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  1. Students’ Ideas and Radical Constructivism.Pedro J. Sánchez Gómez - 2016 - Science & Education 25 (5-6):629-650.
    In this article, I study, from the point of view of the analytic philosophy of mind, the compatibility of students’ ideas studies with radical constructivism. I demonstrate that RC is based on a psychology of narrow mental states; that is, the idea that the mental content of an individual can be fully characterised without any reference external to her or him. I show that this fact imposes some severe restrictions to SIS to be incorporated into RC. In particular, I argue (...)
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  • The Construction of 'Reality' in the Robot: Constructivist Perspectives on Situated Artificial Intelligence and Adaptive Robotics. [REVIEW]Tom Ziemke - 2001 - Foundations of Science 6 (1-3):163-233.
    This paper discusses different approaches incognitive science and artificial intelligenceresearch from the perspective of radicalconstructivism, addressing especially theirrelation to the biologically based theories ofvon Uexküll, Piaget as well as Maturana andVarela. In particular recent work in New AI and adaptive robotics on situated and embodiedintelligence is examined, and we discuss indetail the role of constructive processes asthe basis of situatedness in both robots andliving organisms.
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  • The Dynamics of Thought.Peter Gardenfors - 2005 - Dordrecht, Netherland: Springer.
    This volume is a collection of some of the most important philosophical papers by Peter Gärdenfors. Spanning a period of more than 20 years of his research, they cover a wide ground of topics, from early works on decision theory, belief revision and nonmonotonic logic to more recent work on conceptual spaces, inductive reasoning, semantics and the evolutions of thinking. Many of the papers have only been published in places that are difficult to access. The common theme of all the (...)
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  • Reflections on 25 Years of Journal Editorship.Michael R. Matthews - 2015 - Science & Education 24 (5-6):749-805.
    These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise (...)
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  • Using Wittgenstein to Respecify Constructivism.David Francis - 2005 - Human Studies 28 (3):251-290.
    Taking its orientation from Peter Winch, this article critiques from a Wittgensteinian point of view some “theoreticist” tendencies within constructivism. At the heart of constructivism is the deeply Wittgensteinian idea that the world as we know and understand it is the product of human intelligence and interests. The usefulness of this idea can be vitiated by a failure to distinguish conceptual from empirical questions. I argue that such a failure characterises two influential constructivist theories, those of Ernst von Glasersfeld and (...)
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  • Complexity and Education: Vital Simultaneities.Brent Davis - 2008 - Educational Philosophy and Theory 40 (1):50-65.
    This article explores the place of complexity science within education and educational research. The discussion begins with the suggestion that educational research has a history of adopting interpretive frames from other domains with little adaptation. Complexity science is argued to compel a different sort of positioning, one that requires accommodation and participation rather than unproblematized assimilation and application. The argument is developed by considering the following simultaneities in education research: knower and knowledge; transphenomenality; transdisciplinarity; interdiscursivity; descriptive and pragmatic insights; representation (...)
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  • ‘And They Lived Happily Ever After’: The Fairy Tale of Radical Constructivism and von Glasersfeld's Ethical Disengagement.Vasco D'Agnese - 2015 - Ethics and Education 10 (2):131-151.
    Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction with, and the challenge of, reality is eliminated, knowledge remains only (...)
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  • The Plurality of Evolutionary Worldviews.Nathalie Gontier - 2021 - Biosemiotics 14 (1):35-40.
    Evolutionary biologists, evolutionary epistemologists, and biosemioticians have demonstrated that organisms not merely adapt to an external world, but that they actively construct their environmental, sociocultural, and cognitive niches. Denis Noble demonstrates that such is no different for those organisms that engage in science, and he lays bare several crucial assumptions that define the scientific dogmas and practices of evolutionary biology.
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  • The Poverty of Constructivism.Derek Louis Meyer - 2009 - Educational Philosophy and Theory 41 (3):332-341.
    Constructivism claims to be a postepistemology that replaces 'traditional' concepts of knowledge. Supporters of constructivism have argued that progress requires that pre-service teachers be weaned off traditional approaches and that they should adopt constructivist views of knowledge. Constructivism appears to be gaining ground rapidly and should no longer be viewed as an exercise in radical thinking primarily aimed at generating innovative teaching. It has become an integral part of the pedagogic mainstream. Close examination of the theoretical foundations of constructivism, however, (...)
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  • Positivism and Constructivism, Truth and 'Truth'.Jim Mackenzie - 2011 - Educational Philosophy and Theory 43 (5):534-546.
