BB2_ Annotated Bibliography- Margot Munson

.pdf

School

San Diego State University *

*We aren’t endorsed by this school

Course

462

Subject

Philosophy

Date

Jun 6, 2024

Type

pdf

Pages

2

Uploaded by MajorHeatWildcat22

Constructivism and Pragmatism. "What are the key similarities and differences between Constructivism and Pragmatism, and how do these philosophical frameworks influence modern educational practices?" Hickman, Larry A., et al. John Dewey between Pragmatism and Constructivism . 1st ed., Fordham University Press, 2009. John Dewey between Pragmatism and Constructivism presents a collaborative effort about the Center for Dewey Studies at Southern Illinois University Carbondale and the Dewey Center at the University of Cologne, showcasing the international dimension of pragmatist studies within the context of constructivist concerns. The book embraces the intersections between classical pragmatism and contemporary pragmatism, exploring various themes such as interaction, communication, learning, community, theory, and inquiry. Through its exploration of these varied themes, the book sheds light on the dynamic relationship between Dewey's philosophical framework and modern constructivist perspectives, offering valuable insights into the evolving landscape of educational theory and practice. Butt, Trevor. “PRAGMATISM, CONSTRUCTIVISM, AND ETHICS.” Journal of Constructivist Psychology , vol. 13, no. 2, 2000, pp. 85–101, https://doi.org/10.1080/107205300265892. Butt (2000) questions Stojnov's idea that personal construct psychology gives us a clear set of ethics. Stojnov suggests that it offers universal rules for how we understand things. Butt disagrees, saying that while personal construct psychology does provide some ethical guidance, it's not as straightforward as Stojnov suggests. Instead, Butt thinks that the flexible nature of constructivism actually helps us make better moral decisions. He argues that sticking too firmly to absolute rules can lead to moralizing instead of genuine moral action. So, he sees the open-ended nature of constructivism as a helpful way to navigate ethical dilemmas without falling into rigid moral thinking. McWilliams, Spencer A. “Cultivating Constructivism: Inspiring Intuition and Promoting Process and Pragmatism.” Journal of Constructivist Psychology , vol. 29, no. 1, 2016, pp. 1–29, https://doi.org/10.1080/10720537.2014.980871.
In this journal McWilliams (2016) wonders why constructivism is not more popular in psychology despite its strong theory and practical use. He says it's because constructivism says we make knowledge within ourselves in different situations, while many people believe nature gives us fixed truths. He suggests that people who like certainty might prefer the fixed truths idea. To make constructivism more popular, McWilliams suggests two things: first, focusing on the idea that everything is always changing rather than being fixed, and second, reminding people that American pragmatist philosophy, which is linked to constructivism, is still relevant today. He also thinks psychology, since it's about how we learn things, should be more important in all subjects. Garrison, Jim. “Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism.” American Educational Research Journal , vol. 32, no. 4, 1995, pp. 716–40, https://doi.org/10.3102/00028312032004716. Garrison points out that many educational theorists have overlooked the ideas of John Dewey, a big name in education history. He thinks this might be because Dewey also talked about social behaviorism, which some people are not fully embracing. The article suggests that we should pay more attention to Dewey's views, especially his ideas about how we learn socially. It argues that we could benefit from looking at behaviorism to understand how social constructivism works. So basically, it's saying we should give Dewey's ideas another look and consider how behaviorism fits into modern education theories. Fosnot, Catherine Twomey. Constructivism : Theory, Perspectives, and Practice . Teachers College Press, 1996. "Constructivism: Theory, Perspectives, and Practice" provides an in-depth exploration of constructivism as a prominent educational theory, its origin is from the foundational contributions of Piaget and Vygotsky in psychology. The book jumps into the principles of constructivism and its implications for teaching and learning in curriculum development. By examining the theoretical foundation and practical applications of constructivism, the work offers educators insights into how students actively construct their understanding of the world through interaction with their environment. It serves as a comprehensive resource for educators seeking to integrate constructivist principles into their teaching practices, emphasizing the importance of fostering active engagement and critical thinking skills in students.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help