...Postmodern Approach to Social Constructivism Laura Romine Liberty University Abstract As the world looks at the reality of communal exchange, thumbing back to historical debates of empirical and rational schools of thought, delineations from dualism to social interchange and collaboration refine hypothesis’ of undisputable truth. Reminiscent of the psychoanalytic movement with greats such as Freud, Jung and Adler, therapy, more of an art than science, and current day philosophies drive which models influence today’s truth. Reality is fashioned by language, how we feel, act and think, revealing “stories” we tell the self as contextual meanings. These beliefs now evolve one’s creation and truth. The therapist, joining in recognition of new perspectives, empowers and helps the client see that forward progress is strength within oneself. In a social constructivist point of view, the therapist detaches from the expert status of defining the problem. From family therapy and the multicultural lens, therapists now challenge cultural factors that, in turn, shape the client’s perceptions in the format of brief therapies. Keywords: brief therapies, collaborative, family therapy, social constructionism Postmodern Approach to Social Constructivism In the 21st century a paradigm shift motivated the field of psychology to unlock a fresh world view revealing the objet d'art of collective exchange. Referring to the modernistic creation of self, it is said that the anthropological...
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...0Jan 15th Paradigm -What is paradigm? -Thomas Kuhn: “the structure of scientific revolution (1962) -he was interested in two things. He redefined the word “paradigm” to use in science -These paradigms I take to be universally recognized scientific achievements that for a time provide model problems and solutions to a community of practitioners. -Provide models (in law, theory, instrumentation, application) from which spring particular coherent traditions of scientific research. -Ex. Copernician revolution, Newtonian dynamic (new version of the world-the change of paradigm ) -Ex. Theory of light -today (in the 1960): light is photon. Ie. Quantum-mechanical entities( Planck Einstein) -In the 19th century, light was transverse wave motion (young and Fresnel ) -during the 18th century, light was material corpuscles (Newton) -in each case, research proceed accordingly -Understanding assumptions -Ontological: what reality is -Epistemological: how to access to knowledge, how knowledge is defined -Define valid knowledge at a time- it is always link on social conventions. Knowledge is never pure knowledge. It is link to the time of what is the social context. -upon which, research problems and analysis are designed (the questions that we asked are always link to the two term) -accepted view of science, of scientific knowledge at a time and scientific...
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...The Digital World The digital world of today can be understood as a product of late-Victorian construction of the machinery of information organization combined with Modernist visual forms. In his doctoral dissertation, The Engineering of Vision from Constructivism to Computers, Lev Manovich, professor of New Media at the University of San Diego, states it is the influence of Modernist visual forms, mainly Soviet era Constructivism, that shapes the look of the current digital world (e.g. the Internet). Professor Simon Cook of Duke University, in his recent paper, Late Victorian Visual Reasoning and a Modern History of Vision, argues that Manovich overlooks the importance of the Victorian period in influencing the aesthetics of our present digital design. Cook bases his argument on the concept of an orderly and well-catalogued Internet, as if the system had been developed in nineteenth century Britain. However, due to the chaotic, disorganized and ever-changing look of the digital world, the argument of a Victorian based system is flawed. The late nineteenth century does not have the impact Cook believes it does, whereas Manovich remains on track in his original argument. Still, Manovich’s ideas can only be regarded on a temporary basis, because the face of the digital world has changed drastically since its development, and will continue to in the near future. Before exploring the look of the current digital world, it is first important to look at its physical development...
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...http://www.artinthepicture.com/styles/Futurism/ Futurism was a 20th century art movement. The Futurists loved speed, noise, machines, pollution, and cities; they embraced the exciting new world that was then upon them rather than hypocritically enjoying the modern world's comforts while loudly denouncing the forces that made them possible. Fearing and attacking technology has become almost second nature to many people today; the Futurist manifestos show us an alternative philosophy. The Futurists explored every medium of art, including painting, sculpture, poetry, theatre, music, architecture and even gastronomy. The Italian poet Filippo Tommaso Marinetti was the first among them to produce a manifesto of their artistic philosophy in his Manifesto of Futurism (1909), first released in Milan and published in the French paper Le Figaro (February 20). Marinetti summed up the major principles of the Futurists, including a passionate loathing of ideas from the past, especially political and artistic traditions. He and others also espoused a love of speed, technology and violence. The car, the plane, the industrial town were all legendary for the Futurists, because they represented the technological triumph of man over nature. http://www.huntfor.com/arthistory/C20th/futurism.htm Futurism came into being with the appearance of a manifesto published by the poet Filippo Marinetti on the front page of the February 20, 1909, issue of Le Figaro. It was the very first manifesto of this...
