The paper addresses the highly controversial subject of the nature of law. It attempts to present a post-modern positivist concept of law that rejects objectivism and the postulation of a unified legal order entirely and merges elements of system and discourse theory.

Metaphors and, more broadly, metaphorical discourse, are widely recognized as not merely significant aspects of human language use, but also as both pervasive and essential elements of the communicative process as we understand it. Metaphors are important to understand for a variety of reasons, and their use and analysis has important implications for many disciplines. Nowhere, though, is this more true than in the case of semiotics. In this article, it is suggested that both historical and contemporary learning theories in (...) general, and theories of language learning in particular, are in fact examples of metaphorical discourse. The case of constructivist epistemology will be examined in particular. The implications of the use of metaphor in such contexts will be explored, and suggestions will be offered for how educators might more carefully discuss and apply metaphorical models of learning. (shrink)

This chapter examines the distinction among observers, participants, and agents from the perspective of the Cologne program of interactive constructivism. It first examines an exemplary discourse on the nonscientific theme of “beauty” using the evil stepmother in “Snow White” as an example. It discusses this theme from the perspective of interactive constructivism and interprets it as a problem between universalist and anti-universalist approaches. The chapter then demonstrates numerous connections between constructivism and Dewey's Pragmatic theory of inquiry. Dewey, for example, had (...) already distinguished spectators, agents, and participants, even though he did not articulate those distinctions in a systematic way. This chapter follows upon Dewey's insights, suggesting ways in which a constructivist theory of observation can enrich contemporary Pragmatist arguments. (shrink)

What are ethical judgments about? And what is their relation to practice? How can ethical judgment aspire to objectivity? The past two decades have witnessed a resurgence of interest in metaethics, placing questions such as these about the nature and status of ethical judgment at the very center of contemporary moral philosophy. Moral Discourse and Practice: Some Philosophical Approaches is a unique anthology which collects important recent work, much of which is not easily available elsewhere, on core metaethical issues. Reinvigorated (...) naturalist moral realism and the various versions of moral realism, as well as irrealist, expressivist, and neo-Kantian constructivist theories are all represented in this fine collection, constituting a rich array of approaches to contemporary moral philosophy's most fundamental debates. An extensive introduction by Darwall, Gibbard, and Railton is also included, making this volume the most comprehensive and up-to-date work of its kind. Moral Discourse is ideally suited for use in courses in contemporary ethics, ethical theory, and metaethics. (shrink)

What are ethical judgments about? And what is their relation to practice? How can ethical judgment aspire to objectivity? The past two decades have witnessed a resurgence of interest in metaethics, placing questions such as these about the nature and status of ethical judgment at the very center of contemporary moral philosophy. Moral Discourse and Practice: Some Philosophical Approaches is a unique anthology which collects important recent work, much of which is not easily available elsewhere, on core metaethical issues. Naturalist (...) moral realism, once devastated by the charge of "naturalistic fallacy," has been reinvigorated, as have versions of moral realism that insist on the discontinuity between ethics and science. Irrealist, expressivist programs have also developed with great subtlety, encouraging the thought that a noncognivist account may actually be able to explain ethical judgments' aspirations to objectivity. Neo-Kantian constructivist theories have flourished as well, offering hope that morality can be grounded in a plausible conception of reasonable conduct. Together, the positions advanced in the essays collected here address these recent developments, constituting a rich array of approaches to contemporary moral philosophy's most fundamental debates. An extensive introduction by Darwall, Gibbard, and Railton is also included, making this volume the most comprehensive and up-to-date work of its kind. Moral Discourse is ideally suited for use in courses in contemporary ethics, ethical theory, and metaethics. (shrink)

In the face of pluralism, moral constructivists attempt to salvage cognitivism by separating moral and ethical issues. Divergence over ethical issues, which concern the good life, would not threaten moral cognitivism, which is based on identifying generalizable interests as worthy of defending, using reason. Yet this approach falters given the inability of the constructivist to provide us a sure path by which to discern generalizable interests in difficult cases. Still, even if this approach to constructivism fails, cognitivist aspirations may (...) not be defeated if we can continue discursively in a project of identifying and appreciating the interests of others. Grasping the interests of others may require a transformation of moral sensibility such that agents recognize values they have not acknowledged before. This view calls for external moral discourse—that is, moral discourse that makes no appeal to an agent's present interests or desires but rather engages in description of the moral situation in hopes of bringing about a change in moral sensibility. (shrink)

How is reality really manufactured? The idea of social construction has become a commonplace part of much social research, yet precisely what is constructed, how it is constructed, and what constructionism means are often left unclear or taken for granted. In this major work, Jonathan Potter explores the central themes raised by these questions. Representing Reality explores the different traditions in constructivist thought--including sociology of scientific knowledge; conversation analysis and ethnomethodology; and semiotics, poststructuralism, and postmodernism--to provide a lucid introduction (...) to several key strands of work that have overturned the way we think about facts and descriptions. Potter illustrates his points throughout with varied and engaging examples taken from newspaper stories, relationship counseling sessions, accounts of paranormal events, social workers' assessments of violent parents, informal talk between program organizers, political arguments, and everyday conversations. Representing Reality offers the student and scholar in social psychology, rhetoric and discourse, and related fields a critical introduction to constructivism. (shrink)

Colin Hay’s and Vivien Schmidt’s responses to my previous critical engagement with their respective versions of neo-institutionalism raise the issue of how scholars may account for the ideational power of political processes and how ideas may generate both stability and change. Even though Hay, Schmidt, and I share a common philosophical ground in many respects, we nevertheless diverge in our views about how to account for ideational power and for actors’ ability to navigate a social reality that is saturated with (...) structures and meaning. There continues to be a need for an analytical framework that incorporates discourse and a constitutive logic based upon the power in ideas. Post-structural institutionalism (PSI) analyzes discourse as knowledge claims by means of the concept of a constitutive causality, analytically identified in respect to institutions, such that the substantive content of ideas/discourse provides ideational power and generates immanent change. (shrink)