    This paper is concerned with the reversal in meaning of the word positivism, which has come to mean ‘theory which assumes the existence of a world beyond our ideas’ whereas once it meant ‘theory which is agnostic about the existence of a world beyond our ideas', and with educational writers’ persistent mistakes in using quotation marks, as a consequence of this reversal.
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  • Roles of Epistemology in Investigating Knowledge: “Philosophizing With”.Nina Bonderup Dohn - 2011 - Metaphilosophy 42 (4):431-450.
    Abstract: This article aims at elucidating the ways in which philosophy may engage in cooperation with other disciplines through “philosophy with” (Hansson 2008). An exemplary investigation is undertaken of the roles of epistemology in investigating knowledge, that is, how epistemology may interact with sciences concerned with knowledge. Four possible roles are distinguished: provider of a priori conceptual analyses, clarifier of scientific concepts and their implications, interpreter of scientific results, and dialogue partner with a voice of its own. Each role is (...)
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  • Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning. [REVIEW]Stephen Vassallo - 2013 - Studies in Philosophy and Education 32 (6):563-580.
    In the educational psychology literature, self-regulated learning is associated with empowerment, agency, and democratic participation. Therefore, researchers are dedicated to developing and improving self-regulated learning pedagogy in order to make it widespread. However, drawing from the educational philosophy of Paulo Freire, teaching students to regulate their learning can be tied to a curriculum of obedience, subordination, and oppression. Using Freire’s discussion of concepts such as adaptation, prescription, and dependence, I suggest that self-regulated learning: targets individual psychological changes that render individuals (...)
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  • Phenomenology as Rhetoric.John Paley - 2005 - Nursing Inquiry 12 (2):106-116.
  • On Natural Selection and Hume's Second Problem.Armando Aranda-Anzaldo - 1998 - Evolution and Cognition 4 (2):156-172.
    David Hume's famous riddle of induction implies a second problem related to the question of whether the laws and principles of nature might change in the course of time. Claims have been made that modern developments in physics and astrophysics corroborate the translational invariance of the laws of physics in time. However, the appearance of a new general principle of nature, which might not be derivable from the known laws of physics, or that might actually be a non-physical one (this (...)
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  • Biosemiotics and Applied Evolutionary Epistemology: A Comparison.Nathalie Gontier & M. Facoetti - 2021 - In In: Pagni E., Theisen Simanke R. (eds) Biosemiotics and Evolution. Interdisciplinary Evolution Research, vol 6. Springer, Cham. Cham: pp. 175-199.
    Both biosemiotics and evolutionary epistemology are concerned with how knowledge evolves. (Applied) Evolutionary Epistemology thereby focuses on identifying the units, levels, and mechanisms or processes that underlie the evolutionary development of knowing and knowledge, while biosemiotics places emphasis on the study of how signs underlie the development of meaning. We compare the two schools of thought and analyze how in delineating their research program, biosemiotics runs into several problems that are overcome by evolutionary epistemologists. For one, by emphasizing signs, biosemiotics (...)
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  • On the Epistemic Value of Students’ Conceptions in Science Education.Pedro J. Sánchez Gómez - forthcoming - Science & Education.
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  • The Myth of Responsibility: On Changing the Purpose Paradigm.Friedrich Glauner - 2019 - Humanistic Management Journal 4 (1):5-32.
    As part of our exploration of a new conceptual framework for an economy that works for 100% of humanity, this conceptual paper asks why all talk about the purpose of organizations seems to suffer from a certain bias, namely the bias of scarcity, and how this myth of scarcity influences our understanding of corporate responsibility. The mainstream understanding of corporate purpose always contains partly normative and partly functional aspects designed to cope with the purported problem of scarcity. According to economic (...)
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  • Pendula, Models, Constructivism and Reality.Robert Nola - 2004 - Science and Education: Academic Journal of Ushynsky University 13 (4/5):349-377.
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  • Constructivism, Truth and Reality.Hugh Gash - 2014 - Foundations of Science 19 (3):307-309.
    This commentary to Nescolarde-Selva and Usó-Doménech’s (Reality, systems and impure systems. Foundations of Science 2013) links ideas in their paper to radical constructivism and raises two questions. (1) Would it be helpful to substitute the constructivist notion of viability for the traditional notion of truth with its connotations of relating language and reality? (2) Is the link made to issues in ontological philosophy important since the implicit constructivist epistemology of the paper considers mathematical ideas are just as real as ideas (...)
