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ideas with one another and the teacher. Even within those three minutes of discussion, most talk is not true discussion because it depends upon teacher-directed questions with predetermined answers. Multiple observations indicate that students in low socioeconomic schools and lower track classrooms are allowed even fewer opportunities for discussion. Discussion and interactive discourse promote learning because they afford students the opportunity to use language as a demonstration of their independent thoughts. Discussion elicits sustained responses from students that encourage
58:
226:, and a desire to persevere with tasks. Additionally, discussion increases student motivation, collaborative skills, and the ability to problem solve. Increasing studentsâ opportunity to talk with one another and discuss their ideas increases their ability to support their thinking, develop reasoning skills, and to argue their opinions persuasively and respectfully. Furthermore, the feeling of community and collaboration in classrooms increases through offering more chances for students to talk together.
151:ânot only do the 'shapes' of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group. A person's cognitive development will also be influenced by the culture that they are involved in, such as the language, history, and social context. For a philosophical account of one possible social-constructionist
222:
generalize and transfer their knowledge of classroom learning and builds a strong foundation for communicating ideas orally. Many studies argue that discussion plays a vital role in increasing student ability to test their ideas, synthesize the ideas of others, and build deeper understanding of what they are learning. Large and small group discussion also affords students opportunities to exercise self-regulation,
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197:. In the field of invention it looks to contingency as playing an important part in the origin of knowledge, with historical interests and resourcing swaying the direction of mathematical and scientific knowledge growth. In the area of justification while acknowledging the role of logic and reason in testing, it also accepts that the criteria for acceptance vary and change over time. Thus
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In a constructivist approach, the focus is on the sociocultural conventions of academic discourse such as citing evidence, hedging and boosting claims, interpreting the literature to back one's own claims, and addressing counter claims. These conventions are inherent to a constructivist approach as
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Social constructivism has been studied by many educational psychologists, who are concerned with its implications for teaching and learning. Social constructivism extends constructivism by incorporating the role of other actors and culture in development. In this sense it can also be contrasted with
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argues that teachers rarely choose classroom discussion as an instructional format. The results of
Nystrandâs (1996) three-year study focusing on 2400 students in 60 different classrooms indicate that the typical classroom teacher spends under three minutes an hour allowing students to talk about
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they place value on the communicative, interpersonal nature of academic writing with a strong focus on how the reader receives the message. The act of citing othersâ work is more than accurate attribution; it is an important exercise in critical thinking in the construction of an authorial self.
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Hale, M.S. & City, E.A. (2002). âBut how do you do that?â: Decision making for the seminar facilitator. In J. Holden & J.S. Schmit. Inquiry and the literary text: Constructing discussions in the
English classroom / Classroom practices in teaching English, volume 32. Urbana, IL: National
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Hale, M.S. & City, E.A. (2002). âBut how do you do that?â: Decision making for the seminar facilitator. In J. Holden & J.S. Schmit. Inquiry and the literary text: Constructing discussions in the
English classroom / Classroom practices in teaching English, volume 32. Urbana, IL: National
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Studies on increasing the use of student discussion in the classroom both support and are grounded in theories of social constructivism. There is a full range of advantages that results from the implementation of discussion in the classroom. Participating in group discussion allows students to
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One recent branch of work exploring social constructivist perspectives on learning focuses on the role of social technologies and social media in facilitating the generation of socially constructed knowledge and understanding in online environments.
