervention follows a Constructivist/Active learning framework delivered in a simulation format. Constructivist approaches encompass active learning and guided experiential learning procedures, methods well-suited to our scaffolded simulation educational experience.

Exploring the social aspects of student collaboration in online learning

Social interaction is seen as a key tenet of constructivist approaches to learning. There is a significant body of literature looking into online collaboration for learning, however less is known about how students experience collaboration more broadly. Understanding student experience may help to understand ways of ensuring online collaboration is successful. This student-led study aimed to explore what can be learnt from student perspectives of online collaboration. This study is embedded in a larger research program surrounding a 2019 course renewal project. Ten undergraduate law students were interviewed as part of the overall study but with additional semi-structured questions regarding collaboration. Participants were enrolled in a mix of online and blended units. Interviews were audio-recorded, transcribed and thematically analysed. Four themes were interpreted: 1) pre-existing social relationships facilitate online collaboration; 2) social media platforms enable interpersonal interaction and, as a result, online collaboration; 3) university-provided platforms lacked social elements of collaboration; and 4) face-to-face collaboration appears frictionless compared to online only collaboration. This study indicates the value of exploring collaboration as a broad social phenomenon rather than one purely focussed on educational designs that promote collaboration. Results suggest a considerable interaction between the interpersonal (friend focus) and study (learning focus). In the online space, collaboration was mediated by pre-existing embodied relationships and social media forums. There was a sense that social media activity would be difficult to mandate. This raises challenges, including how to manage equity issues around access to informal platforms; and how to incorporate into learning environments technologies that are experienced as ‘frictionless’ (i.e., easy and achievable without thought) and which appear to promote collaboration.

Theorizing World Orders

We need new analytical tools to understand the turbulent times in which we live, and identify the directions in which international politics will evolve. This volume discusses how engaging with Emanuel Adler's social theory of cognitive evolution could potentially achieve these objectives. Eminent scholars of International Relations explore various aspects of Adler's theory, evaluating its potential contributions to the study of world orders and IR theory more generally. Each chapter focuses on a different aspect of the social theory of cognitive evolution, such as power, morality, materiality, narratives, and practices, and identifies new theoretical vistas that help break new ground in International Relations. In the concluding chapter, Adler responds, engaging in a rich dialogue with the contributors. This volume will appeal to scholars and advanced students of International Relations theory, especially evolutionary and constructivist approaches.

Revisiting the constructivist turn in political representation

In recent times, representation theory has become one of the most productive and interesting sub-fields in democratic theory. Arguably, the most important theoretical innovation are the so-called ‘constructivist’ approaches to political representation. These approaches play a central role in Creating Political Presence: The New Politics of Democratic Representation and The Constructivist Turn in Political Representation, two impressive volumes that take stock of the state of the art in representation theory. I discuss the two volumes by focusing on three broader and interconnected themes: the problem that constructivism is meant to respond to, the tendency of representation theorists to expand the possibilities of representation as broadly as possible, and the normative aspects of political representation and how constructivists deal with them.

Influences and Outcomes of Social Constructivist Curriculum Implementation on Tutors’ Beliefs and Practices in Teacher Education Colleges in Tanzania