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  • Naked Before Reality; Skinless Before the Absolute.Robert Nola - 2003 - Science & Education 12 (2):131-166.
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  • Philosophical Skepticism Not Relativism is the Problem with the Strong Programme in Science Studies and with Educational Constructivism.Dimitris P. Papayannakos - 2008 - Science & Education 17 (6):573-611.
  • A Systems Theoretical Approach to Online Knowledge Building.Joachim Kimmerle, Johannes Moskaliuk, Ulrike Cress & Ansgar Thiel - 2011 - AI and Society 26 (1):49-60.
    This article describes the phenomenon of knowledge building in online environments. Knowledge building is a process within a community, which leads to the development of knowledge. In order to analyze this process, we will look into the ways in which individuals interact with the collective as a whole. For this purpose, the psychic and social systems, which are involved here are regarded as meaning-based systems in the sense of Luhmann’s systems theory—open to the environment, but operatively closed. The respective modes (...)
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  • On the Light Doves and Learning on Mistakes.Vuk Uskoković - 2009 - Axiomathes 19 (1):17-50.
    Each type of learning is proposed as being a three-stage process, composed of: (i) recognition of a perceptual situation and performance of an action corresponding thereto; (ii) observation of a deviation of the action result from an expected outcome; (iii) re-arrangement of the conceptual framework of reasoning to meaningfully assimilate the observed deviation. In order to evaluate a general, systemic significance of the concept of learning proposed hereby, the latter is assessed from perspectives that correspond to diverse levels of organizational (...)
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  • Pictures and Mathematics : Essays on Geometrical Representation, Pictorial Realism and Representational Abilities.Anna Stenkvist - 2014 - Dissertation, KTH Royal Institute of Technology
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  • Pragmatic Constructivism: Revisiting William James's Critique of Herbert Spencer.Michael P. Lempert - 1997 - Paideusis: Journal of the Canadian Philosophy of Education Society 11 (1):33-50.
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  • Beyond Curriculum: Groundwork for a Non-Instrumental Theory of Education.Deborah Osberg & Gert Biesta - 2020 - Educational Philosophy and Theory 53 (1):57-70.
    This paper problematizes current thinking about education by arguing that the question of educational purpose is not simply a socio-political question concerned with what the ends should be and why...
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  • C. S. Peirce and Intersemiotic Translation.Joao Queiroz & Daniella Aguiar - 2015 - In P. Trifonas (ed.), International Handbook of Semiotics. Berlin: Springer. pp. 201-215.
    Intersemiotic translation (IT) was defined by Roman Jakobson (The Translation Studies Reader, Routledge, London, p. 114, 2000) as “transmutation of signs”—“an interpretation of verbal signs by means of signs of nonverbal sign systems.” Despite its theoretical relevance, and in spite of the frequency in which it is practiced, the phenomenon remains virtually unexplored in terms of conceptual modeling, especially from a semiotic perspective. Our approach is based on two premises: (i) IT is fundamentally a semiotic operation process (semiosis) and (ii) (...)
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  • Towards the Naturalization of Agency Based on an Interactivist Account of Autonomy.Argyris Arnellos, Thomas Spyrtou & Ioannis Darzentas - 2010 - New Ideas in Psychology 28 (3):296-311.
    This paper attempts to provide the basis for a broader naturalized account of agency. Naturalization is considered as the need for an ongoing and open-ended process of scientific inquiry driven by the continuous formulation of questions regarding a phenomenon. The naturalization of agency is focused around the interrelation of the fundamental notions of autonomy, functionality, intentionality and meaning. Certain naturalized frameworks of agency are critically considered in an attempt to bring together all the characteristic properties that constitute an autonomous agent, (...)
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  • A Biosemiotic and Ecological Approach to Music Cognition: Event Perception Between Auditory Listening and Cognitive Economy.Mark Reybrouck - 2005 - Axiomathes 15 (2):229-266.
    This paper addresses the question whether we can conceive of music cognition in ecosemiotic terms. It claims that music knowledge must be generated as a tool for adaptation to the sonic world and calls forth a shift from a structural description of music as an artifact to a process-like approach to dealing with music. As listeners, we are observers who construct and organize our knowledge and bring with us our observational tools. What matters is not merely the sonic world in (...)
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  • Mathematical Models and Reality: A Constructivist Perspective. [REVIEW]Christian Hennig - 2010 - Foundations of Science 15 (1):29-48.
