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This paper highlights the dynamics in sequences of violence using the perspective of communicative constructivism as a theoretical framework. The main focus of this paper is on the role of third parties in violent sequences. Using the example of two smartphone videos that show different types of violence (a brawl in a less institutionalized setting, execution in a military context), the third parties in these violent encounters are analyzed. Considerations from communicative constructivism are pursued to make a distinction between contextuRal and contextual third parties. The former are physically and performatively involved in the sequences of violence while the latter have consequences for the dynamics of violence due to their semantic and symbolic representation. ContextuRal and contextual thirds are to be understood not as static roles but as "modes of action" that have a different influence on the sequences of violence and can be better comprehended in their specific temporal-sequential embeddedness into the trajectories of violence. Therefore, the analyses emphasize that violence can be understood as communicative action in which those involved within the "triad of violence" refer to each other in their interactions.

Drawing on Chinese cultural and philosophical traditions, this book offers a ground breaking reinterpretation of world politics from Yaqing Qin, one of China's leading scholars of international relations. Qin has pioneered the study of constructivism in China and developed a variant of this approach, arguing that culture defined in terms of background knowledge nurtures social theory and enables theoretical innovation. Building upon this argument, this book presents the concept of 'relationality', shifting the focus from individual actors to the relations amongst actors. This ontology of relations examines the unfolding processes whereby relations create the identities of actors and provide motivations for their actions. Appealing to scholars of international relations theory, social theory and Chinese political thought, this exciting new concept will be of particular interest to those who are seeking to bridge Eastern and Western approaches for a truly global international relations project

Introduction -- The intersection of constructivism and American exceptionalism -- Supporting the Afghan 'freedom fighters' against the 'perils' of communism, 1979-1989 -- The Bush administration's strategic construction of 9/11 and Afghanistan -- The Obama administration and the renewed significance of Afghanistan -- Obama and Afghanistan : the continuing danger of a 'safe haven'? -- Conclusion

Asia – Africa – International Relations Theories – Theory Development – Theory Application – Western IR – Non-Western IR – Japanese Security Policy – China Naval Buildup – China's Trade Policy – Gulf Cooperation Council – American Policy towards Israel – Israeli-Palestinian Conflict – Iraq – Humanitarian Intervention – Sub-Saharan Africa – Peace Operations – Decolonization – Francophone Africa – Constructivism – Realism – Liberalism – Regionalism – FPA – Dependency Theory

Parlez-vous STS ? -- Alliances technologiques -- Amateurs -- Analogie et métaphore en sciences -- Approches d'entrée-sortie -- Appropriation des technologies -- Bibliométrie -- Brevets et développement de la propriété intellectuelle -- Cartographie conceptuelle -- Catégorie -- Champ -- Citation -- Classification -- Clivage technologique -- Communication publique des sciences et des technologies -- Connaissance tacite -- Construction sociale des technologies -- Constructivisme social -- Controverse -- Déterminisme technologique -- Développement et technologie

This book explores challenges to international conflict resolution efforts in the South Caucasus. It examines the efforts made by the UN, the OSCE, and the EU, and by the states of Russia, Turkey, and the United States. The conflict is analyzed through the theoretical frameworks of neorealism, constructivism, and neoclassical realism.

Foreword-- Karl Moore 1. One Size Fits All 2. Wicked Problems 3. Positivism and Constructivism 4. The Central Case Study 5. Non-linear Process 6. Co-diagnosing 7. Co-learning 8. Evaluation As Co-learning 9. Co-designing 10. Co-acting 11. Trinidad and Tobago Example Conclusion: The Way Ahead

This study investigates the experiences of immigrant participants and staff of citizenship schools who are developing civic participation and leadership programs in immigrant communities. This action research study provides a look at what works within community-based citizenship schools through the lens of democratic social change, social constructivism and Appreciative Inquiry.

Abstract
Alongside constructivism, the humanistic approach is a core premise in the Good School Concept (2016), a major document on the educational policy in secondary schools in the Republic of Lithuania. However, the humanistic approach is driven by the psychological, rather than educational, perspective and does not have an educational framework. The present study seeks to explore the theoretical notion of humanism from the educational perspective. We first develop an approach to the humanistic paradigm in education as comprising five other paradigms, viz., instrumental pragmatism, social constructivism, humanism in the narrow sense, postmodernism and care ethics. We then deliver a qualitative case study of a Lithuanian sports and distance learning school, employing Stake's (1995) triangulation method, thematic analysis by Terry et.al. (2017) and elements of discourse analysis (Fairclough 1995, van Dijk 2008, Wodak and Meyer 2006). The findings of the study summarize the expectations of the participants of the educational process in light of the humanistic model proposed in the work. The proposed framework is hoped to be of interest in the research into humanism in education.

