Imaginary and Rational: From Social Theory to Social Order

The article is devoted to the analysis of imagination as a philosophical and sociological concept that played a significant role in the development of social theory in the middle of the 20th century. Exploring the premises of the contradictory relationship between science and society, it is easy to find a connection between the development of science and social change. Currently, it is generally accepted that scientific, including social theories, through the transfer of ideas, transform the social order and, on the contrary, social practices transform knowledge about the world. The article proves that imagination plays a key role in this process. An excursion into the theory of ideas reveals the connection between imagination and irrational and experiential knowledge. The author of the article refers to the works of P. Berger and T. Luckmann, C. Castoriadis and C. Taylor, who showed a direct connection between theoretical ideas and the world of "social imaginary", collective imaginary and social changes. For the first time in the history of mankind, thanks to imagination, society does not see the social order as something immutable. Methodological cases are presented that illustrate the specific role of the concept of imagination as a source of the formation of new research strategies that allow for a new look at the problem of nationalism (social constructivism) and the study of public expectations from the implementation of technological innovations (STS). For decades, Benedict Anderson's work “Imagined Communities” predetermined the interest of researchers of nationalism in social imagination and the collective ideas based on it about the national identity of modern societies, their history and geography. The research of Sheila Jasanoff and Sang-Hyun Kim has formed a new track for the study of science as a collective product of public expectations of an imaginary social order, embodied in technological projects. The conclusion is made about the contradictory nature of social expectations based on collective imagination: on the one hand, they strengthen the authority of science in society, on the other hand, they provoke the growth of negative expectations from the introduction of scientific discoveries. The article substantiates the opinion that imagination is an effective tool for assessing the risks of introducing innovations.

Neurodiversity and (Semantic) Space for the Academic Inclusion of People on the Autism Spectrum

There is a need to rethink functioning and the role of universities that implement inclusive education, understood as high-quality education for everybody, available at all levels of education because of the increasing number of neurodiverse people (with ADHD, autism, dyslexia and other disorders classified as neurodevelopmental).. The aim of our hermeneutical work is an attempt to identify opportunities and limitations on an empirical and theoretical level for creating conditions for the inclusion of students defined as neurodiversity. The research material consists of published own and other authors' studies, and the direction of exploration is determined by the following questions: Are there theoretical and empirical premises for the claim of full inclusion in the academic education of neurodiverse students? What are the research-related limitations that constitute a barrier to the academic inclusion of neurodifferent adolescents? The theoretical background of our work is the theories of social constructivism as defined by Alfred Schűtz, Peter Berger and Thomas Luckmann. The research revealed theoretical and empirical premises confirming the validity of the claim regarding the inclusion of neurodiverse students in academic education due to the intellectual potential of young people, their high self-awareness and the need to provide a growing number of neurodiverse students with conditions for maturing to self-determination in adult life. In Poland, but also in other European countries, the number of students diagnosed with an autism spectrum is not monitored at the national level. Single studies conducted in Poland indicate the similarity of the problems of this group of students with the results of explorations carried out in other countries, and include dropout during the first year of studies, difficulties in relationships with peers, a feeling of loneliness, and a low level of employment after graduation. A large number of people with autism spectrum does not study at all. One of the barriers may be the availability of higher education, which is related to the cultural and economic status. This aspect has not been taken into account in Polish and international research. There was also little dissemination of the idea of neurodiversity, which may be important for the perception of students with the autism spectrum.

Impact of a Training Programme on the e-rubric Evaluation of Gamification Resources with Pre-Service Secondary School Science Teachers

Social constructivism is a learning approach in which students actively construct their own knowledge by way of experiences and interactions with others. As such, it is important to highlight both individual and group-based reflection practices in pre-service teacher training as a key aspect for improving teaching practice. This paper presents the results of the design and implementation of a training programme of 7 sessions (8.5 h of class participation plus 25 h of personal homework) for pre-service secondary school science teachers, who were asked to design a gamification resource and an e-rubric to evaluate it. Subsequent improvement of this e-rubric was enhanced by performing different reflection activities at key moments. The programme was carried out by 50 Spanish pre-service teachers from Málaga (Spain). Data collection centred on the e-rubrics designed, the emotions experienced and the possible transfer to real-life practice performed six months later. The impact of reflections on the evaluation was studied by analysing the evolution of the categories proposed by the participants for the e-rubric at different times, with marked changes being found during design and preparation of the gamification resource, and only very minor changes post-implementation. In addition, a group-based criteria consensus session favoured a more in-depth reflection. Interest was the main emotion experienced by pre-service teachers, especially during preparation and use of the resource. The programme also had a marked impact on transfer of the e-rubric into practice, as did the designed resource, although to a lesser extent.