This book examines the dominant discourses in higher education. From the moment academics enter higher education, they are met with binaries such as teaching vs. research, quantitative vs. qualitative research, and constructivists vs. positivists. When embarking upon a teaching career in a university there are further binaries that immediately present themselves, with deep vs. surface learning probably being the most pervasive. Kinchin and Gravett contend that this presents a distorted view and contributes to the disconnect between the aims and (...) observable practice of higher education. Rather than celebrating difference, dominant discourses tend to seek similarities in an attempt to simplify and manage the environment, in what the authors perceive as a less than scholarly mode. In order to break down the barriers between 'structuralist' or 'traditional' academics and those who are more familiar with poststructuralist, critical perspectives, the authors explore the overlaps between these perspectives to offer a richer and more inclusive interrogation of the dominant discourses that pervade higher education. Offering methodological approaches to explore these perspectives, the authors bring together academics working in different parts of the university and examine the concept of a 'rich cartography', exploring how this can offer meaning within higher education research and practice. (shrink)

The success of Discourse Ethics is premised on the discovery and use of shared values. If this is true what type of negotiation style, especially when used in an intercultural setting, is best suited to make use of shared values. Research focusing on moral arguments between Germans and Americans uncovered an array of shared values. But the existence of shared values, by itself, was not an adequate predictor of a negotiation's success. What did prove to be a predictor of success (...) was the use of a Constructivist style of negotiation by both parties. (shrink)

Purpose: To show the connections and differences between Mitterer's concept, cultural theory, and sociology of knowledge in order to reproduce the development of non-dualizing philosophy. Problem: Mitterer's non-dualizing philosophy explicitly places emphasis on the continuation and coherence of discourses. Consequently, it grants an epistemological option that does not focus on the object as the end of cognition and description, but rather as the beginning. This perspective not only helps to overcome fundamental philosophical problems; it also concedes that the whole (...) concept of non-dualizing philosophy refers theoretical descriptions, on the one hand, to the status of "so far" and, on the other hand, can be described as "from now on." Solution: It seems necessary to exemplify obvious and hidden connections to cultural theories, especially those of the early 20th century (i.e., Karl Mannheim, Heinrich Rickert, Max Weber, William James), which predominantly concentrate on the relations between language and object, experience and world. The illustration of those relations should bring out Mitterer's arguments, as well as how his argumentation can be applied to itself. Benefits: To explain and avoid the epistemological problems of realism, as well as of constructivism, which emerge within a dualistic perspective. (shrink)

Epistemology mirrors reality but notperfectly, and in the process molds reality butnot exactly as intended or anticipated. Horizontal interconnections also exist betweenand among epistemology, ideology, theory andpraxiology. However, these relations areneither deductive nor deterministic in naturebut are merely resonant, and then unclear,ambiguous and confounded. In this paper, thepoint is made that we need a grand reflectionon both our paradigms of reality and ourpredicaments of life as lived, to deal with thediscontent of humanity at this moment of thehistory of our civilization, (...) and to engage inpraxis ``to act on our world and to reconstructit'' to make it moral, just and more humane. Toundertake such a grand reflection, we need apractical philosophy of knowledge – that is, apractical epistemology – to bridge across themultiple epistemological approaches nowcrowding our discussions. An epistemictriangle formed by systems thinking,constructivist thinking, and dialecticalthinking is offered to serve as the startingpoint of crystallization for building a commonground for epistemologies. It is shown how suchan epistemological diagram could be first usedto develop a minimum ideological consensus andthen to bring orderliness to the chaos ofcontemporary themes of our civilization andissues of education and culture within andacross nations. Finally, an agenda foreducational leadership for educational practiceis offered to fit the needs of the globalcommunity of nations as we enter thetwenty-first century. (shrink)

The Philosophical Underpinnings of Social Constructionist Discourse AnalysisAlthough discourse analysis emerges as a multi-faceted research method reflecting various schools of thought, disciplines and approaches, it is possible to pinpoint some meta-theoretical issues or fundamental assumptions common for most of them. This article aims to investigate different philosophical aspects and theoretical foundations that inform discourse analysis, such as the interplay between epistemological and ontological dimensions or the definition of language itself. Because space does not allow an in-depth discussion of all the (...) theoretical orientations collectively contributing to the development of social constructionist discourse analysis, this paper focuses on poststructuralist, constructivist, and social realist positions, and also attempts to trace the roots of social constructionism in linguistic philosophy, phenomenology, and hermeneutics. Hopefully, this article will provide the opportunity to develop meta-theoretical reflections on discourse analysis, thus striking the balance between the philosophy, methodology and practice. (shrink)

The lecture is dedicated to substantiating the constructivist paradigm in didactics as a necessary condition for the theoretical integrity of modern education. The lecture shows that pedagogy, deprived of an interdisciplinary foundation, loses its ability to explain the complexity of the learning process, since any educational concept is based on certain assumptions about the nature of cognition, thinking, language and communication. The philosophical origins of constructivism are examined – from ancient tradition to Kant and contemporary cognitive science – and (...) it is emphasised that constructivism is not synonymous with relativism, but is based on intersubjectively shared structures of cognition. The lecture critically analyses the traditional, quasi-behaviourist model of education, which assumes the transparency and measurability of intellectual processes, reducing learning to externally controlled results. Instead, the constructivist approach is interpreted as a process of active construction of meaning, in which language, ideas, beliefs, and social mechanisms of interpretation play a key role. Sperber and Wilson’s relevance theory is considered an important tool for analysing the cognitive processes that accompany learning. Based on the concepts of Bruner, Glasersfeld and Klus-Stanska, the principles of the work of a constructivist teacher are outlined, who creates conditions for independent activity of students, the formation of hypotheses, conceptual restructuring and reflection. The lecture substantiates the need to form a coherent constructivist paradigm capable of integrating contemporary didactic discourse and ensuring the scientific explanatory power of educational theory. (shrink)

