The Experts below are selected from a list of 23337 Experts worldwide ranked by ideXlab platform

Frank Fischer - One of the best experts on this subject based on the ideXlab platform.

Jim Garrison - One of the best experts on this subject based on the ideXlab platform.

  • an alternative to von glasersfeld s subjectivism in science education deweyan Social Constructivism
    Science Education, 1997
    Co-Authors: Jim Garrison
    Abstract:

    An influential view of Constructivism in science and mathematics educational research and practice is that of Ernst von Glasersfeld. It is a peculiarly subjectivist form of Constructivism that should not be attractive to science and mathematics educators concerned with retaining some sort of realism that leaves room for objectivity. The subjectivist Constructivism of von Glasersfeld also becomes entangled in untenable mind/body and subject/object dualisms. Finally, these dualisms are unnecessary for Social Constructivism. I will provide one example of a Social constructivist alternative to Social Constructivism, that of the pragmatic philosopher John Dewey. In presenting Dewey's position I will appeal to Ockham's razor, that is, the admonition not to multiply entities beyond necessity, to shave off the needless mentalistic and psychic entities that lead von Glasersfeld into his subjectivism and dualism.

  • realism deweyan pragmatism and educational research
    Educational Researcher, 1994
    Co-Authors: Jim Garrison
    Abstract:

    In a recent exchange, Cleo H. Cherryholmes (1992)opposed Rortyan pragmatism to the “scientific realism'” of Ernest R. House (1991, 1992). In my article, I hope to find a middle ground between Cherryholmes and House that might be more attractive to many in the field of education. My article emphasizes some of the most important aspects of Dewey's philosophy, including his Social behaviorist theory of meaning, his naturalistic metaphysics, philosophy of nature, Social Constructivism, and transactional realism. For some reason, most educational theorists, researchers, and practitioners have almost entirely ignored these crucial Deweyan themes, often with disastrous consequences. I will conclude by trying to show how all of these themes converge into Dewey's defense of democracy as not only the best form of government but also the best way for the community of educators to conduct and consume educational research.

Gilbert J Greene - One of the best experts on this subject based on the ideXlab platform.

  • a Social constructivist framework for integrating cross cultural issues in teaching clinical Social work
    Journal of Social Work Education, 1999
    Co-Authors: Mo Yee Lee, Gilbert J Greene
    Abstract:

    This article describes a teaching framework that combines culturally sensitive and culturally competent perspectives in preparing students for cross-cultural clinical Social work. Both content and proven instructional methods are presented for the framework’s three components: (a) an overview of Social Constructivism; (b) an exploration of culture and self, which encourages students to develop openness to cultural diversity; and (c) a Social constructivist approach to the help-seeking process of clients, which provides students with guidelines for exploring the culture-specific content of clients’ problem-solving efforts. This framework helps students to understand clients’ Social realities nonpresumptuously and to engage in respectful clinical Social work intervention.

Mo Yee Lee - One of the best experts on this subject based on the ideXlab platform.

  • A Solution-Focused Approach to Cross-Cultural Clinical Social Work Practice Utilizing Cultural Strengths:
    Families in Society: The Journal of Contemporary Social Services, 2003
    Co-Authors: Mo Yee Lee
    Abstract:

    A major challenge faced by clinical Social work practice today is how to apply clinical Social work knowledge and practice theories to ethnic and racial groups who have diverse cultural values and practices. A solution-focused approach that incorporates the premises and techniques of Social Constructivism, empowerment-based practice, and a strengths perspective is well suited for responding to the needs of these groups with respect for their values and practices. With its focus on pragmatic change and encouraging clients to create solutions for themselves, in addition to avoiding the shame that clients in these enthnic and racial populations feel in seeking professional help, this approach fits cultural approval to seek support and advice.

  • a Social constructivist framework for integrating cross cultural issues in teaching clinical Social work
    Journal of Social Work Education, 1999
    Co-Authors: Mo Yee Lee, Gilbert J Greene
    Abstract:

    This article describes a teaching framework that combines culturally sensitive and culturally competent perspectives in preparing students for cross-cultural clinical Social work. Both content and proven instructional methods are presented for the framework’s three components: (a) an overview of Social Constructivism; (b) an exploration of culture and self, which encourages students to develop openness to cultural diversity; and (c) a Social constructivist approach to the help-seeking process of clients, which provides students with guidelines for exploring the culture-specific content of clients’ problem-solving efforts. This framework helps students to understand clients’ Social realities nonpresumptuously and to engage in respectful clinical Social work intervention.

Daniel T Hickey - One of the best experts on this subject based on the ideXlab platform.

  • educational psychology Social Constructivism and educational practice a case of emergent identity
    Educational Psychologist, 2001
    Co-Authors: Mary Mccaslin, Daniel T Hickey
    Abstract:

    Psychology has long been a field beset with identity crises of one sort or another. At midcentury, psychology openly struggled with self-definition-what is psychology?-and the role-whom or what does it serve?-it was to play in individual and societal issues. Educational psychology has suffered similar identity issues. This article examines briefly the history and futility of educational psychology's in-house fights over mission and contests for theoretical dominance, allegedly in the name of unity. This article suggests instead the desirability of collaboration among diverse participants and theoretical integration for the improvement of educational practices. This article illustrates this goal with discussion of current work within a Social constructivist framework.