Cosmopolitan critics attack the scope-limitation of justice of egalitarian liberal theorists to states. They treat justice as the production of a given set of outcomes for people regardless of location or relationship. However, in doing so they either ignore the relevant agent towards whom principles of justice are addressed or see the question of agency as a practical, derivative question, of a secondary character. This paper argues that a principle of justice without a clearly justified agent is not a genuine (...) principle at all. This is what writers like Rawls mean by the "subject" of justice (analogous to the grammatical subject of a sentence, i.e.,the agent). We should reflect on agents and why they would or would not justifiably carry certain burdens for others and what kind of benefits or goods they are able to secure. The answers to those questions explain why the idea of cosmopolitan global justice is incomplete, either requiring a global basic structural agency or not applying because no relevant agent is present that can create cooperative arrangements between individual persons across the globe. Other moral principles will still apply globally, but they will be distinct from those that apply to basic-structural agencies. This account is not a practice dependence account, as it bases the distinctness of moral and political principles on purely moral and value-based considerations. (shrink)

Chapter Growing up Constructivist: Languages and Thoughtful People What is radical constructivism? It is an unconventional approach to the problems of ...

This article reviews recent work in socio-historical technology studies. Four problems, frequently mentioned in critical debates, are discussed—relativism, reflexivity, theory, and practice. The main body of the article is devoted to a discussion of the latter two problems. Requirements for a theory on socio-technical change are proposed, and one concrete example of a conceptual framework that meets these requirements is discussed. The second point of the article is to argue that present technology studies are now able to break away from (...) a too academic, internalistic perspective and return to the politically relevant "Science, Technology & Society" issues that informed much of this work more than a decade ago. (shrink)

A recurrent challenge in applied ethics concerns the development of principles that are both suitably general to cover various cases and sufficiently exact to guide behavior in particular instances. In business ethics, two central approaches—stockholder and stakeholder—often fail by one or the other requirement. The author argues that the failure is precipitated by their reliance upon “universal” theory, which views the justification of principles as both independent of their context of application and universally appropriate to all contexts. The author develops (...) a contextual interpretation of “constructivism” as an alternative approach, and argues that this alternative meets the above challenge. (shrink)

Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, (...) and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic. (shrink)

Ethical constructivism holds that truths about the relation between rationality, morality, and agency are best understood as constructed by correct reasoning, rather than discovered or invented. Unlike other metaphors used in metaethics, construction brings to light the generative and dynamic dimension of practical reason. On the resultant picture, practical reasoning is not only productive but also self-transforming, and socially empowering. The main task of this volume is to illustrate how constructivism has substantially modified and expanded the agenda of (...) metaethics by refocusing on rational agency and its constitutive principles. In particular, this volume identifies, compares and discusses the prospects and failures of the main strands of constructivism regarding the powers of reason in responding to the challenges of contingency. While Kantian, Humean, Aristotelian, and Hegelian theories sharply differ in their constructivist strategies, they provide compelling accounts of the rational articulation required for an inclusive and unified ethical community. (shrink)

Recent defenders of metaethical constructivism (like Christine Korsgaard, Sharon Street, Aaron James, and Carla Bagnoli) argue that this view can be shown to represent a new, free-standing alternative to familiar approaches in metaethics. If they are correct, traditional discussions in metaethics have overlooked an important position, one that is supposed to adequately explain the nature of our ethical thinking and practice while avoiding the kinds of objections that traditional views struggle with. However, what form constructivism should take and (...) whether constructivists can make good on this ambitious claim remains extremely controversial. This article starts out with a brief account of the origins of contemporary discussions of constructivism. It then moves on to canvass the main motivations and arguments for constructivism along with the various ways in which the view has been interpreted. In the second half of the article, it introduces a serious challenge to the ambitious claim that constructivism represents a new, free-standing approach in metaethics and concludes by entertaining a very recent proposal that this challenge might overlook. (shrink)

In this paper epistemological, ontological and sociological questions concerning the statistical significance of sharp hypotheses in scientific research are investigated within the framework provided by Cognitive Constructivism and the FBST (Full Bayesian Significance Test). The constructivist framework is contrasted with the traditional epistemological settings for orthodox Bayesian and frequentist statistics provided by Decision Theory and Falsificationism.

Extends the ideas of social constructivism to the philosophy of mathematics, developing a powerful critique of traditional absolutist conceptions of mathematics, and proposing a reconceptualization of the philosophy of mathematics.