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...Language Areas Difficulty of the College of Education Students of the University of San Jose-Recoletos: A Basis for Remedial Instruction _____________________________________ A Thesis Presented to the Faculty of the College of Education University of San Jose-Recoletos _________________________ In Partial Fulfillment of the Requirements For the Degree of Bachelor in Secondary Education Major in English By: Albino, Rey Jee Dagunan, Maeflo Fariolen, Amilou Ace Saga, Alyanna Mae S.Y. 2014-2015 CHAPTER 1 THE PROBLEM AND ITS SCOPE Rationale It is unquestionably that language plays a very important part in people’s learning process and of course, it can depict the line between excellence and mediocrity. Indeed, mastery of the field is needed and must be developed. Language, as a general thought has numerous definitions due to the fact that people would likely see things from various viewpoints. However, majority of the characterizations of language appears to be analogous with one another. Among the definitions, language is primarily a mental faculty that allows humans to undertake linguistic behavior: to learn languages and to produce and understand utterances (Haser and Fitch 2003). Furthermore, language is seen as a formal system of signs governed by grammatical rules of combination to communicate meaning (Trask, 2007). This definition stresses that human languages can be described as closed structural systems consisting of rules that relate particular signs to particular...
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...The theory of Realistic Mathematics Education as a theoretical framework for teaching low attainers in mathematics Barnes, Hayley E. URI: http://hdl.handle.net/2263/4848 Date: 2005-06 ------------------------------------------------- Abstract: This article recounts the process embarked on and reasons for selecting the theory of Realistic Mathematics Education (RME) as the theoretical framework in a study carried out with low attaining learners. In the study an intervention for low attaining grade 8 mathematics learners was implemented in an attempt to improve the understanding of the participants with regard to place value, fractions and decimals, and to identify characteristics of this type of intervention and potential design principles that could be applied in similar interventions. In this article, the theoretical framework for the intervention is discussed and theoretical (rather than empirical) reasons for selecting the theory of Realistic Mathematics Education (RME) for use with low attainers are put forward. From a literature review that looked at the teaching and learning of mathematics to learners who fall into the category of performing below the required standard, five common aspects emerged. Once these aspects had been identified, a theory in mathematics education was sought that encompassed these five aspects. The theory of RME was subsequently selected as the theoretical framework to drive the design and implementation of the intervention and is being suggested...
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...E-Leader Manila 2012 A Comparison of Two Theories of Learning -Behaviorism and Constructivism as applied to Face-to-Face and Online Learning Dr. Mary Anne Weegar Dr. Dina Pacis National University San Diego, CA, USA Abstract The two theories of learning discussed are Behaviorism and Constructivism. Skinner and Watson, the two major developers of the behaviorist school of thought sought to prove that behavior could be predicted and controlled (Skinner, 1974). They studied how learning is affected by changes in the environment. The constructivists viewed learning as a search for meaning. Piaget and Vygotsky described elements that helped predict what children understand at different stages (Rummel, 2008). Details of both theories illuminate the differences and connections between the behavioral and constructivist theories in relationship to how children learn and how their behavior is affected. How curriculum and instruction work with these theories to promote learning and how educators view learning with respect to both theories are also reviewed. Introduction Many students enrolled in institutions of higher education in the United States have had experience with both face-to-face and online classes. Educational researchers have begun to examine the technological characteristics of online classes which contribute to making online classes equivalent to face-to-face classes in relationship to their pedagogical effectiveness. The growth of online learning has changed the traditional...