A Corpus-based Study of the Discursive Construction of Corporate Identities by Chinese and American Banks

By taking the perspective of Social Constructivism and the Discourse-Historical Approach, and using the corpus linguistic tool Wmatrix, this study compares the discursive strategies adopted by Chinese and American banks in their construction of corporate identities. The research underlines the shared and unique features presented in prominent themes, communication strategies and lexical patterns. It is found that Chinese banks prefer to emphasise their historical development, industrial ranking and organisational structure to positively construct their identity as industry leaders, adopting a corporate ability strategy through the frequent usage of numbers and superlative adjectives. However, American banks tend to stress care for their employees, communities and environment. They prefer to use a corporate responsibility strategy to build their identity as social contributors through the frequent usage of performative verbs to exhibit specific corporate activities. This study may have practical implications for Chinese companies wishing to improve their international communication capability and may offer educational implications for Business English teaching.

Community, Forest Carbon & Indigeneity: A Case Study of the Loru Project in Espiritu Santo, Vanuatu

<p>Forest carbon farming offers customary landowners an alternative livelihood to socially and environmentally unsustainable logging, through the sale of carbon offset credits. REDD+, the global forest carbon scheme to address deforestation in developing countries, has attracted scholarly criticism for the risks it poses to communities. Critics warn that REDD+: (1) benefits may be captured by elites, (2) threatens forest-dependent livelihoods, (3) reduces local forest governance, and (4) a results-based payments mechanism can undermine conservation. Community-owned forest carbon farming may mitigate these risks by empowering communities to manage forest resources locally. The Loru project in Vanuatu is the first of its kind, and Indigenous landowners legally own the carbon rights and manage the carbon project. This thesis examines the community ownership and the social impact of the Loru project on its Indigenous project owners, the ni-Vanuatu Ser clan. The thesis uses a ‘semi’-mixed-methods approach, based primarily on interviews conducted in in Espiritu Santo, Vanuatu with Indigenous landowners and supplemented with quantitative data from a monitoring exercise conducted by the author. Grounded in social constructivism, the thesis makes a genuine attempt to decolonize the research process, adopting a self-reflexive approach. The research finds that the project is leading to positive social and economic impacts at the community level. Further, the Loru project is legitimately community-owned and driven, meaning it adapts effectively to the local context. Overall, the findings suggest that implementing REDD+ through a multi-scalar institutional network and building local capacity could mitigate the risks of REDD+ to forest communities.</p>

Community, Forest Carbon & Indigeneity: A Case Study of the Loru Project in Espiritu Santo, Vanuatu

<p>Forest carbon farming offers customary landowners an alternative livelihood to socially and environmentally unsustainable logging, through the sale of carbon offset credits. REDD+, the global forest carbon scheme to address deforestation in developing countries, has attracted scholarly criticism for the risks it poses to communities. Critics warn that REDD+: (1) benefits may be captured by elites, (2) threatens forest-dependent livelihoods, (3) reduces local forest governance, and (4) a results-based payments mechanism can undermine conservation. Community-owned forest carbon farming may mitigate these risks by empowering communities to manage forest resources locally. The Loru project in Vanuatu is the first of its kind, and Indigenous landowners legally own the carbon rights and manage the carbon project. This thesis examines the community ownership and the social impact of the Loru project on its Indigenous project owners, the ni-Vanuatu Ser clan. The thesis uses a ‘semi’-mixed-methods approach, based primarily on interviews conducted in in Espiritu Santo, Vanuatu with Indigenous landowners and supplemented with quantitative data from a monitoring exercise conducted by the author. Grounded in social constructivism, the thesis makes a genuine attempt to decolonize the research process, adopting a self-reflexive approach. The research finds that the project is leading to positive social and economic impacts at the community level. Further, the Loru project is legitimately community-owned and driven, meaning it adapts effectively to the local context. Overall, the findings suggest that implementing REDD+ through a multi-scalar institutional network and building local capacity could mitigate the risks of REDD+ to forest communities.</p>