Constructivism about practical judgments, as I understand it, is the notion that our true normative judgments represent a normative reality, while denying that that reality is independent of our exer-cise of moral and practical judgment. The Kantian strain of practical constructivism (through Kant himself, John Rawls, Christine Korsgaard, and others) has been so influential that it is tempting to identify the constructivist approach in practical domains with the Kantian development of the out-look. In this essay I explore a (...) somewhat different variety of practical constructivism, which I call Aristotelian Constructivism. My aim is to establish conceptual space for this form of constructivism by indicating both in what ways it agrees with its Kantian counterparts and in what ways it differs. I argue that Aristotelian Constructivism is on one sense more faithful to the constructivist enterprise than the Kantian varieties, in that its understanding of both the establishment of practical truth and the vindication of the theory itself is constructivist. (shrink)

Constructivism in ethics is the view that insofar as there are normative truths, for example, truths about what we ought to do, they are in some sense determined by an idealized process of rational deliberation, choice, or agreement. As a “first-order moral account”--an account of which moral principles are correct-- constructivism is the view that the moral principles we ought to accept or follow are the ones that agents would agree to or endorse were they to engage in (...) a hypothetical or idealized process of rational deliberation. As a “metaethical account” – an account of whether there are any normative truths and, if so, what they are like – constructivism holds that there are normative truths. These truths are not fixed by facts that are independent of the practical standpoint, however characterized; rather, they are constituted by what agents would agree to under some specified conditions of choice. In working to provide a more precise definition of constructivism in metaethics, the focus of this entry, one faces two main difficulties. The first difficulty is that constructivism comes in several varieties, each of which claims a different niche within metaethics, and some claim no space at all. The second difficulty concerns where to place constructivism on the metaethical map in relation to realism and anti-realism. These are terms of art, and it is highly contested which views count as realist and which as antirealist. These two difficulties will be addressed in what follows by focusing on the distinctive questions that constructivist theories are designed to answer. Section §1 defines the scope of constructivism in ethics, in contrast to constructivism in political theory. Sections §§2-5 illustrate the main varieties of metaethical constructivism, which are designed to account for the nature of normative truths and practical reasons. Section §6 presents the main varieties of constructivist accounts of the justification of moral judgments of right and wrong. Section §7 discusses the metaethical status of constructivism, and its distinctive import. (shrink)

Psychological essentialism is a cognitive bias through which human beings conceive the entities around them as having inner essences and basic natures. Social scientists routinely generate flawed inferences because their methods require the truth of psychological essentialism. This article develops set-theoretic analysis as a scientific-constructivist approach that overcomes the bias of psychological essentialism. With this approach, the “sets” of set-theoretic analysis are mental phenomena that establish boundaries and identify similarities and differences among entities whose natural kind composition is not known. (...) The approach is illustrated through a consideration of research on intelligence, race, and poverty in the United States. (shrink)

Ugandan smallholder farmers need to feed a growing population, but their efforts are hampered by declining soil fertility rates. Agricultural extension can facilitate farmers’ access to new practices and technologies, yet farmers are understandably often hesitant to adopt new behaviors. New knowledge assimilation is an important component of behavior change that is often overlooked or poorly addressed by current extension efforts. We implemented a Fertility Management Education Program in central Uganda to investigate smallholder farmers’ existing soil knowledge and their assimilation (...) of new scientific concepts into their knowledge framework. Qualitative data were collected through participant observation, farmer interviews, and focus groups, and coded for using a priori and emergent themes. Our exploration revealed some notable similarities between farmers’ soil knowledge and scientific concepts, particularly in regards to soil health concepts, a discovery that could facilitate communication between extension agents and farmers. However, certain scientific concepts are either unknown to farmers or discordant with existing soil knowledge; these concepts are unlikely to be assimilated by farmers without convincing and concerted extension efforts. Importantly, we found that the combination of new scientific knowledge and hands-on experimentation with novel practices gave farmers far greater confidence in implementing improved soil management practices. Our study provides evidence that extension programs should engage directly with farmers’ existing soil knowledge to develop their understanding of key biological concepts and confidence in implementing improved practices. (shrink)

In this paper, I give a reconstruction of the so‐called Reinhold–Sidgwick objection and show that Korsgaard‐style Kantian constructivists are committed to two key premises of the underlying argument. According to the Reinhold–Sidgwick objection, the Kantian conception of autonomy entails the absurd conclusion that no one is ever morally responsible for a morally wrong action. My reconstruction of the underlying argument reveals that the objection depends on a third premise, which says that freedom is a necessary condition for moral responsibility. After (...) mapping the common replies to the objection, I demonstrate that none of these replies is available to Kantian constructivists. But they need not be committed to the absurd conclusion that no one is ever morally blameworthy. Kantian constructivists who want to resist the Reinhold–Sidgwick objection are well advised to subject the third premise of the underlying argument to critical scrutiny. (shrink)