Introduction: the foundation of justice -- Practical reason and justifying reasons: on the foundation of morality -- Moral autonomy and the autonomy of morality : toward a theory of normativity after Kant -- Ethics and morality -- The justification of justice: Rawls's political liberalism and Habermas's discourse theory in dialogue -- Political liberty: integrating five conceptions of autonomy -- A critical theory of multicultural toleration -- The rule of reasons: three models of deliberative democracy -- Social justice, justification, and power (...) -- The basic right to justification: toward a constructivist conception of human rights -- Constructions of transnational justice: comparing John Rawls's the law of peoples and Otfried Höffe's democracy in an age of globalisation -- Justice, morality, and power in the global context -- Toward a critical theory of transnational justice. (shrink)

Normal 0 false false false MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} The constructionist approach of philosophy includes an epistemic dimension and a pragmatic emphasis on the interdependence between knowledge and action in the social areas. Appreciative approach to philosophy is based on the work of David Cooperrider on “Appreciative Inquiry”, which is a form of pragmatic discourse that substitutes the focus (...) on the problem with the focus on successful elements of previous experience of individuals, groups, organizations or communities. This experience can be integrated in the philosophical discourse starting from Plato's dialogues and maieutic method promoted by Socrates. Hermeneutic of the real seen as a philosophical reflection on the daily positive experiences falls into tradition of philosophical search of the ultimate meaning of reality. The appreciative speech starts from a postmodern view by a constructivist and constructionist approach, through which reality itself is a social construction generated by successive negotiations on accepted interpretations. Appreciative philosophy is centered on a semiotics grid that seeks positive qualities of existence and its strengths. Appreciative theology reveals a collaborative process between humanity and divine that catalyzes transformations in human being giving them life including eternal life. The communion human-Divinity is seen as a divine-human co-creation. (shrink)

This paper aims to deal with the change of sexual discourse through the rise of a feminist movement in Korea from a constructivist point of view. First, the paper discusses the Confucianism of the Chosun dynasty as an historical background of the issue of sexuality (since Confucianism still has a far-reaching grip and effect on many aspects of everyday life in Korea). Second, it deals with chastity ideology and the double standard of sexuality between men and women as ongoing (...) Confucian sexual discourses. Third, it focuses on three themes: (1) the change from sex for procreation to sex for pleasure, (2) the change from genitally-oriented sexuality to intimacy- or relationship-oriented sexuality, and (3) the change from a woman as a sexual object to a sexual subject as part of the changes of sexual discourses. Fourth, it tries to show clashes and/or alliances between the Confucian and feminist discourses on sexuality, which make up the process of the social construction of sexuality. This shows that sexuality is a socio-historical construction in Korea as elsewhere. (shrink)

In the 1970s and 1980s a strong opposition and anxiety towards biological and naturalizing knowledges was the norm in feminist discourse. In the past decades the certainties of that ‘anti-biologism’ have been challenged, in part because of a new recognition of the role of contingency in both biological determination and biological science. What seems to have survived the shift is a set of normative assumptions concerning the role of determinacy and contingency (or being-born and becoming) in the political implications of (...) ontological claims: an assumed political valorization of contingency. This article challenges those assumptions. It draws attention to the embrace of contingency and processuality on the part of supremacist biopolitical discourse, and suggests the need to think again about the politics of contingency and becoming (in constructivist as well as biologistic discourses). Focusing on the issue of racism and supremacist-specification, the article takes a genealogical look at ‘second-wave’ feminist anti-biologism. Monique Wittig’s materialist feminist attack on naturalizing ideology and ‘the myth of woman’ provides the (ideal-typical) historical example. The article draws attention to curious absences in Wittig’s (and Rosalind Rosenberg’s) anti-biologistic statements concerning early 20th-century biologistic feminism: the absence of a critique of eugenics, racism and supremacism. Arguably the condemnation of biology as a conservative ‘ideology of the status quo’ created masks for biopolitical ontology, obscuring the progressive, dynamic, processual character of biologism and of modern racism. While dislodging some powers of biologistic discourse, feminist anti-biologism might also have played a part in facilitating the revitalization of biopolitical racism within the constructivist culturalist rubric. The aim of the article is not to critique ‘second-wave’ feminism from the perspective of contemporary scholarship, but to help generate new ways of thinking and feeling about the role of ontology, contingency and temporality in the present politics of classification. (shrink)

International human rights law and international humanitarian law (IHL) contain few obligations for rebel groups, yet those groups are nonetheless under pressure to comply with their foundational international norms. This case study of the Kosovo Liberation Army (KLA) analyzes the evolution of its discourse and behavior related to human rights and IHL. It then compares changes in the group’s discourse to evidence of changes in behavior. The study finds that the KLA does significantly change its language, gradually incorporating such language (...) over time, but it also demonstrates that this change is not accompanied by improvements in human rights and IHL adherence in its behavior. The study considers whether greater adoption of these norms is better explained by a constructivist or a rationalist approach and, in particular, looks at the role of legitimacy. In addition, it offers insight into how groups may respond to future pressure to follow these norms. (shrink)

Problem: The task of developing an ethics for the media according to constructivist principles is heavily loaded in two respects. On the one hand, critics of constructivism insist that this discourse generally legitimates forgery, arbitrariness, and laissez-faire -- a hotchpotch of facts and fictions; on the other, constructivists protest that their very school of thought inspires the maximum measure of personal responsibility and ethical-moral sensibility. Method: Taking as its point of departure a media falsification scandal that received wide publicity (...) in Germany, this article seeks to outline some of the fundamental questions of a constructivist media ethics. The close scrutiny of the scandal involving the interview fabricator, Tom Kummer, leads the author to identify three fundamental questions of a constructivist media ethics: (1) the question of autonomy; (2) the question of fact and fiction; (3) the question of responsibility. These questions are discussed at length, and with particular attention to the current debates regarding the ethics of media and communication studies. Findings: The author is able to show that constructivist premises and postulates will certainly help to create ethical-moral sensibility, but cannot supply, as immediate derivatives of constructivist epistemology, programmes for action or concrete regulations of behaviour that can be implemented step by step. For an ethics of the media, constructivism can thus primarily provide meta-reflections and meta-rules. (shrink)

