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Introduction / Brent J. Steele, Harry D. Gould, and Oliver Kessler -- Interpreting constructivism -- Third generation constructivism : between tactics and strategy / Piki Ish-Shalom -- A tactical guide to conceptual analysis / Hannes Peltonen -- Social constructivism and actor-network theory : bridging the divide / Alexander D. Barder -- Tactics of a constructivist pedagogy / Jamie Frueh and Jeremy Youde -- Discourse, interpretation and methods -- Narrative analysis as a tactical bridge / Jelena Subotic -- Identities as tactics: exposing relational foreign policy as story / Amy Skonieczny -- Constructivism, computational social-relational methods, and multiple correspondence analysis / David M. McCourt -- Constructivism and the interpretive methods of the self -- When home is part of the field : experiencing uncanniness of home in field conversations / Xymena Kurowska -- A reflexivity that works for us : ethics beyond norms / Jack Amoreux -- Feminist curiosity as method: on (limits to) tactical uses of constructivism / Anne-Marie D'Aoust -- Researching within the instability of meaning : decolonial voices and practices / Marcos Scauso -- Constructing a scholar on the road less travelled / deRaismes Combes -- Tactics all the way down : the politics of exteriority in constructivism / Brent J. Steele -- Construction and the interpretation of history and texts -- How to do (differing) things with words : world-making and (or) meaning-making / Harry D. Gould -- Stubbornly stumbling into making history : constructivism and historical international relations / Halvard Leira and Benjamin de Carvalho.

Whatever happened to pragmatism + reflections -- Pragmatic inquiry and the "go" of truth -- Epistemology : inquiry or knowledge -- Pragmatic inquiry and knowledge -- I'm going to make you a star -- Starting from scratch : making worlds -- The power of pictures -- Creating art, creating reality : a Wild(e) view of art -- The facts about facts -- Pragmatic constructivism : values, norms, and obligations -- Veridicality in Berkeley's theory of vision -- Pluralist perspectives on perceptual error -- Perceptual veridicality.

"While Kantian constructivism has become one of the most influential and systematic schools of thought in analytic moral and political philosophy, Hegelian approaches to practical normativity hold out the promise of building upon Kantian insights into individual self-determination while avoiding their dualistic tendencies. James Gledhill and Sebastian Stein unite distinguished scholars of German idealism and contemporary Anglophone practical philosophy with rising stars in the field, to explore whether Hegelian idealist philosophy can offer the categories that analytic practical philosophy requires to overcome the contradictions that have so far plagued Kantian constructivism. The volume organizes the contributions into three parts. The first of these engages debates in metaethics regarding the relationship between realism and constructivism. The second part sees contributors draw on debates about the nature of political normativity, focusing primarily on the problems of historical contextualism, relativism and critical reflection. The concluding part considers the application of the Hegelian framework to contemporary debates about specific ethical issues, including multiculturalism, democracy and human rights. Hegel and Contemporary Practical Philosophy contributes to the on-going debate about the importance of systematic philosophy in the context of practical philosophy, engages with contemporary discussions about the shape of a rational social order, and gauges the timeliness of Hegelian philosophy. This book is a must read to scholars interested in Hegel and in the contemporary tradition of Kantian constructivism in moral and political philosophy"--

The article briefly outlines the idea of biocultural co-constructivism and, through its lens, provides insights into the interaction of society, culture and the brain as a holistic system with active mutual impacts of each component, which allows talking about the phenomenon of "social brain". It is shown that socio-cultural factors have a significant impact on the functions of neural structures, their activity and the restructuring of the architectonics of the brain even at the macroscopic level. The paths of natural and cultural development are expressed in co-creation, co-generation of meanings; these trajectories cross and form a system that ensures their active interaction and interdetermination. Culture defines the perspective of classification, outlook and the modes of its evaluation; it sort of filters out fragments of reality that do not fit into the cultural "grid of categories". This helps to conclude that the idea of a "cognitive and versatile" subject of cognition should be rethought in view of new empirical material provided by cultural neuroscience. The subject of cognition in the context of biocultural co-constructivism is "linked" to a specific situation that characterizes the relationship of society, culture and the brain. The modern neuroscience makes the need for naturalism and sociocentrism obvious, suggests the shift towards revising the rigorous attitudes of logocentrism and the prospects for knowledge deanthropologization.

