The Importance Of Constructionism

The labeling theory, an example of constructivist perspective is the theory put forth to define how deviance is experienced and why people continue to be deviant. The labeling theory was developed by a group of sociologists in the 1960’s. It is a version of symbolic interactionism defining deviance as a collective action involving the acts of more than one person, and the

There exists conflicting theories among sociologists in the area of determining why a person is considered to be a deviant, and the reasons behind why he or she has committed a deviant act. From a positivistic perspective, deviance is based on biological or social determinism. Alternatively, from a constructionist perspective, deviance is created and assigned by society. Both perspectives seek to give a theory for why a person may become known as deviant. Although they both view similar acts as deviant, the basic differences between positivists and constructionists theories are clear.

Authors Boris Blumberg, Donald Cooper, Pamela Schindler say, Interpretivist argue that simple fundamental laws are insufficient to understand the whole complexity of social phenomena. More important, however they claim that an objective observation of the social world is impossible, as the social world has a meaning for human beings and is constructed by intentional behaviour and actions. Intentional interpretivism approaches meaning as intentional states of individual minds, to be understood by locating them within the broader network of an individual’s other intentional states and in a concrete context of social practices and interactions with others.

The process of United States declaring independence can be compared to many things such as Moses, the pilgrims, and the cubans. Moses was the person who were born in Egypt during Jewish enslavement and leads the Jews out of slavery. The pilgrims, also called Pilgrim Fathers, were the early settlers of Plymouth Colony. When Cuba was the colony of Spain, United States went into war against Spain with Cuba and gained Cuba's independence, also called Cuban War of Independence. Moses, the pilgrims, and the Cubans all lost faith in the government and decided to fight for their rights same as the process of United States declaring independence.

One way to see public administration in action is by attending a city council meeting, whether it be in an urban or rural area, public administration still has a part in each event. As Kettl (2018; p. 244) referenced in his book, there is not a civil system that would be sustainable without strong leadership. This paper will discuss the author’s description, observation, and reflection during a city council meeting.

The macrosystem is describing the cultural world along with ethnicity and the economic status. (Hutchison, 2016) Considering how I had a very wide range of diverse friends it helped me to develop and grow within my macrosystem. In my opinion, I feel that my macrosystem really needed to have a diverse background seeing as how when in the social work field, I will be working with all types of people, from different religious views and cultural background. I also feel the social constructionist perspective can go along with this system as well. According to Hutchison, social constructionist perspective helps see human understanding as the product and the driving force of social interaction. (Hutchison, 2016) During my junior leading up to my graduation

At the age of eight, I started to become the parent of my household. I was responsible for cooking, packing lunches, taking care of my family, and cleaning the house. Growing up with these responsibilities influenced how I interacted with my peers and how I managed my relationships with others. The environmentally influence being a parent in my house has shaped me into the person I am today and has taught me many life lessons. I became the parental influence of the household because my mother got severely sick and could not handle the roles as a mother or wife.

Having a universal design in a TOD neighborhood it can benefit people that finds it hard for them to commute without these commendations. Over time we learn that one universal design can work for one disability but not for another. For example, like stairways is important aspect in buildings. If there a fire in the building you can use the fire exit to exit the building more easily when evacuating from a building. But stairway sometimes doesn’t help people that have physical disabilities where they cannot walk. In the 1900’s elevator was implemented. Because there was movement in the United States for people that have disabilities and wanted equal rights. Eventually, the legislation guarantees people with disabilities to have equal access to the physical environment (Grosbois et al.

In the arguments of “strict constructionism” there are two sides. One of the side argument fortifies stringent constructionism and they optate no interpretation done on the text and for it to be adhered as it is correctly indited. Then, the other side of the argument, there is an opposing side in which the people believe that interpreting discretion should be followed. Thus, the two sides of the argument have engendered an issue for many courts.

Understanding the differences and similarities of interpretive and objective theory approaches is key to further expand one’s knowledge of communication studies. Author of A First Look at Communication Theory Em Griffin, describes interpretive theories as “the linguistic work of assigning meaning or value to communicative texts; assumes that multiple meanings or truths are possible” (Griffin, p.15). He also defines objective theory as “the assumption that truth is singular and is accessible through unbiased sensory observation; committed to uncovering cause-and-effect

Let us start by first comparing the constructionist classroom to that of the traditional classroom. Both are intended for learning, both have students, and both have aspirations that students will learn. However there are big differences from the constructionist classroom to that of the traditional classroom. The traditional classroom is set up with the teacher giving the lecture. The students are to listen to the lecture and take notes. This is all with the hope the students will be able to keep their attention. In the book Impact Teaching the author talks about how adults can only maintain attention for the maximum amount of time of 15 minutes. This time is even less with younger students. Therefore the constructionist classroom is

A third approach, the interpretivist perspective, better accommodates the richness of this context. An interpretivist perspective lends itself to understanding various interpretations from diverse cultures. It also provides the flexibility to conduct analyses under conditions of high complexity and high stakes. The interpretivist model that fits best with this context is sensemaking. Sensemaking refers to ongoing social processes that people use to interpret ambiguous, vague, and/or confusing issues or events (Brown, Colville, & Pye, 2014; Weick, 1995). Through sensemaking, people interpret unexpected events retrospectively to bring a sense of order and allow their organization to continue functioning (Weick, Sutcliffe, & Obstefeld 2005). In

Constructivism is a coherent theory of learning that emerged as a prevailing paradigm in the last part of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy (Bruner, 1966). Constructivism capitalizes on the ways in which human beings create their own personal construct of reality by understanding and experiencing the world. The main underlying assumption of constructivism is that individuals are actively involved right from the birth in constructing personal meaning.

Poststructuralism mainly criticizes the dependence of structuralism on tradition and opposes traditional structuralism to focus research on objectivity and rationality. It attempts to restore irrational tendencies, pursue from the logic, but produce non-logical results. There is seldom a coherent theory in the field of poststructuralism, but each theory begins with a critique of Structuralism. Take the documentary as an example, in the view of the poststructuralist theorists, there is nothing else other than ideology, and any objective and true claim is doubtful in the documentary expression. For many people, such a poststructuralist approach is disappointing. If the documentary cannot get any form of objectivity or authenticity, even full of "fiction" like other feature film, then, how does documentary confirm its identity and value? For the moment, the response of the theorists to this issue is not sufficient, but I am in favor of Carl's point of view. Carl (1996) argues that the theory of poststructuralism and postmodernism is untenable as a philosophy. Also, as a basis for political analysis and political action, it is a failure. The research on poststructuralism is political, because many poststructuralists believe that the world which people living now is just a social construct, and there are many different ideology promoters who want to be hegemonic. This is obviously not acceptable.

There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. Students