BackgroundAdvance care planning implementation reveals complex tensions between ethical principles and cultural-specific moral frameworks. Within the Chinese healthcare context, medical decision-making operates within a unique ethical landscape shaped by Confucian values, yet systematic ACP promotion in this context remains limited.ObjectiveThis study aims to (1) develop a grounded theory of older adults’ engagement with advance care planning in the Chinese context; (2) understand how participants navigate decision-making processes within China’s cultural and healthcare systems.DesignThe investigation employed Charmaz’s constructivist grounded theory methodology (...) guided by Nie’s framework of Chinese medical ethics through a three-stage approach across diverse geographical regions in China.ParticipantsTwenty-five participants (13 males/12 females) aged 60–95 years from representative regions of China.MethodsFollowing Charmaz’s constructivist grounded theory methodology, data collection progressed from pre-experimental convenience sampling (3 participants), to Stage 1 purposive sampling (12), and Stage 2 theoretical sampling (13) until saturation. Analysis employed concurrent interviews and constant comparative methods guided by Chinese medical ethical principles.ResultsThe analysis produced the substantive theory “Navigating the Path to Planned Endings,” encompassing three interconnected categories: Negotiating Death Discourse, The Locus of Decision, and Systemic Support Infrastructure. “The Locus of Decision” emerged as the core category where participants reconcile individual autonomy, filial obligations, and family harmony.ConclusionsThe theoretical framework reveals complex ethical processes through which Chinese older adults engage with advance care planning, highlighting the crucial role of moral agency where traditional values and modern bioethical principles intersect. These findings necessitate culturally sensitive ACP implementation approaches acknowledging family roles while upholding principles of autonomy and justice. (shrink)

This article surveys four approaches to moral obligation to non-Muslims found in Islamic legal thought. The first three approaches I refer to in this article as the "revelatory-deontological," the "contractualist-constructivist" and the "consequentialist-utilitarian." The main argument of this article is that present in many of the contemporary works on the "jurisprudence of Muslim minorities" (fiqh al-aqalliyyat) is an attempt to provide an Islamic foundation for a relatively thick and rich relationship of moral obligation and solidarity with non-Muslims. This attempt (...) takes the form of a fourth "comprehensive-qualitative" approach to political ethics in that it appeals not to juridical reasoning of the type "is x permissible and in which conditions?" but rather to Islamic ideals of what it means to live a good life, of what believing, normatively-committed Muslims want to pursue in this world, not only what they may pursue without fear of punishment. This meta-ethical approach builds on and goes beyond the first three. The force of this argument is that this fourth "comprehensive-qualitative" approach to moral obligation to non-Muslims is novel, emergent and not found not in the writings of outright reformers but in those of conservative, "neo-classical," shari'a-minded - even Muslim Brotherhood-affiliated - Islamic scholars. What also adds to the force of this argument is that the other meta-ethical discourses, particularly of contract and utility (maslaha), already get these scholars quite far towards a doctrine of "loyal resident alienage" in non-Muslim societies. That even orthodox Islamic scholars go further shows that they have some interest in giving a theological or principled foundation to a much thicker and richer form of moral obligation to non-Muslims, a relationship which involves recognizing non-Muslims qua non-Muslims and contributing to their well-being. (shrink)

Ecology and constructivism are motivated by broadly shared political aspirations and subscribe to similar critiques of technocratism, patriarchy. and "instrumental rational ity." But they diverge considerably in respect to the discourses they offer on "nature." By staging an encounter between ecological argument and feminist comtructivist theory, this article seeks to illuminate, and to indicate the means of resolving, the ontological tensions between these respective critiques of modernity. It recognizes that the constructivist emphasis on the "discursivity" of nature offers (...) an important corrective to the more simplistic, and potentially reactionary, aspects of ecological rhetoric but defends a realist perspective as essential to the coherence of any gender theory and politics. (shrink)

Although the Philosophy for/with Children (P4wC) movement seems to have overcome two major points of criticism, these critical concerns can still be found in the literature today. The first question is whether P4wC can be placed in the field of philosophy at all, and the second asks whether children possess the cognitive abilities necessary to engage in philosophical discourse. One of the more recent articles voicing these concerns is authored by Caroline Heinrich, who describes P4wC as “an assault on philosophy (...) and an assault on children” and argues that P4wC is a “concept imposed by adults on children.” She maintains that P4wC ignores “children’s thinking, questioning and play.” Furthermore, Heinrich states that P4wC cannot be called philosophy because children are not able to philosophize. In most of her argumentation, refering to Jan Piaget’s theoretical account of the cognitive development of children. Although the P4wC discourse has already dealt with these questions over the last few decades, it seems that there is still a need for further clarification. This paper provides an overview of the main points of criticism, which form the starting point of the author’s Polylogical Process Model of (Elementary-)Philosophical Education (PPEE model). This interdisciplinary approach, which is based on the constructivist conceptual change/growththeory of Stella Vosniadou and William Brewer, attempts to add new perspectives to two central questions addressing the P4wC movement: first, can P4wC actually be called philosophy?; second, do children have the cognitive abilities to engage in philosophical discourse? In addition, the question arises as to which pedagogical considerations based on constructivist learning theory could be added to P4wC methodology? The aim of the interdisciplinary PPEE model is to build a broader scientific foundation that has the potential to reduce the main points of criticism of the P4wC movement. (shrink)

To identify the place of religious pluralism in democratic political discourse, this chapter refocuses on the purported normative authority of religious claims, providing a philosophical analysis of its features and implications. Bagnoli proposes an account of religious authority as a variety of normative authority, whose distinctive features are the independence of epistemic proof, the unconditionality and universality of its foundational claims, and the obligations based on membership. Bagnoli then considers whether and how the appeal to religious authority could contribute to (...) the process of rational justification in political discourse in contexts marked by divisive religious disagreements. To this purpose, she adopts a constructivist approach, which takes rational justification to be “public,” that is, addressed to others as having equal normative standing. Bagnoli takes reasoning to be productive and transforming: it does not merely manage conflicts by ratifying overlapping reasons but generates new forms of rational agency. Radically departing from current debates, Bagnoli argues that we should reconceive of public reason dynamically, rather than as a static concept. In the third part, Bagnoli points out and illustrates how constructivism may help provide a suitable normative framework for interfaith dialogue and normative adjustments. (shrink)