The idea to produce the current volume was conceived by Jiirgen Mittelstrass and Robert E. Butts in 1978. Idealist philosophers are wrong about one thing: the temporal gap separating idea and reality can be very long indeed - even ten or so years! Problems of timing were joined by personal problems and by the pressure of other professional commitments. Fortunately, James Brown agreed to cooperate in the editing of the volume; the infusion of his usual energy, good judgement and good-natured (...) promptness saved the volume and made its produc tion possible. Despite the delays, the messages of the papers included in the book have not gone stale. An extremely worthwhile exercise in international philosophical cooperation has come to fruition; the German constructivist philosophical position is here represented in papers in English that will make its contemporary importance available to a larger audience. The editors owe thanks to many persons. All involved in the project owe much to the interest and support of Nicholas Rescher, a friend of the undertaking from the time of its inception. My review of the translations was helped immensely by Andrea Purvis' careful copy editing of the typescript. Most of all, however, we owe gratitude and admiration for the tireless efforts on behalf of this enterprise to Jiirgen Mittelstrass. (shrink)

In constructivist contractualist theories, such as Rawls’, principles of justice should mirror beliefs that we all, in some sense, share. One would then arrive at principles that everybody could, in that sense, accept. These principles should specify, among other things, to whom to distribute the relevant benefits and burdens and to whom to assign responsibility for the distribution. In addition to this classical assignment problem, however, constructivist contractualism must also deal with a new, and quite different, assignment problem sincewhat to (...) count as beliefs that weall share depends on how the set of people that make up the “we” is delimited. Thus, for constructivist contractualism, the questions of whom to assign a part in the justification procedure and whom to exclude, and how to justify these inclusions and exclusions, are of crucial importance. In this chapter we consider the inclusion or exclusion of future generations, and how this case illuminates a general problem for constructivist contractualism. (shrink)

Social constructivists claim that many phenomena that we normally assume to exist independently are really just created by collective human action, thought and language. Constructivists deploy a number of sophisticated philosophical arguments to support this thesis and, in so far as their reasoning typically serves an ulterior ideological purpose, it may fairly be called applied philosophy. The goal is to change various aspects of the existing order of things; constructivist arguments are used to show that this order is a human (...) creation and is hence modifiable by human effort. A number of such “deconstructive” agendas are presented. The first deals with natural science and its privileged societal status; the next critiques orthodox Marxism; the third is the feminist campaign against patriarchal society. While these critical efforts have had considerable impact, their protagonists have been less successful in constructing alternatives to the items deconstructed. (shrink)

Fully accessible to students and scholars alike, this engaging book introduces the constructivist approach to understanding world affairs.

Political constructivism is associated with John Rawls more than any other contemporary philosopher. This chapter suggests that Rawls's political constructivism is better understood as a general method of justification which runs throughout his work as a whole, including his early work and A Theory of Justice. The chapter develops the general characterization of Rawls's political constructivism. Its main elements are taken in turn and developed with special attention to the two places where Rawls discusses the topic in (...) depth – his Dewey Lectures on Kantian Constructivism in Moral Theory and its substantially revised version called “Political Constructivism” (PL, Lecture III). The main elements include social role, sources, interpretive basis, representation and conclusion. Rawls endorsed a Kantian metaethical constructivism in part because it offered a way of more deeply characterizing how his previous political constructivism could be a live and distinct possibility. (shrink)

Over the past several decades, philosophers have grown to recognize the role played by frameworks and models in the construction of human knowledge. Further, they have paid increasing attention to the origins of knowing processes in social and historical contexts of human practical activities, and to social transformation of the frameworks over time. In a series of original essays by prominent philosophers, Constructivism and Practice advances the understanding of the role of construction and model creation, reflects on the relationship (...) of these models to social practices, and considers whether our modes of knowing themselves have a history. These questions are thoughtfully considered in the light of the 'historical epistemology' first developed by Marx Wartofsky. Contributions by Joseph Margolis; Tom Rockmore; Lisa Dolling; Jaakko Hintikka; Anton Alterman; Stephen Toulmin; Michel Paty; John Stachel; Gregg Horowitz; Michael Kelly; Tom Huhn; Barbara Savedoff; Saul Fisher; Sybil Schwarzenbach; John Pittman; Raphael Sassower; and MaryAnn Cutter. (shrink)