Constructivism as a psychopedagogical perspective does not in itself constitute a specific paradigm or theory. This is evident in the published scientific literature where there is no consensus regarding the conceptualization of the constructivist approach. It is based as a referential - explanatory framework in the field of education. It takes as a principle that the subjects of the teaching process build a large part of what they learn and understand. This perspective leaves the authors Piaget and Vygotsky with the theory and research on human development. The present study focuses on analyzing the perspective raised by the authors Urrutia-Aguilar, Jaimes-Medrano and Aburto-Arciniega (2022) on the resilience of high school teachers. In the study are not analyzed the potentialities of constructivism as a perspective in educational psychology. This would have favored the continuity of the educational teaching process. Consequently, there is a set of paradigms and theories that favor autonomous learning, mainly for high school students.

Drawing from the theoretical insights of pragmatic constructivism, this paper aims to explain the difficulties faced by organizational actors in the translation of performance-based budgeting (PBB) into practice. The dichotomy of reality and illusion at the centre of pragmatic constructivism sheds light on the limitations and shortcomings that characterize the implementation of a business-like practice introduced as a component of the reform movement known as New Public Management (NPM). The paper investigates the case of an Italian Ministry through the analysis of interviews, policy documents, and governmental reports. The analysis shows that a failed integration of communication, values and aims between actors and an illusionary analysis of factual possibilities constrain the construction of causalities, hence jeopardizing the successful implementation of the performance-based budgeting reform. Rather than engaging in a co-authoring process, the actors are left with illusionary constructs that, while providing the appearance of a compliant organization, fail to produce the desired changes.

As the interdependent global economy increased, ASEAN responded with the creation of ASEAN Economic Community (AEC). The AEC is expected to become the ASEAN arena of learning regional economic integration before entering the global integration. Indonesia, as the largest country in the region, should be a natural leader. However, the level of investment in Indonesia was lost to Singapore and several other ASEAN countries, thus Indonesia should see the potential of the AEC and maximize it to benefit the strengthening of Indonesia's strength. This research aimed to explain the AEC background, the potentials and challenges of the AEC, the AEC 2015 and 2025 comparisons. Using qualitative methods with inductive logical thinking, and constructivism as the analysis framework, the result shows that AEC 2025 is believed to be the integration of the regional economy with a dynamic and sustainable process. Thus, Indonesia can strengthen its position in AEC 2025, using a constructivism approach to reform Indonesian identity into the structure.

Under what condition states will withdraw from an international organization? This article examines this question from the perspective of three systemic approaches: realism, liberalism, and constructivism by generating hypotheses from each approach and testing them on the case of Indonesia's withdrawal from the United Nations in 1965. The systemic perspectives, however, could only provide partial answers to this puzzle, and thus the need to include domestic political analysis in conjunction of the systemic analysis in order to fully answer the question. ; Under what condition states will withdraw from an international organization? This article examines this question from the perspective of three systemic approaches: realism, liberalism, and constructivism by generating hypotheses from each approach and testing them on the case of Indonesia's withdrawal from the United Nations in 1965. The systemic perspectives, however, could only provide partial answers to this puzzle, and thus the need to include domestic political analysis in conjunction of the systemic analysis in order to fully answer the question.

This article uses an example of critically oriented Action Research to reflect on the pitfalls and tensions inherent in engaged scholarship. The tensions are analyzed within three types of research-related relationships involving power: (1) between the participatory inquiry and its cultural, institutional, and social environment; (2) within 'the community' being studied, which itself is not homogeneous in terms of interests, values, and ability of their realization; and (3) between the researcher and 'the community'. These tensions connect to an attempt to use the three mutually exclusive approaches of pragmatism, critical theory, and constructivism. It is claimed that this meta-theoretical inconsistency, though not elegant, should be seen as a strength rather than a weakness. Following any approach in isolation would expose the researcher to the risk of opportunism (pragmatism), paternalism (critical theory), or relativism, and therefore paralysis (constructivism). Keeping a minimum level of variety enables the researcher to escape those pitfalls and to conduct ethical and emancipatory inquiry.