<p>Professional learning and development (PLD) has been one of the strategies for improving the quality of teachers and education by shifting the teaching focus from knowledge acquisition to knowledge construction/meaning-making. This research investigated the influences and outcomes of implementing a social constructivist curriculum on tutors' beliefs and practices as a result of their PLD experiences in Tanzania’s teacher education colleges. Specifically, the research investigated tutors in social science subjects (geography, history and civics) who responded to four questions: What are tutors’ understandings of a social constructivist approach to teaching? What are tutors’ beliefs about the role of social constructivist approaches (SCA) in teaching? Do tutors integrate social constructivist approaches in teaching, and if so, how this is achieved? What are tutors’ suggestions for future teaching of social science? The research employed a qualitative case study approach and nine social science tutors were purposely selected from three colleges of teacher education. Information was gathered through open semi-structured interviews, classroom observations, documents analysis, and reflective journals. Data were thematically analysed and presented in themes, tables, figures, photos, and graphs. Transfer of training, critical pedagogy and social constructivist theoretical lenses informed and maintained the researcher’s direction of research undertakings from proposal development to the final thesis report. Results indicated that a variety of PLD experiences shaped tutors’ understandings of SCA, which influenced their practices in transferring the knowledge constructed to the job. Tutors employed SCA in teaching by embracing socio-cultural and economic situations. The research indicated that contextual influences such as centralised education policies and curricular activities, PLD experiences, and contingent teaching challenges influenced tutors’ teaching beliefs in the implementation of SCA. Tutors’ practices and beliefs were constrained by the reform process in socio-cultural and economic situations in which tutors demonstrated limited pedagogical approaches. Moreover, the study suggested significant needs to improve the teaching of social science by changing classroom situations, class sizes, and leadership practices in policy development and implementation, all of which has implications for the education system to ensure sustainability of the transfer of training on job setting. The researcher recommended a continuum of PLD experiences on the job, increasing the relevance to the job setting for tutors’ training, considering the use of native languages for teaching, ensuring effective supervision and implementation of educational policies, and rethinking the system of education to address SCA grounded in indigenous values and norms. It was concluded that tutors, student teachers, and community ideologies should primarily inform policy development and implementation, not the Government alone. Similarly, it was recommended that international policy transfers to a country such as Tanzania should be critically examined before adoption (to a recipient country) so that it can be implemented effectively. This study contributed to existing literature, at national and global policy levels, for the adoption of SCA in non-Western settings, and demonstrated the use of different worldviews to understand the case.</p>

Influences and Outcomes of Social Constructivist Curriculum Implementation on Tutors’ Beliefs and Practices in Teacher Education Colleges in Tanzania

<p>Professional learning and development (PLD) has been one of the strategies for improving the quality of teachers and education by shifting the teaching focus from knowledge acquisition to knowledge construction/meaning-making. This research investigated the influences and outcomes of implementing a social constructivist curriculum on tutors' beliefs and practices as a result of their PLD experiences in Tanzania’s teacher education colleges. Specifically, the research investigated tutors in social science subjects (geography, history and civics) who responded to four questions: What are tutors’ understandings of a social constructivist approach to teaching? What are tutors’ beliefs about the role of social constructivist approaches (SCA) in teaching? Do tutors integrate social constructivist approaches in teaching, and if so, how this is achieved? What are tutors’ suggestions for future teaching of social science? The research employed a qualitative case study approach and nine social science tutors were purposely selected from three colleges of teacher education. Information was gathered through open semi-structured interviews, classroom observations, documents analysis, and reflective journals. Data were thematically analysed and presented in themes, tables, figures, photos, and graphs. Transfer of training, critical pedagogy and social constructivist theoretical lenses informed and maintained the researcher’s direction of research undertakings from proposal development to the final thesis report. Results indicated that a variety of PLD experiences shaped tutors’ understandings of SCA, which influenced their practices in transferring the knowledge constructed to the job. Tutors employed SCA in teaching by embracing socio-cultural and economic situations. The research indicated that contextual influences such as centralised education policies and curricular activities, PLD experiences, and contingent teaching challenges influenced tutors’ teaching beliefs in the implementation of SCA. Tutors’ practices and beliefs were constrained by the reform process in socio-cultural and economic situations in which tutors demonstrated limited pedagogical approaches. Moreover, the study suggested significant needs to improve the teaching of social science by changing classroom situations, class sizes, and leadership practices in policy development and implementation, all of which has implications for the education system to ensure sustainability of the transfer of training on job setting. The researcher recommended a continuum of PLD experiences on the job, increasing the relevance to the job setting for tutors’ training, considering the use of native languages for teaching, ensuring effective supervision and implementation of educational policies, and rethinking the system of education to address SCA grounded in indigenous values and norms. It was concluded that tutors, student teachers, and community ideologies should primarily inform policy development and implementation, not the Government alone. Similarly, it was recommended that international policy transfers to a country such as Tanzania should be critically examined before adoption (to a recipient country) so that it can be implemented effectively. This study contributed to existing literature, at national and global policy levels, for the adoption of SCA in non-Western settings, and demonstrated the use of different worldviews to understand the case.</p>