Publisher Description

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.

This volume presents twelve original papers on the idea that moral objectivity is to be understood in terms of a suitably constructed social point of view that all can accept. The contributors offer new perspectives, some sympathetic and some critical, on constructivist understandings - Kantian or otherwise - of morality and reason.

Many contemporary constructivists are particularly attuned to Dewey's penetrating criticism of traditional epistemology, which offers rich alternatives for understanding processes of learning and education, knowledge and truth, and experience and culture. This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale, and the Dewey Center at the University of Cologne, provides an excellent example of the international character of pragmatist studies against the backdrop of constructivist concerns. As a part of their exploration of the many points of contact between classical pragmatism and contemporary constructivism, its contributors turn their attention to theories of interaction and transaction, communication and culture, learning and education, community and democracy, theory and practice, and inquiry and methods. Part One is a basic survey of Dewey's pragmatism and its implications for contemporary constructivism. Part Two examines the implications of the connections between Deweyan pragmatism and contemporary constructivism. Part Three presents a lively exchange among the contributors, as they challenge one another and defend their positions and perspectives. As they seek common ground, they articulate concepts such as power, truth, relativism, inquiry, and democracy from pragmatist and interactive constructivist vantage points in ways that are designed to render the preceding essays even more accessible. This concluding discussion demonstrates both the enduring relevance of classical pragmatism and the challenge of its reconstruction from the perspective of the Cologne program of interactive constructivism.

Nicholas Onuf is a leading scholar in international relations and introduced constructivism to international relations, coining the term constructivism in his book World of Our Making (1989). He was featured as one of twelve scholars featured in Iver B. Neumann and Ole Wæver, eds., The Future of International Relations: Masters in the Making? (1996); and featured in Martin Griffiths, Steven C. Roach and M. Scott Solomon, Fifty Key Thinkers in International Relations, 2nd ed. (2009). This powerful collection of essays clarifies Onuf’s approach to international relations and makes a decisive contribution to the debates in IR concerning theory. It embeds the theoretical project in the wider horizon of how we understand ourselves and the world. Onuf updates earlier themes and his general constructivist approach, and develops some newer lines of research, such as the work on metaphors and the re-grounding in much more Aristotle than before. A complement to the author’s groundbreaking book of 1989, World of Our Making, this tightly argued book draws extensively from philosophy and social theory to advance constructivism in International Relations. Making Sense, Making Worlds will be vital reading for students and scholars of international relations, international relations theory, social theory and law.

This work presents an approach to the study of comparative politics that builds on the assumption that political actors and institutions operate within constructed communities of meaning, which in turn interface with other such communities.