Abstract
Social constructivism is not among the most popular theoretical approaches used in forecasting in International Relations. The article argues that constructivism suffers from the same limitations as any other paradigm in IR, therefore, there is no reason to exclude this theory from forecasting effort. In this paper, social constructivism is perceived to offer a new conceptual framework for sound and robust projections of the future. The core of our concept is constituted by the term of collective habitus. Habitus is a relatively stable, yet mutable social structure that can enable deliberations about future. It is based on a long-term history study programme of the School of Annales, as we identify long lasting habits-like patterns of behaviours among IR actors.

Realism and constructivism are often viewed as competing paradigms for understanding international relations, though scholars are increasingly arguing that the two are compatible. Edited by one of the leading proponents of realist constructivism, this volume shows what realist constructivism looks like in practice by innovatively combining exposition and critiques of the realist constructivist approach with a series of international case studies. Each chapter addresses a key empirical question in international relations and provides important guidance for how to combine both approaches effectively in research. Addressing future directions and possibilities for realist constructivism in international relations, this book makes a significant contribution to the theorizing of global politics

"In this book, Kenneth Westphal offers an original interpretation of Hegel's moral philosophy. Building on his previous study of the role of natural law in Hume's and Kant's accounts of justice, Westphal argues that Hegel developed and justified a robust form of civic republicanism. Westphal identifies, for the first time, the proper genre to which Hegel's Philosophical Outlines of Justice belongs and to which it so prodigiously contributes, which he calls Natural Law Constructivism, an approach developed by Hume, Rousseau, Kant, and Hegel. He brings to bear Hegel's adoption and augmentation of Kant's Critique of rational judgment and justification in all non-formal domains to his moral philosophy in his Outlines. Westphal argues that Hegel's justification of the standards of political legitimacy successfully integrates Rousseau's Independence Requirement into the role of public reason within a constitutional republic. In these regards, Hegel's moral and political principles are progressive not only in principle, but also in practice. Hegel's Civic Republicanism will be of interest to scholars of moral philosophy, social and political philosophy, Hegel, 18th- and 19th-century philosophy"--

AbstractThe 'Social Construction Framework' which addresses the relationship between policy design and the construction of target groups is one of the central approaches within the field of policy theories. Yet, despite its name, the approach builds on several naturalist premises, and its analytical components are informed by principles rooted in positivist methodologies. Against this background, this article conducts a thorough critique of the framework's constructivist shortcomings, and it develops a strictly constructivist and interpretive reading of its core arguments. The analytical value is substantiated by presenting original empirical research on the meaning of the 'middle class' in German welfare policy. We will show that, firstly, group construction is not only a matter of positive or negative evaluation, but more fundamentally an act of boundary-drawing, with differently constructed middle classes enabling different welfare policies. Secondly, we will show that target group constructions are always entangled with the construction of the group's outside, leading to the stabilisation and legitimisation of hierarchies between the middle class and 'the others' in society. Thirdly, we demonstrate that the power of a target group is also a matter of social construction, with the middle class obtaining its hegemonic position from an order of knowledge that equates the middle with 'the normal' and 'the common good'. Based on these insights, the article raises a more general plea against the translation of constructivism into a middle-range theory of the policy process and instead emphasises the ontological and epistemological distinctiveness of strict constructivism and interpretive methodologies.