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...UNDERSTANDING LEARNING – STUDY NOTES WHAT IS LEARNING? * Reflective teaching * Classroom experience * Technical teaching * Knowledge about learning * Reflective teaching * Classroom experience and knowledge about learning provide students with a constructive learning environment * Understanding learning * Individual differences, Learning theories, Managing learning in classrooms, Teachers * Constructivist – refers to the idea that learners construct knowledge for themselves; each learner individually (and socially) constructs meaning as he or she learns. * Humanist – a philosophical and ethical stance that emphasizes the value and agency of human beings, individually and collectively, and generally prefers critical thinking and evidence (rationalism, empiricism) over established doctrine or faith (fideism). * Cognitivist – believe that learning is a change in individuals' mental structures enabling them to show changes in behaviour. It is based on the thought process behind the behaviour. * Behaviourist – believe that learning takes place when knowledge is separated into smaller bits. Students are rewarded for successful answers. Instruction focuses on conditioning the learner's behaviour. Learning involves repetition and association and is highly mechanical. Behaviourist leaning teachers focus on a new behavioural pattern being repeated until it becomes automatic. *...
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...International Journal of Scientific and Research Publications, Volume 4, Issue 2, February 2014 1 ISSN 2250-3153 www.ijsrp.org Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Construction of Positivity in Indian Scenario Dr. Jamal Akhtar*, Sarah Kazmi Rizvi** *Professor, Department Of Psychology, Govt. MLB Girls PG College (Autonomous), Bhopal, Madhya Pradesh, India ; email: jamal.akhtar28@gmail.com ** M.B.A., Delhi School of Economics, Delhi University, Delhi, India ; email: sarahkazmi90@gmail.com Abstract- Positivity refers to the degree to which something is positive or the quality or state of being positive. Positivity is that which accepts the world as it is, takes inspiration from it and sees the brighter side of it. Positive Psychology, a newly developed branch of Psychology, is an evolving branch of psychology developed by Martin Seligman and Mihaly Csikszenmihalyi in 1998. It was developed in order to get an insight and understanding in to various dimensions of the concept of positivity. The aim of this branch of...
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...The Bauhaus originated in Weimar in 1919 as a new type of design school. In 1924, when further work in Weimar became impossible, the Bauhaus offered itself up to other towns. That Dessau, an aspiring industrial city in central Germany, was chosen by the Bauhaus Masters over Frankfurt am Main, for example, depended in part on the fact that it could offer the Bauhaus a new school building. Walter Gropius, founder of the Bauhaus in 1919 and its director until 1928, designed the building on behalf of the city of Dessau and in cooperation with Carl Fieger, Ernst Neufert and others in his private architectural practice – the Bauhaus did not have its own department of architecture until 1927. The Bauhaus workshops were integrated within the building’s interior design. The city of Dessau provided money for the new school building on a development site close to the train station and also for the Masters' Houses, and remained the owner of both properties. Designed in 1922 by Josef Hartwig, the best part about the chess pieces is that the design of each also indicates the type of movement it is capable of. Bauhaus Cradle The Bauhaus Cradle emerged in the early days of the German design school, but the simplicity of this magazine holder, both with regard to the form and colors used, doesn't undermine the inherent playfulness of the design. SEXPAND Bauhaus Wasilly Chair Of all the chairs to come out of the Bauhaus, this is the one that commonly comes to mind. Designed my Marcel...
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...The effect of learning environment factors on students' motivation and learning Mary Hanrahan, Centre for Mathematics and Science Education, Queensland University of Technology, Australia Copyright 1998 Taylor & Francis Published in: International Journal of Science Education 20 (6) p 737-753 This is the author's version of the work. It is posted here with permission of the publisher for your personal use. Not for redistribution. See publisher’s website for the definitive published version. http://www.tandf.co.uk/journals/titles/09500693.asp Abstract This paper reports a qualitative study of the learning environment of a Year 11 Biology class. The research was originally framed in a constructivist epistemology, but was also informed by an emancipatory interest. The main methods used for data gathering were participant observation, interviewing, and a written response survey (CES, Tobin, 1993a). It was found that, even though the students viewed the class positively, and described themselves as highly motivated to learn, the level of cognitive engagement was affected by two interrelated factors: the control the teacher had over almost all activities, and student beliefs about learning in this context. The data suggests that both intrinsic and extrinsic motivation which could lead to deep involvement in learning are constrained by a preponderance of teacher-centred methods of instruction. A model is proposed relating intrinsic and extrinsic interest to cognitive engagement. It...