Purpose: The paper aims at examining whether George Herbert Mead's theory of language is an appropriate candidate for developing a non-dualistic conception of experience and empirical research. Problem: Josef Mitterer has limited his theory of a non-dualizing way of speaking to criticizing dualistic positions in philosophy and sciences but has not developed a non-dualistic conception of empirical research. To do this, the task is to forego the notion "description" as a remainder category of dualism to develop a new understanding of (...) language. Findings: Mead's communication and action theory contains a non-dualistic nucleus. His gesture theory of communication allows us to distinguish action and speech and connect them in a non-dualizing way. Further research should especially focus on the relation between immediate and reflective experience in Mead's work. (shrink)

Context: The relation between language and reality, the problem of truth, and ontological questions in general belong to the perennial problems of philosophy. Although non-dualism deals with these problems and their presuppositions, it still remains at the periphery of philosophical discourse. Problem: How to deal with ontological questions within the non-dualizing mode of discourse. Method: The paper tries to reconstruct the origin of, and the interest in, ontological questions addressed to non-dualists; it discusses the possible types of answers to these (...) questions and proposes an alternative way of dealing with them. Results: Ontological questions cannot be formulated within a non-dualist conceptual framework and hence they cannot be answered. Implications: This paper tries to pave the way for leaving ontological questions behind and moving on to a different range of philosophical queries ensuing from a non-dualizing perspective. (shrink)

Introduction. Starting from R. Merton’s pioneer works, social studies of science have been a major part of Western intellectual and scientific life. The total number of periodicals on the subject, that is over 20, illustrates the point best. Meanwhile Russian social studies of science are far less intensive. Moreover Western studies of social constructivist type still haven’t received sufficient coverage in Russian scientific literature. Our article is an attempt to somewhat reverse the situation. The aim of the article is (...) to analyze social constructivism evolution in the English speaking countries starting from Berger and Luckmann’s seminal work “The Social Construction of Reality” in 1966; to classify social constructivist versions of science together with their most prominent traits. Methods. When considering the problem, the author uses Y. Hacking’s schematic definition of social construction, P. Kitcher’s scheme of “socio-historical cluster” and M. Baghramian’s “objectivist conception of science”. Scientific novelty of the research. The analysis provides reasons for social constructivism popularity during the “science wars”; specifies social ontology and epistemic status of scientific knowledge in moderate versions of social constructivism; specifies some discourse peculiarities of radical versions of social constructivism (the consequence of somewhat unusual reception of continental tradition) and its view of the science. Results. The basic results are: a) certain convergence of ontological positions in analytic and moderate versions of social constructivist type, b) controversial issues of social (historical) approach to scientific explanation and c) controversial issues of postmodern rhetoric in radical versions. Conclusions. Social studies of science play an important role in science and society, the critical comments towards social constructivist versions notwithstanding. (shrink)

This paper employs insights from the Constructivist Theory of International Relations to examine the impact of ‘epistemic communities' in shaping India's environmental policies, particularly regarding climate change, and to analyse India's emergence as a responsible environmental actor on the global stage. It argues that India's proactive engagement with diverse global environmental epistemic communities, such as the Intergovernmental Panel on Climate Change, the Convention of Parties, International Solar Alliance, and the Convention on Biological Diversity, over the past three decades has (...) significantly influenced the integration of environmental considerations into India's national identity (‘greening the nation') within the global environmental discourses. In conclusion, the paper claims that India's collaboration with international epistemic communities enhances its credibility as a responsible actor in the context of global climate policies and mitigation strategies. (shrink)

The paper examines the meanings of representations of Serbia, the Balkans and Europe at the time of encounter between Enlightenment and Romanticist traditions. The analysis starts from the assumption that the emergence of negative representations of South Eastern Europe cannot be discussed without placing it within the broader context of 18th and 19th century philosophy and literature and the consequences of new philosophical and literary ideas. Underlying the substantial change of the previously dominant paradigms that is expressed in the symbolic (...) division into 'West' and "East', there was a factual rather than symbolic division into an industrial and an agricultural Europe, whose boundaries coincided with the reference points of the symbolic distinction. Insisting on the importance of both analytic levels - the 'symbolic' and the 'factual' - the first section of the paper briefly outlines the development of symbolic geography in the context of 'Balkan' studies in the 1990s, as well as the failure of this genre and the constructivist paradigm in Serbian social theory. The second section is devoted to the discourses of conceptualizing broader communities in symbolic, linguistic, imagological, cultural, political, economic etc. terms, focusing on the beginnings of ideological and linguistic unification of South Slavs and their inclusion into the "enlightened Europe". By analyzing Vuk Stefanovia: Karadzix's writings, as well as correspondence, articles and commentaries referring to Vuk's work in the first half of the 19th century, the author takes the perspective of the past in order to identify the reasons for the failure of imagological and constructivist approach today. U ovom tekstu autorka istrazuje znacenja predstava o Srbiji, Balkanu i Evropi u vremenu susreta prosvetiteljske i romanticarske tradicije. Polaziste je u pretpostavci da se o pocecima negativnih predstava o jugoistocnom delu Evrope ne moze govoriti izvan sireg konteksta filozofije i knjizevnosti XVIII i XIX veka i posledica novih filozofskih i knjizevnih ideja. Sustinska pramena do tada vladajucih paradigmi, izrazena simbolickom podelom na 'Zapad'i 'Istok', u osnovi je imala manje simbolicku a vise fakticku podelu na industrijsku i zemljoradnicku Evropu, cije su se granice uglavnom poklapale sa referentnim tockama simbolicke distinkcije. Potencirajuci vaznost obaju nivoa u analizi, 'simbolickog 'i 'faktickog', prvi deo teksta odnosi se na sazeto predstavljanje razvoja simbolicke geografije u kontekstu studija o Balkanu devedesetih godina proslog veka, kao i na neuspeh ovog zanra i konstruktivisticke paradigme u srpskoj drustvenoj teoriji. Drugi deo teksta posvecenje diskursima osmisljavanja vecih zajednica na simbolickim, jezickim, imagoloskim, kulturnim, politickim, ekonomskim i dr. osnovama, sa fokusom na pocetke idejnog i jezickog ujedinjenja Juznih Slavena, kao i njihovog ukljucenja u prosvecenu Evropu. Analizom tekstova Vuka Stefanovica Karadzica, kao i prepiskama, clancima i komentarima koji su se odnosili na Vukov rad u prvoj polovini XIX veka, autorka iz perspektive proslosti pokusava da ukaze na razloge neuspeha imagoloskog i konstruktivistickog pristupa u savremenosti. (shrink)