One of the most familiar arguments for expressivist metaethics is the claim that the rival theory, moral realism, cannot provide a satisfying explanation of why moral properties supervene on natural properties. Non-cognitivism, however, has its own problems explaining supervenience. Expressivists try to establish supervenience either by second-order disapproval of type-inconsistent moral evaluations or by pragmatic considerations. But disapproval of inconsistency is merely a contingent attitude that people happen to have; and pragmatic justification does not allow for appraisers to take their (...) own moral attitudes seriously enough. What has been overlooked is a third alternative. The metaethical theory that can best account for supervenience is neither realist nor non-cognitivist but an objectivist version of constructivism. On the constructivist theory, right and wrong are determined by the principles that people would (hypothetically) consent to under ideal conditions. Type-consistency is a required feature of any principles regulating our conduct, if they are to be freely agreed to by ideally rational people. (shrink)

In the era of globalization, a deep understanding of the ḥalālan ṭayyiban food concept is becoming increasingly important. How we, especially the nation’s young generation, must understand, internalize, and apply these principles in our daily lives is an increasingly urgent challenge. Learning the concepts of ḥalāl food and thayyib is no longer just a matter of factual knowledge, but is also a deep ethical and religious responsibility. This article aims to prove and evaluate a relevant and innovative learning approach to (...) be applied in schools in re-conceptualizing the subject of ḥalālan ṭayyiban food in science subjects. The method used in the research was the pre-experiment method with a sample of 37 students in grades 4, 5, and 6 at The Mother Foundation Elementary School, who were selected randomly. Data collection was carried out using a quantitative and qualitative approach (mixed method) which was then analyzed descriptively using an epistemological philosophy of science perspective. Data obtained was taken using interview instruments and concept understanding tests. The results of this research show that the constructivist epistemological approach can increase students' conceptual understanding of the subject of ḥalālan ṭayyiban food with the gain calculation being in the high category. This proves that the constructivist epistemological approach can provide meaningful learning that directs students to explore their thinking in more depth. (shrink)

In this paper I provide an epistemological context for Artificial Life projects. Later on, the insights which such projects will exhibit may be used as a general direction for further Artificial Life implementations. The purpose of such a model is to demonstrate by way of simulation how higher cognitive structures may emerge from building invariants by simple sensorimotor beings. By using the bottom-up methodology of Artificial Life, it is hoped to overcome problems that arise from dealing with complex systems, such (...) as the phenomenon of cognition. The research will lead to both epistemological and technical implications. The proposed ALife model is intended to point out the usefulness of an interdisciplinary approach including methodological approaches from disciplines such as Artificial Intelligence, Cognitive Science, Theoretical Biology, and Artificial Life. I try to put them in one single context. The epistemological background which is necessary for this purpose comes from the ideas developed in both epistemological and psychological Constructivism. The model differs from other ALife approaches— and is somewhat radical in this sense—as it tries to start on the lowest possible level, i.e. avoids several a priori assumptions and anthropocentric ascriptions. Due to this characterization, the project may be alternatively viewed as testing the complementary relationship between epistemology and methodology. (shrink)

Social constructionists maintain that we invent the properties of the world rather than discover them. Is reality constructed by our own activity? Do we collectively invent the world rather than discover it? André Kukla presents a comprehensive discussion of the philosophical issues that arise out of this debate, analysing the various strengths and weaknesses of a range of constructivist arguments and arguing that current philosophical objections to constructivism are inconclusive. However, Kukla offers and develops new objections to constructivism, (...) distinguishing between the social causes of scientific beliefs and the view that all ascertainable facts are constructed. (shrink)

Discusses how to develop the idea that the normative truth is perspective-dependent with a broadly constructivist approach to metaethics - arguing in favor of developing this idea in terms of the idea that the normative truth is dependent upon the perspective of the assessor.

Two varieties of constructivism are distinguished. In part 1, the psychological or “radical” constructivism of von Glasersfeld is discussed. Despite its dominant influence in science education, radical constructivism has been controversial, with challenges to its principles and practices. In part 2, social constructivism is discussed in the sociology of scientific knowledge. Social constructivism has not been primarily concerned with education but has the most direct consequences in view of its challenge to the most fundamental, traditional (...) assumptions in the philosophy of science and to the practice of science itself. (shrink)