Since the turn of this century, constructivism has dramatically influenced science education and, particularly in Muslim countries, the teaching of evolution. This influence came about gradually. After the 1980's, Muslim graduate students studying Education in Western universities have been taught constructivism both as a theory of learning and a philosophy, more specifically, as an epistemological theory. This has impacted these students' views of the nature of science, scientific argumentation, multiculturalism, and the function of democratic values and practices in education. The scope of this influence raises a number of serious questions: Has constructivism introduced a mode of reasoning into science and science education that is foreign to, and even anathema to, scientific discourse? Why does almost every science education research paper suggest or imply negotiation with clergy and religious NGOs? Such questions are discussed in the present paper. To answer these questions, this paper examines in the context of Enlightenment and secularism theoretical frameworks, the methodologies, and suggestions regarding the teaching of evolution in Muslim countries. ; Since the turn of this century, constructivism has dramatically influenced science education and, particularly in Muslim countries, the teaching of evolution. This influence came about gradually. After the 1980's, Muslim graduate students studying Education in Western universities have been taught constructivism both as a theory of learning and a philosophy, more specifically, as an epistemological theory. This has impacted these students' views of the nature of science, scientific argumentation, multiculturalism, and the function of democratic values and practices in education. The scope of this influence raises a number of serious questions: Has constructivism introduced a mode of reasoning into science and science education that is foreign to, and even anathema to, scientific discourse? Why does almost every science education research paper suggest or imply negotiation with clergy and religious NGOs? Such questions are discussed in the present paper. To answer these questions, this paper examines in the context of Enlightenment and secularism theoretical frameworks, the methodologies, and suggestions regarding the teaching of evolution in Muslim countries.

A campus-based initial teacher education module in nine units was quickly redesigned within the existingsyllabus to run online following the Swedish Government's recommendation on 17 March 2020 to moveuniversity teaching online. We used a flipped approach: asynchronous preparatory activity (set reading withstudy questions, pre-recorded lectures and other podcasts or videos) was followed up by non-mandatory onlinesynchronous workshops and mandatory written unit tasks to be completed individually or in a group,and handed in individually. The unit tasks were designed as active learning, and entailed the application ofknowledge and understanding gained in the preparatory activities, deepening the learning of each individualwith co-constructed insights. This flipped pedagogy was complemented by collaborative active learning activitiesfor the students who participated in the workshops. The workshop participants were encouraged tocomplete their hand-in work together during the workshop, collaboratively building understanding. Thus, asocial constructivist view of learning was modelled and implemented.

This paper aims to determine how the social media behavior carried out by Muhammadiyah members in China after the Chinese government's viral repressive action towards the Uighur ethnic minority in the Xinjiang region. As an Islamic-based social organization, and even more geographically, both live in China, the Head of the Special Branch of Muhammadiyah China, the Nanjing Regional, certainly has its study regarding the issue which may have a different point of view from the views of most Indonesians on this matter and take action. to respond of the news that, the response of most Indonesians after the virality of the issue. Therefore, the author tries to explain how Muhammadiyah members' media behavior in China and their opinions to build amid Indonesian society after the viral news above uses constructivism logic developed by Alexander Wendt. This paper's conclusion shows that there are efforts by Muhammadiyah cadres in China to calm the heating up the domestic atmosphere as a form of creating a more conducive atmosphere between China and Indonesia.

Intro -- Acknowledgments -- Introduction -- Interactive interdisciplinarity and human lived reality -- Social constructivism and biologist essentialism? -- Chapter 1: From interpellated subjecthood to recognized vulnerability -- On the human being, or becoming -- Gendered to be human -- Performativity and human identity -- Relationality and the constitution of humanity -- The problematic body -- Actions -- Judith Butler and the person -- Desire and personhood -- Recognition, personhood and grievability -- Chapter 2: Being human nature -- Language: window to human nature -- Nature/nurture -- Unique environment -- Genes, personality and behavior -- Computationalism and the individual -- Webbed causality -- The individual and human nature -- Death of the self again? -- Openness and relationality in evolutionary psychology? -- Chapter 3: Persons becoming in relations -- Ontology of the person -- Relationality, space and freedom -- Personalist and relational theological anthropology -- The divine and the human -- The triune Creator and the anthropological significance of Christ -- Embodied human persons -- "spirit," sin and the question of ethics -- Chapter 4: Going beyond: relationality, evolutionary theory and time -- Establishing a weak ontology of relationality -- Re-reading the theory of evolution -- Evolution as performativity -- Time matters -- The reality of body -- Chapter 5: Kenotic personalism -- Primacy of "person"? -- Kenosis, vulnerability and persons: the significance of self-giving relations -- Relation, mediation, interpellation -- Called in time -- The Gift of Vulnerability -- The giving between persons -- Kenosis and feminism -- Kenosis and resistance -- The gift of freedom -- The most vulnerable? -- Conclusion: persons, individuals and institutions -- AI: artificial individualism? -- Disclosing the nature/nurture problem.