Argument On Fact Constructivism

Constructivism is reflecting on the experiences we have had in order to create our own understanding of the environment me live in. For instance, lets say I had and old sewing machine that I used all the time but now broke. I visit a sewing machine shop in order to buy a new one. The only machines available are newer models of the machine I owned, with different buttons and features. My previous experience with my machine will guide me into using the new machine. By simply learning a few extra steps, I would now be able to use the new model thanks to by previous experience, this is considered constructivism.

I am going to discuss and focus on Lee Vygotsky and his theory of Constructivism. One of Lee Vygotsky main theories was in fact constructivism; it is interesting to read about Lee Vygotsky view on constructivism as it is about how people learn and is based on a scientific study. One of the main meanings behind constructivism is “Constructivism is people who construct their own understanding and

David Hume, a philosopher who raised radical doubts about the rationality of the scientific enterprise. Hume believed that “experience can only assure us of what we are actually observing at present, or can remember having observed in the past” (Cottingham, 2008). In this paper I will show that David Hume’s claim on induction that when there is real knowledge of an event, it cannot correctly justify inductive assumptions.

Mills next discusses objectivism. This suggests the independence of what we choose and what we believe. Within objectivism, there is realism and constructivism. Starting with realism, it can be defined as viewing that it is objectively the case that there are human races. For instance, we know that there are multiple and specific human races attached to human beings. Digging deeper on the meaning, constructivism

The theory of positivism state that the knowledge that is valid about the world can be derived only from sense experience and from empirical associate, for instance the evidence of cause and affect must be observable by the senses (Ferrante, 2008:12). The theory propose that there are three intellectual stages through which the world has gone throughout its history, not only but also the groups, societies, sciences, individuals, and even minds go through the same three

The social construct of reality is the historical process by which our experiences become categories and treated as things (Roy 5). Historical process is the process itself in which an idea becomes reified over time thus becoming accepted and used normally (Roy 19). Defining the social construction of reality as a historical process is the formation of accepted categories over a period of time; in other words, the “facts” that were once just ideas, “take on a reality of their own” (Roy 19) thus being the process of how things become a reality.

To have a belief in something is not to be mistaken as having knowledge of something, for these terms (belief and knowledge) are not to be seen as synonymous. This is further explored within the written philosophical work titled On Certainty by Ludwig Wittgenstien. This piece stands as a response to G.E. Moore’s written work “A Proof of The External World”. As way to justify that there is a world external of our sense, Moore uses his hand as a (sufficient) tool. This because he believes that what can be known through immediate sense experience is how one can acquire “commonsense” knowledge. To Moore, commonsense knowledge is knowledge that denies the possibility of doubt, which in turn lays down a foundation for all knowledge.

An example of constructivist thinking would be that ISIS is both a product of terrorists deciding that ISIS exists, and also a product of governments around the globe deciding that it exists.

Closely related to constructivists’ core ontological claim is a second claim: the social setting – that which they construct – provides social agents with “understanding of their interests;” the social setting “constitutes” those interests (Checkel, 1998: 326). Social agents, thus, “bear identities, rights[,] and obligations (to name a few) in their own consciousness (Adler, 1997: 325).” As such, ideas have “structural characteristics;” they are the “medium and propellant of social action; they define the limits of what is cognitively possible and impossible for individuals (Adler, 1997: 325; emphasis added).” And, more than simply delimiting that which is “cognitively possible and impossible,” intersubjectively shared ideas also delimit

A. In chapter 1, through a brief overview of constructivism through different constructivists, such as Wendt, Kratochwil, and Onuf, Zehfuss makes her argument against the constructivist camp in relation to reality through a postmodern approach, in which her main argument is inspired by Jacques Derrida.

David Humes introduced the problem of Induction and he suggested that there is no reason to accept general conclusions according to observations of a specific instance since the general conclusions are based on a number of unobserved situations. Humes made two proposals, the first was the “Relations of idea” and the other was “Matters of Fact”. The proposal of “Relation of Ideas” suggested that the truth of our ideas is limited to our ideas whereas “Matters of Fact” suggested that the ideas tell us something new and not something that we were already aware of. However, the distinction between both proposals applies also to proposals that are false.

Construct is defined as "a representation of the universe, a representation erected by a living creature and then tested against the reality of that universe" (Kelly, 1955, p.12). According to Kelly, people make sense of the world by formulating their own models. They interpret things happened around them and organize those interpretations to construe their own models of reality. These models are called "constructs" by Kelly.

Constructivism allows each student to develop critical thinking, encourages independent learning and provides less standardized testing, whereas, traditional classrooms fail their students at this approach. The constructivist method is aimed at

Teachers who have a constructivist basis for their philosophy of teaching and learning are seldom satisfied to use textbooks alone. Constructivists know that students must have motivation to search for meaning and create their own understanding of the world of ideas. When students want to know more about an idea, a topic, or an entire discipline, they put more cognitive energy into classroom investigations and discussions and study more on their own.

Constructivism is the theory that humans construct knowledge and meaning from their experiences. This idea that people learn from experience and not just from hearing lectures was revolutionary and gave birth to the experimental learning approach that is more powerful than lectures and worksheets. By directing their own learning processes, students understand concepts better. In essence constructivism is the theory of how we learn.