    To explore the relation between mathematical models and reality, four different domains of reality are distinguished: observer-independent reality, personal reality, social reality and mathematical/formal reality. The concepts of personal and social reality are strongly inspired by constructivist ideas. Mathematical reality is social as well, but constructed as an autonomous system in order to make absolute agreement possible. The essential problem of mathematical modelling is that within mathematics there is agreement about ‘truth’, but the assignment of mathematics to informal reality is (...)
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  • Rethinking Polanyi’s Concept of Tacit Knowledge: From Personal Knowing to Imagined Institutions. [REVIEW]Tim Ray - 2009 - Minerva 47 (1):75-92.
    Half a century after Michael Polanyi conceptualised ‘the tacit component’ in personal knowing, management studies has reinvented ‘tacit knowledge’—albeit in ways that squander the advantages of Polanyi’s insights and ignore his faith in ‘spiritual reality’. While tacit knowing challenged the absurdities of sheer objectivity, expressed in a ‘perfect language’, it fused rational knowing, based on personal experience, with mystical speculation about an un-experienced ‘external reality’. Faith alone saved Polanyi’s model from solipsism. But Ernst von Glasersfeld’s radical constructivism provides scope to (...)
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  • Entiteettien kategorioiden onttisesta statuksesta.Markku Keinänen - 2012 - Maailma.
    This paper (in Finnish) concerns the ontological status of categories of entities. I argue that categories are not be considered as further entities. Rather, it is suffcient for entities belonging to the same category that they are in exactly the same formal ontological relations and have the same general category features.
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  • Realism Versus Constructivism in Their Competition for Dominance in Politics: The Case of Russia.Alexey Alyushin & Helena Knyazeva - 2018 - Axiomathes 28 (3):345-361.
    This article focuses on the general theoretical issue of realism versus constructivism in politics, with a case of the present-day Russia as the main and most telling example. We present four assertions that we are going to defend. First, we claim that in the sphere of international relations, political realism of the offensive type, after decades of more tempered USA–USSR relations, is again challenging its opponent: political constructivism. Second, political realism is winning in the sphere of domestic politics and policy (...)
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  • Interactive Constructivism in Education.Kersten Reich - 2007 - Education and Culture 23 (1):7-26.
    : Interactive constructivism and its implications for education will be introduced in four steps. (1) The context of the approach and its relation to other constructivist developments will be discussed. (2) I will examine essential pragmatic criteria in the tradition of John Dewey that are relevant for interactive constructivism. (3) More decisively than Dewey interactive constructivism launches a meta-theoretical distinction between observers, participants, and agents. (4) Communication as a chief dimension of education can be analyzed out of three perspectives: the (...)
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  • In Defense of Contextual Vocabulary Acquisition: How to Do Things with Words in Context.William J. Rapaport - 2005 - In Anind Dey, Boicho Kokinov, David Leake & Roy Turner (eds.), Proceedings of the 5th International and Interdisciplinary Conference on Modeling and Using Context. Springer-Verlag Lecture Notes in Artificial Intelligence 3554. pp. 396--409.
    Contextual vocabulary acquisition (CVA) is the deliberate acquisition of a meaning for a word in a text by reasoning from context, where “context” includes: (1) the reader’s “internalization” of the surrounding text, i.e., the reader’s “mental model” of the word’s “textual context” (hereafter, “co-text” [3]) integrated with (2) the reader’s prior knowledge (PK), but it excludes (3) external sources such as dictionaries or people. CVA is what you do when you come across an unfamiliar word in your reading, realize that (...)
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  • Major Challenges for the Modern Chemistry in Particular and Science in General.Vuk Uskoković - 2010 - Foundations of Science 15 (4):303-344.
    In the past few hundred years, science has exerted an enormous influence on the way the world appears to human observers. Despite phenomenal accomplishments of science, science nowadays faces numerous challenges that threaten its continued success. As scientific inventions become embedded within human societies, the challenges are further multiplied. In this critical review, some of the critical challenges for the field of modern chemistry are discussed, including: (a) interlinking theoretical knowledge and experimental approaches; (b) implementing the principles of sustainability at (...)
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  • Musical Sense-Making and the Concept of Affordance: An Ecosemiotic and Experiential Approach.Mark Reybrouck - 2012 - Biosemiotics 5 (3):391-409.