Introduction : indicating the problem -- Stages in the history of thought on the way to constructivism -- The brain as a designer -- Objectivity as intersubjectivity : the interface with sociology of knowledge -- A constructivist sociology of knowledge model -- Implications for theological discourse -- Application of the model to early Christian examples : the new reality of the early Christians -- Rather intellectus intellectui concordat than ens intellectui concordat? : normative reflections on the concept of truth (...) and on intercontextual competition in a pluralistic society -- The prospect for a constructivist theory of historiography -- Appendix: Life after death in selected texts of ancient Judaism. (shrink)

Annotation Contains 17 contributions which together aim to speed the process of epistemological reform of undergraduate science teaching in order to align it with the social constructivist reform goals of the science education community. Chapters include impressionistic accounts, studies of recent transformative teaching endeavors, and radical new approaches to learner-sensitive science teaching. Of likely interest to graduate teaching students, science educators, and the educational discourse community. Annotation c. Book News, Inc., Portland, OR (booknews.com).

Context: Josef Mitterer has become known for criticizing the main exponents of analytic and constructivist philosophy for their blind adoption of a dualistic epistemology based on an alleged ontological difference between world and words. Judith Butler, who has developed an influential model of (de)constructivist feminism and has been labeled a linguistic constructivist, has been criticized for sustaining exactly what, according to Mitterer, most modern philosophy fails to acknowledge: namely that there is no ontological difference between objective facts (...) beyond language and the discourse about these facts. Problem: In the scholarly discussion on non-dualism, two main questions have been raised: Where does Mitterer’s basic consensus, i.e., the starting-point description, come from? and: What does it mean, to say that further descriptions change their object? Method: Comparative analysis of the core concepts of Mitterer’s and Butler’s work in the context of the history of ideas. Results: Butler’s conception of a performative production of objectivity through discursive and non-discursive iterated practices can be interpreted as an illustration of Mitterer’s claim that descriptions change their object. The problem of where Mitterer’s starting-point descriptions come from can be solved by adopting Butler’s concept of culturally inherited practices. (shrink)

Purpose. The paper considers the establishment of the paradigmatic determinants of the understanding of crime on the basis of fundamental changes in understanding of the essence of a man in ancient, medieval, Renaissance, modern and postmodern philosophy. Theoretical basis. The author determines that the understanding of the concept of crime is possible only in the combination of historical, philosophical, legal and sociological approaches. The interpretation of the essence of this concept dynamics and relevant legal practices is based on structuralist, post-structuralist (...) and hermeneutical methodological principles. Originality. The author has proved that the concept of "crime" is not a constant but a historically variable category whose dynamics of meanings is linked to a change in philosophical anthropological paradigms. Its understanding is primarily related to the interpretation of the essence of a man and the imperatives of his behavior. This allows a new understanding of the philosophical foundations of modern criminology. Conclusions. The article establishes that in the history of Western philosophy, there are five anthropological paradigms that differ in a thorough rethinking of the essence of a man. The first cosmocentric regards man as a microcosm, his soul and actions must be in harmony with the harmony of the Cosmos. The second Theocentric considers a man the image and likeness of God, though he is at the same time burdened with original sin. In the era of early Modernism, the third paradigm, which we called cognitive-centric, becomes dominant, since the essence of a man is reduced primarily to his mind. It gradually changes to the fourth – sociocentric, which focuses on the social essence of a man. However, despite its continued existence in our time, at the end of the XX century, there is a transition to the fifth paradigm – postmodernist, which deconstructs the essence of a man, reducing it to the role of an element of power systems. These paradigms, with a certain synchronicity, create the corresponding concepts of "crime": from violation of polis-space laws to identification with sin, from non-observance of mental and moral standards to social deviance. Contemporary understandings of crime are, for the most part, relativistic and constructivist, which is consistent with the postmodern anthropological paradigm. However, the diversity of interpretations of the concept of "crime" that exists in the current scientific literature needs further comprehension. (shrink)

In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...) from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. To this end we offer comparisons and contrasts between Camus and the pragmatist educational discourse centred on communities of philosophical inquiry (or, more broadly, collaborative philosophical inquiry). In particular we focus on the phenomenology of inquiry, namely, that “inquiry must begin with a problem, question, or doubt and must aim at a solution or resolution, both of which are genuinely felt—something in which the inquirer actually has a stake” (Gregory & Granger, 2012: 13). We conclude that what Camus calls lucidity has implications for the notion of reconstruction, prominent in Dewey’s thoughts on education, and central to Lipman’s focus on philosophy functioning educationally. (shrink)

