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"Constructivism" published on by Oxford University Press.

Intro -- Preface -- Acknowledgments -- Contents -- Chapter 1: Contemporary Constructivism and Its Usefulness in a Confucian Context -- Early Childhood Education in China: A Reevaluation of Confucianism and Constructivism -- A Hermeneutic Approach to a Theoretical Framework of Teachers' Constructivist Cocreation -- Chapter 2: Constructivism in Confucian Culture -- Thinking in a Chinese Way -- Constructivism and Confucianism -- Dewey, Confucius, and Tao Xingzhi -- Similarities -- Differences -- Implications for Cross-Cultural Learning Today -- Contemporary Constructivist Theories and Implications -- Flexible Teachers -- Prepared Environments -- Respectful Sociomoral Atmosphere -- The Chinese Context, The Guide, and Its Implementation -- Chapter 3: Constructivist Teaching in China Today -- Chinese Preschool and Kindergarten Teachers' Utilization of Constructivism -- Teacher Preference for Direct Teaching -- Etic Perspectives on the Prevalence of Direct Teaching -- Teacher Utilization of Constructivism -- Research Paradigm Shift -- Proprieties and Benevolence -- The Coherence of Theories and Practices -- Constructivist Teacher Education Theories and Implications -- Act I, Scene I: Active Learning -- Act I, Scene II: Heuristic Teaching -- Act I, Scene III: The Relationship Between Play and Learning -- Act II: DAP Versus Standards - An Example of Teachers' Practical Strategies -- Chinese Teacher Education Policies -- Conceptual Framework -- Chapter 4: A Hermeneutic Analysis of Chinese Teachers -- A Holistic Research Design -- Do Re Mi Youeryuan -- The Chinese Teachers -- Interviews, Observations, and Documents -- Interviews -- Observations -- Documents -- A Hermeneutic Analysis -- Preliminary Analysis -- Constant Comparative Analysis -- Hermeneutics -- Chapter 5: Flexibility and Balancing: Against the "Apprenticeship of Observation".

Albert Weale's Democratic Justice and the Social Contract is an important book. It offers an innovative and original (proceduralist) account of justice. In so doing, it places what Brian Barry called 'the empirical method' at the centre of normative political philosophy's attempts to generate determinate answers to moral questions. This article-written from the perspective of someone sympathetic to both the commitment to mutual advantage and the empirical method – focuses on the kind of argument it is that Weale is offering and in particular on the nature of his constructivist project. It argues that Weale's commitment to equality lies outside the constructivist project and that this undermines his aspiration to genuine constructivism. The article goes on to consider, on the basis of arguments found in Democratic Justice and the Social Contract, various ways in which Weale might have grounded his egalitarian commitments from within the constructivist project.

Framed by a new and substantial introductory chapter, this book collects Stefano Guzzini's reference articles and some less well-known publications on power, realism and constructivism. By analysing theories and their assumptions, but also theorists following their intellectual paths, his analysis explores the diversity of different schools, and moves beyond simple definitions to explore their intrinsic tensions and fallacies. Guzzini's approach to the analysis of power - within and outside International Relations - provides the common theme of the book through which the theoretical.