Hybrid Perspectives: Muslim and Secular Discourses in French Politics

Increased immigration, especially from Muslim-majority countries, has been broadly debated in French socio-political life. Frictions have been common between two groups: Muslims and non-Muslims who identify themselves as 'defenders of secularism'. At the same time, however, hybrid strategies have emerged in which Muslims and non-Muslims have sought to culturally and socially adapt themselves. Through a review of online French media published between 2017 and 2020, as understood using social constructivism, this study explores these groups' construction of hybrid identities. Discourses were analyzed to identify their ideological schemes, utterances, references, and arguments, with linguistic analysis facilitated by NVIVO software. Analysis shows that the hybrid discourses of non-Muslim 'defenders of secularism' have been more prominent than those of Muslims. Furthermore, the narrative tendencies of these hybrid discourses indicate that non-Muslim groups have sought to promote diversity in religious practices in France, while Muslim groups have sought to integrate themselves into broader French society.Meningkatnya jumlah imigran, terutama imigran muslim menjadi persoalan sendiri pada kehidupan sosial politik Prancis. Seringkali terjadi gesekan-gesekan narasi mengenai keislaman antara dua kelompok, yaitu kelompok muslim; dan non-muslim yang melabelkan dirinya sebagai ‘pembela sekularitas’. Namun di sisi lain, muncul pula narasi hibrid yang memuat strategi adaptasi budaya dan sosial dari kelompok muslim maupun kelompok non-muslim. Maka dari itu, penelitian ini membahas konstruksi wacana hibrid pada dua kelompok tersebut di media online Prancis dari tahun 2017 sampai 2020 dengan menggunakan perspektif konstruktivitis sosial dalam masyarakat menurut Lev Vygostky. Data wacana dianalisis dengan skema ideologis, tuturan, referensial dan argumentasi dengan melihat konteks wacana dengan menggunakan alat bantu linguistik NVIVO. Hasil analisis menunjukkan bahwa wacana hibrid dari kelompok non-muslim ‘pembela sekularisme’ lebih tinggi daripada wacana hibrid dari kelompok muslim. Selain itu, pola-pola narasi konstruksi wacana hibrid menunjukkan bahwa kelompok kelompok non-muslim bersikap terbuka dengan adanya keberagaman agama dan praktik keagamaan di negara Prancis; dan kelompok muslim berkeinginan untuk dapat berintegrasi dengan masyarakat Prancis.

Beyond the avatar: Using video cameras to achieve effective collaboration in an online second language classroom

In language learning, students learn through interaction with the teacher, the other students, and with the study material, to build language skills. What happens to interaction opportunities when learning goes online? In an online classroom, collaboration is difficult to achieve due to lack of physical proximity among the participants. This paper explores the problem of online collaboration between teachers and students in English as Foreign Language (EFL) classroom with the empirical focus on the role that video cameras play in online collaboration. We argue that cameras, although being contested as a pedagogical tool, should be seen as an important ‘proximity tool’ that helps foster collaboration by bringing learners and teachers ‘closer’. We theorise ‘collaboration’ via the social constructivism lens and argue that collaboration as being ‘close’ echoes in the digital sense with ‘being with’ and is core for developing an ecology of virtual collaboration. We draw on the online survey data from foreign language students and language instructors in one Russian research-intensive university, who were asked how they use cameras online. Quantitative and qualitative methods of data analysis have been used to identify key patterns and emerging themes. The key findings of the study are that 1) cameras could be an important aspect of fostering collaboration online; 2) there is a tension in relationships between students, teachers, and study materials; 3) students and teachers differently perceive the need to use cameras, which may limit opportunities for online collaboration; and 4) while students feel more comfortable when all the other participants turn their cameras on, many do not see turning cameras on for themselves to be important. The paper concludes with a discussion of how camera use can foster online collaboration between teachers and students.

7. Social Constructivism

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.