The causes of disagreements between individuals, social groups, cultural groups, political parties, and nations can be traced down to the basic human tendency to give form to – and to reify views, beliefs, and opinions. With this being the case, I would like to ask the question: what, exactly are ‘views’ (including here such overlapping categories as ‘opinions’, ‘beliefs’ and ‘attitudes’,)? How, exactly, do we give form to them? Why is it so difficult to change, or get rid of them? (...) The Buddhist tradition since the time of its inception, has been greatly concerned with the matter of identifying ‘false views’ and replacing them with ‘correct views’. But serious and insightful research into the formation and maintenance of views and beliefs is by no means limited to Buddhism. It has been a topic of great concern in the past century to a wide range of secular researchers: social and behavioural psychologists; literary theorists and epistemologists; scientists and marketing strategists. What the specialists in these various fields have to say about beliefs is diverse – and yet there is much overlap. The ways in which they overlap are thought-provoking, and their differences are revelatory. In this paper, I investigate a few prominent approaches to the study of views and beliefs, and show how these various approaches can do much to fill in each other’s discourse. Finally, I reframe the Mahayana Buddhist notion of ‘correct faith’ within the context of this exploration of views. (shrink)

Context: Most constructivist discourse is situated at the philosophical-conceptual level, where arguments appeal to the intuition of the reader, while formal-computational models have only been taken into account to a very limited degree so far. Problem: Two types of problems need to be addressed: Synthetically, can constructivist concepts be turned into actual computational implementations? Can these be further conceptual developments in constructivist theory as such, or are they just an application thereof? Conceptually, does the notion of computation (...) square with constructivist approaches at all? Method: Paradigmatically, we discuss the meaning of “computational” in cognitive agents that comply with constructivist concepts. Also, we summarize the contributions. Results: From a constructivist point of view, the concept of “computational model” is ambiguous and depends on whether it is used in the sense of the computational(ist) theory of mind or simply as a tool. Implications: The insights presented in the contributions to this special issue point in the direction of a computational extension of constructivist approaches as well as a constructivist extension to computational approaches. However, while many of the questions we posed were discussed in the contributions and open peer commentaries, some of them were largely neglected and thus are subject to further discussion. (shrink)

Volume 17, Issue 4, September 2020, Page 470-473.

A prominent argument for moral realism notes that we are inclined to accept realism in science because scientific inquiry supports a robust set of critical practices—error, improvement, explanation, and the like. It then argues that because morality displays a comparable set of critical practices, a claim to moral realism is just as warranted as a claim to scientific realism. But the argument is only as strong as its central analogy—and here there is trouble. If the analogy between the critical practices (...) of science and morality is loosely interpreted, the argument does not support moral realism—for paradigmatically constructivist discourses like fashion display the relevant critical practices just as well. So if the argument is to have force, the realist must say more about why the critical practices of morality are sufficiently like those of science to warrant realism. But this cannot be done—moral inquiry differs from scientific inquiry in too many important ways. So the analogy with the critical practices of science fails to vindicate moral realism. But there are further lessons: in looking closely at the critical practices of our moral discourse—and in comparing them to the critical practices of science and fashion—we gain insight into what is distinctive about morality objectivity and moral metaphysics. (shrink)

Context: Traditional research on the fiction/non-fiction distinction is the fruit of an essentialist methodology in which the procedures of ontologizing and textualizing are assumed as obligatory. Ontologizing and textualizing form the basic discursive technique, in which analyses are focused on the object as the semantic centre. Theory of literary fiction – deeply rooted in Alexius Meinong’s theory of non-existent objects – is object-orientated and, as a result, is always ontologically involved/engaged. Problem: The re-description of the fundamental literary problems as a (...) kind of epistemological experiment for which non-dualizing philosophy is a foundation. Considerations are aimed at providing answers/solutions to the three following issues: 1. Is it possible to connect non-dualism with a literary discourse about literary fiction? 2. What difference does the non-dualizing perspective make in comparison to a philologically-orientated discourse? 3. What difference does the non-dualizing perspective make in comparison to the constructivist approach to the problem of fiction? Approach: Mitterer’s non-dualism is considered from both the context of ontologically-orientated discourse about fiction and literary research and the context of constructivist discourse about fiction. Results: Mitterer’s non-dualizing conception may be considered a foundation of a radical non-essentialist way of thinking about literary fiction. As a result, the philologically-orientated research on literary text, focused on the explanation of its semantics, would rather move towards a culturally-, pragmatically-, and/or sociologically- orientated type of discourse. The notion of (literary) fiction should be reformulated as follows: fiction is not the reason for interpretation; fiction is the result of interpretation because the description comes from the object of speech (from-object-cognition). Implications: This is only an introduction to the project of a potential non-ontologizing discourse about literary fiction. Therefore it should be developed and discussed as the option for the dualizing type of the discourse as it still stirs up a lot of controversies. (shrink)

There have, by now, been a number of thorough-going critiques of what has variously been called the ‘equality’, ‘equity’ or ‘liberal’ approach to understanding ‘the woman problem in technology’ by those who would prefer to focus on ‘the technology question in feminism’. Most of these critiques adopt deconstructivist techniques to expose the limitations of equality approaches, including, most centrally, their assumptions about the neutrality of technology and the limited nature of equality programmes designed simply to increase access for women to (...) that technology. However, the critiques themselves have so far failed to come up with convincing alternative interventionist strategies, either because the universalizing tendency of their theoretical perspective gives rise to interventions that fail to deal with the diverse and fragmented nature of women's experiences and needs, or because recognition of this diversity and fragmentation leaves very little common ground on which to build successful intervention strategies. This article addresses this dilemma in the context of computing and IT education and draws on empirical research on women's experiences of computing and IT in two different educational settings where issues of gender difference and equality were managed in very contrasting ways. It then offers some suggestions for how both a critical and constructivist discourse on technology might be made to coexist in educational programmes designed to promote gender equality. (shrink)

: Several recent studies in science and technology studies (STS), and in the history of science and technology, have highlighted the stochastic and uncontrollable nature of technological trajectory. In this paper I will examine three technologies--the Triode, the numerically controlled (NC) machine tool, and the Internet--each of which reflects a different aspect of technological uncertainty. I will argue that the Triode's seemingly unpredictable evolution is partly caused by limitations in our present historical knowledge about it. The NC machine's mysteriously unpredictable (...) life emerged partly from the unpredictability in the conflict between workers and managers, and partly from historians' blurring the boundary between workers and managers, combining them into one general category--humans--and contrasting humans with machines. Finally, I will show that the Internet's tremendous momentum should not be interpreted as showing technology's autonomous life, since American engineers constantly intervened in its course through public shows and through the negotiation for international standardization procedures. On this basis, I will also critically examine the cultural meaning of autonomous technology including the constructivist discourses of nonhuman agency. (shrink)