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...Psychodynamics is the systematic study and theory of the psychological forces that underline human behavior, emphasizing the interplay between unconscious and conscious motivation.[1] The original concept of "psychodynamics" was developed by Sigmund Freud.[2] Freud suggested that psychological processes are flows of psychological energy in a complex brain, establishing "psychodynamics" on the basis of psychological energy, which he referred to as libido. The psychodynamic psychotherapy is a less intensive form compared to classical psychoanalysis practiced by strict Freudians, demanding sessions only once weekly instead of 3-5 times weekly which was typical for traditional psychoanalysts. Psychodynamic therapies depend on a theory of inner conflicts which surface in behaviour or emotions. Generally, one conflict is subconscious. ------------------------------------------------- Overview In general, psychodynamics, also known as dynamic psychology, is the study of the interrelationship of various parts of the mind, personality, or psyche as they relate to mental, emotional, or motivational forces especially at the unconscious level.[4][5][6] The mental forces involved in psychodynamics are often divided into two parts:[7] (a) interaction of emotional forces: the interaction of the emotional and motivational forces that affect behavior and mental states, especially on a subconscious level; (b) inner forces affecting behavior: the study of the emotional and motivational forces...
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...The Use of Information Technology to Enhance Management School Education: A Theoretical View Author(s): Dorothy E. Leidner and Sirkka L. Jarvenpaa Source: MIS Quarterly, Vol. 19, No. 3, Special Issue on IS Curricula and Pedagogy, (Sep., 1995), pp. 265-291 Published by: Management Information Systems Research Center, University of Minnesota Stable URL: http://www.jstor.org/stable/249596 Accessed: 15/04/2008 11:44 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=misrc. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information...
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...ability to remediate or engage children who are, for any number of reasons, not suited to traditional public schooling. This paper examines the basis of the need for alternative schooling, outlines the development and evolution of the Montessori method and philosophy, and validates the methodology in research, providing a side-by-side comparison for examination of relative strengths and weaknesses of the program. For 21st century school reformists seeking alternative methods of education or an individualized, child-centered curriculum, Montessori presents itself as an adaptive, hands-on, future-friendly option for the democratic community as it evolves toward offering a full preschool to secondary public program. Keywords: Montessori, constructivism, independence, Dewey, progressive, alternative education Montessori: Evolving Toward a Public Secondary School in the 21st Century Since the time of early philosophers such as Socrates, Aristotle and Plato, to whom we can trace the traditional subjects of the common core curriculum, there have been heated political and social debates surrounding the field of education. Rather than being discouraged by their recurrent nature, academic planners and developers must examine these questions anew to refresh our views and test our assumptions about the necessary directions of education in current society. One of the most basic questions at the heart of this discussion is, what are the aims or purposes of education? In order to create...
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...TAELLN702A – Analyse and Apply Adult Numeracy Teaching Practices Table of Contents Table of Contents 2 1 Analyse & apply conceptual frameworks and theories underpinning numeracy teaching 4 1.1 Do the learning theories that underpin literacy teaching have any relevance to the teaching of numeracy? Discuss this question by identifying the similarities and the differences involved 4 1.2 In the realm of numeracy there are a number of frameworks that pertain to the teaching of numeracy to adults. Select two and discuss their relevance to numeracy teaching 7 1.3 It is clear that several adult learning principles apply equally to the teaching of numeracy and to the teaching of literacy. Review the adult learning principles and identify any that apply specifically to the teaching of numeracy. Select a skill from each of levels 1-3 of numeracy in the ACSF and explain how you would apply a relevant adult learning principle to the teaching of each numeracy skill. 7 1.4 Learning numeracy can occur in a number of contexts. Identify three or more contexts or types of provision in which numeracy learning for vocational education and training contexts, can take place and identify which levels of numeracy from the ACSF would be applicable. 10 2 Research literacy requirements of those participating in numeracy provision 12 2.1 Adult learners have a diversity of skills and backgrounds. From your experience identify examples of learner diversity and how it impacted...
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