    This article is interdisciplinary in its claims. Evolving around the ecological concept of affordance, it brings together pragmatics and ecological psychology. Starting from the theoretical writings of Peirce, Dewey and James, the biosemiotic claims of von Uexküll, Gibson’s ecological approach to perception and some empirical evidence from recent neurobiological research, it elaborates on the concepts of experiential and enactive cognition as applied to music. In order to provide an operational description of this approach, it introduces some conceptual tools from the (...)
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  • The Temporal Transcendence of the Teacher as Other.Clarence W. Joldersma - 2016 - Educational Philosophy and Theory 48 (4).
    Over the last decades, education has shifted more clearly to a learner-centered understanding, including particularly constructivism, leaving little room conceptually for a substantive role for the teacher. This article develops a Levinasian framework for understanding the teacher as other. It begins by exploring the spatial metaphors of Levinas’s idea of the teacher as transcendent but shifts to Levinas’s idea of time as instants that come to the ego as a gift from the future. The article employs these temporal metaphors to (...)
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  • Corporate Responsibilities for Access to Medicines.Klaus M. Leisinger - 2009 - Journal of Business Ethics 85 (S1):3 - 23.
    Today there is a growing wave of demands being placed upon the pharmaceutical industry to contribute to improved access to medicines for poor patients in the developing countries. 1 This article aims to contribute to the development of a systematic approach and broad consensus about shared benchmarks for good corporate practices in this area. A consensus corridor on what constitutes an appropriate portfolio of corporate responsibilities for access to medicines -especially under conditions of 'failing states' and 'market failure' 2 – (...)
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  • La Meme Chose: How Mathematics Can Explain the Thinking of Children and the Thinking of Children Can Illuminate Mathematical Philosophy.John Cable - 2014 - Science & Education 23 (1):223-240.
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  • The Problem of Pseudoscience in Science Education and Implications of Constructivist Pedagogy.Ebru Z. Mugaloglu - 2014 - Science & Education 23 (4):829-842.
  • Constructivisms and Relativisms: A Shopper's Guide.Mark H. Bickhard - 1997 - Science & Education 6 (1-2):29-42.
  • The Role of Metaphor in Scientific Epistemology: A Constructivist Perspective and Consequences for Science Education.Andreas Quale - 2002 - Science & Education 11 (5):443-457.
  • Plural Embodiment of Mind. Genealogy and Guidelines for a Radically Embodied Approach to Mind and Consciousness.Mauro Ceruti & Luisa Damiano - 2018 - Frontiers in Psychology 9.
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  • A Phenomenological Study Of The Lived Experiences Of Nontraditional Students In Higher Level Mathematics At A Midwest University.Brian Bush Wood - 2017 - Dissertation, Keiser University
    The current literature suggests that the use of Husserl’s and Heidegger’s approaches to phenomenology is still practiced. However, a clear gap exists on how these approaches are viewed in the context of constructivism, particularly with non-traditional female students’ study of mathematics. The dissertation attempts to clarify the constructivist role of phenomenology within a transcendental framework from the first-hand meanings associated with the expression of the relevancy as expressed by interviews of six nontraditional female students who have studied undergraduate mathematics. Comparisons (...)
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  • A Way to Overcome the Methodological Vicissitudes Involved in Researching Subjectivity.Amedeo Giorgi - 2004 - Journal of Phenomenological Psychology 35 (1):1-25.
    Four research strategies currently employed by mainstream psychologists in researching the experiences and behaviors of human subjects are criticized for diminishing the presence of subjectivity. Two perspectives that tend to exaggerate subjectivity are also criticized. A balanced approach to subjectivity is offered that: acknowledges a theoretical perspective that recognizes that there are invisible or nonsensorial characteristics of subjectivity that have to be theoretically appropriated, and that emphasizes the intersubjective dimension as being critical for properly assessing a balanced approach to human (...)
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  • Constructed Realities in the Study of Religion? Considerations on the Margin of Judaism’s Reception in Present-Day China.Patru Alina & Mihăilescu Clementina Alexandra - 2017 - Journal for the Study of Religions and Ideologies 16 (47):76-89.
    The aim of this study is twofold. Firstly, it intends to highlight the value of constructivist insights for religious studies by showing that various forms of approach to issues related to religion are mere constructs. In contrast to this viewpoint, the discipline of religious studies had traditionally sought a higher degree of objectivity in the scientific reflection of religious topics, but that has been a fraught path. Secondly, the example it refers to is worthy in itself. The reception of Judaism (...)
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  • Subject’s Rational Cognitive Activity in the Theory of Self-Organization and Epistemological Constructivism.Naira Danielyan - 2013 - International Journal of Philosophy 1 (4):51.
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