Purpose: So far, the work of Josef Mitterer has not been widely recognized in philosophy of education, even though it offers many points of contact not only for epistemological and methodological questions but also for empirical and educational issues. Among these points of contact there is an outstanding sentence (see motto), which can be taken as a starting point for conceptual considerations in philosophy of education. The article takes this sentence as a hub for some corresponding investigations. Method: The article (...) seeks to make progress in these investigations through reflecting on Mitterer's sentence in ten steps, beginning with translational aspects and ending with questions of power relations and inconsistency. The arguments are made through (a) reference to concepts that are currently being discussed in philosophy of education and constructivist discourses, (b) through contrasting various conceptualizations, and (c) through discussion of selected examples. Findings: The article proposes a translation of Mitterer's sentence that may be from Mitterer. It points out several similarities with and differences to positions related to (presumed) positions of Mitterer. Furthermore, it shows innovative options for argumentations in educational philosophy on that basis. Benefits: The contribution sounds out some interfaces between Mitterer's philosophy and current debates in philosophy of education. It contributes to differentiated understandings of Mitterer's sentence and it opens up a new field of discourse. (shrink)

Context: It is beyond doubt that RC has received a great deal of attention in educational studies and learning theory. But overall, the current situation seems to be rather ambivalent in view of the blurring of the various strands in constructivist discourses and the different ways of distinguishing and foregrounding constructivist positions. Correspondingly, there is a wide range of claims, from the claim that (radical) constructivism represents a mainstream endeavor to attributions of its being outdated, self-refuting or (...) irrelevant. Purpose: The paper seeks to sound out the ambivalent situation of (radical) constructivism between “all” and “nothing” by examples of attributions of meaning to constructivist positions in academic everyday life and by challenging both prevalent criticisms of systemic-constructivist pedagogy and widespread broad classifications in learning theory. Method: The article critically reflects on (1) one-sentence “destructions” of constructivist positions, (2) Pongratz’s criticism of systemic-constructivist pedagogy, and (3) the threefold classification of the world of learning, i.e., behaviorism, cognitivism, and constructivism. Results: Both the current criticism of constructivism as a mainstream endeavor and evolutionary suggestions provided by the threefold classification are criticized. Although some constructivist concepts and distinctions are widely accepted today, often these achievements are not recognized as being rooted in constructivist discourses. Implications: As far as mainstreaming constructivism might be related to power politics, selling the “real thing,” and joining the ranks of truth-oriented Isms, it would not appear to be a desirable endeavor for those who rely on viability, circular foundations, relativist philosophy, and relationalist approaches. Nevertheless, clarifications of power relations and the interplay between constructivist analyses of politics and the politics of constructivism might contribute to overcoming the diffuse popularity of constructivist thought towards a better understanding of constructivist contributions to solution oriented, meaningful ways of dealing with urgent problems. (shrink)

Open peer commentary on the article “Amusement, Delight, and Whimsy: Humor Has Its Reasons that Reason Cannot Ignore” by Edith K. Ackermann. Upshot: Ackermann’s target article strikes a chord by thinking together oblique and rational aspects of knowing in constructivism. Her target article points out uses of humor and various ways of making sense of our experience that have been underestimated in constructivist discourse. While I can agree on the main lines of her argument, I want to argue for (...) further differentiation and clarification with respect to some historic and systematic aspects. (shrink)

Upshot: Constructionism is an epistemology, a theory of design and a theory of learning. It addresses constructivist learning in individual and social environments where bricolage with digital expressive media plays an important role. This editorial situates constructionism within constructivist discourse, and discusses the potential for constructionism to play an identifiable and important role in a wider educational discourse and theory networking. In this framework, it provides a short synthetic review of the eight papers addressing constructionism from a diversity (...) of perspectives. (shrink)

Upshot: Adam Toon’s book is a development in the fictionalist view of scientific modelling. Although his fictionalist account is realistic and representational, Toon’s input to the theory can contribute to the constructivist discourse. The introduction of a direct view on models’ fictions brings this theory close to non-dualism and living practice views.

This article develops a constructivist, non-metaphysical, non-essentialist conception of human dignity using Jeremy Waldron, Michael Rosen, Ernst Bloch, Jürgen Habermas and Axel Honneth. This constructivist conception of dignity is then related to the communicative or reflexive conception of freedom developed by discourse ethics. Then, these two conceptions are demonstrated to be foundational for the development and implementation of human rights.

Background: Since the adoption of the Universal Declaration of Human Rights by the United Nations in 1948, human rights as set out in government documents have gradually changed, with more and more power being transferred to individual. Objectives: The aim of this article is to analyze how the position of the patient in need of care is constructed in Norway’s renamed and revised Patients’ and Service Users’ Rights Act (originally Patients’ Rights Act, 1999) and published comments which accompanying this legislation (...) from the Norwegian Ministry of Health and Care Service. Research design: A constructivist design was used, and Fairclough’s critical discourse approach was adopted to analyze the text of the Patients’ and Service Users’ Rights Act and comments. Findings: The analysis identified three discourses: (a) political discourse, containing ethical discourses about priority and economy, in which patients are constructed as powerless individuals; (b) expert discourse, containing a theme about patients’ trust in the healthcare team and its knowledge, in which patients are constructed as helpless individuals lacking knowledge; and (c) patient participation and patient autonomy discourse, containing ethical discourses about decision-making, in which patients are constructed not only as individuals with needs and rights but also as “troublesome.” Conclusion: Dominant paternalistic discourses in the legal text validate the power of medicine, the healthcare system, and heath personnel over the needs, rights, participation, and autonomy of the patient. (shrink)