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Dyson, A. H. (2004). Writing and the sea of voices: Oral language in, around, and about writing. In R.B. Ruddell, & N.J. Unrau (Eds.), Theoretical Models and
Processes of Reading (pp. 146â162). Newark, DE: International Reading
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Carlson, J. D., Social
Constructivism, Moral Reasoning and the Liberal Peace: From Kant to Kohlberg, Paper presented at the annual meeting of The Midwest Political Science Association, Palmer House Hilton, Chicago, Illinois
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Writing and the sea of voices: Oral language in, around, and about writing. In R.B. Ruddell, & N.J. Unrau (Eds.), Theoretical Models and
Processes of Reading (pp. 146â162). Newark, DE: International Reading
799:
Matsumura, L.C., Slater, S.C., & Crosson, A. (2008). Classroom climate, rigorous instruction and curriculum, and studentsâ interactions in urban middle schools. The
Elementary School Journal, 108(4),
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Matsumura, L.C., Slater, S.C., & Crosson, A. (2008). Classroom climate, rigorous instruction and curriculum, and studentsâ interactions in urban middle schools. The
Elementary School Journal, 108(4),
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by stressing interaction over observation. For more on the psychological dimensions of social constructivism, see the work of A. Sullivan
Palincsar. Psychological tools are one of the key concepts in
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Strong social constructivism as a philosophical approach tends to suggest that "the natural world has a small or non-existent role in the construction of scientific knowledge". According to
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K. Weber, C. Maher, A. Powell, and H. Lee (2008). Learning opportunities from group discussions: Warrants become the objects of debate. Educational
Studies in Mathematics, 68, 247-261.
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1979:
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through negotiating with the ideas of others. This type of learning âpromotes retention and in-depth processing associated with the cognitive manipulation of informationâ.
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Barab, S., Dodge, T. Thomas, M.K., Jackson, C. & Tuzun, H. (2007). Our designs and the social agendas they carry. Journal of the Learning Sciences, 16(2), 263-305.
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Barab, S., Dodge, T. Thomas, M.K., Jackson, C. & Tuzun, H. (2007). Our designs and the social agendas they carry. Journal of the Learning Sciences, 16(2), 263-305.
789:
Glasersfeld, Ernst von, 1981. âAn attentional model for the conceptual construction of units and numberâ, Journal for Research in Mathematics Education, 12:2, 83-94.
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A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some 'knowledge' about carrying liquids (see also
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Boudry, M & Buekens, F (2011) The Epistemic Predicament of a Pseudoscience: Social Constructivism Confronts Freudian Psychoanalysis. Theoria, 77, 159â179
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Boudry, M & Buekens, F (2011) The Epistemic Predicament of a Pseudoscience: Social Constructivism Confronts Freudian Psychoanalysis. Theoria, 77, 159â179
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Corden, R.E. (2001). Group discussion and the importance of a shared perspective: Learning from collaborative research. Qualitative Research, 1(3), 347-367.
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Corden, R.E. (2001). Group discussion and the importance of a shared perspective: Learning from collaborative research. Qualitative Research, 1(3), 347-367.
852:
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738:
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Nystrand, M. (1996). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
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Nystrand, M. (1996). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
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Reznitskaya, A., Anderson, R.C., & Kuo, L. (2007). Teaching and learning argumentation, The Elementary School Journal, 107(5), 449-472.
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Schwandt, Thomas A. (1998). "Constructivist, Interpretivist Approaches to Human Inquiry". In Denzin, Norman K.; Lincoln, Yvonna S. (eds.).
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Reznitskaya, A., Anderson, R.C., and Kuo, L.J. (2007). Teaching and Learning Argumentation. Elementary School Journal, 107: 449â472.
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Fry, H & Kettering, S & Marshall, S (Eds.) (2008). A Handbook for Teaching and Learning in Higher Education. Routledge
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according to which human development is socially situated, and knowledge is constructed through interaction with others. Like
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Collins, H. M. (1981) Stages in the Empirical Program of Relativism - Introduction. Social Studies of Science. 11(1) 3-10
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See also Wright, Edmond (2005) Narrative, Perception, Language, and Faith. Basingstoke: Palgrave Macmillan, 103â120.
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305:"Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing"
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Critical argument and writer identity: social constructivism as a theoretical framework for EFL academic writing
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follow different standards in the present and throughout different periods in the past, as Paul Ernest argues.
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Paul Ernest, Social constructivism as a philosophy of mathematics: Radical constructivism rehabilitated? 1990
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Studies have found that students are not regularly accustomed to participating in academic discourse.
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Mark McMahon, Social Constructivism and the World Wide Web - A Paradigm for Learning, ASCILITE 1997
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Ernest, Paul (1998), Social Constructivism as a Philosophy of Mathematics, Albany NY: SUNY Press.
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Palincsar, A. Sullivan (1998). "Social Constructivist Perspectives on Teaching and Learning".
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is a good example of this approach in action. However, Boudry and Buekens do not claim that '
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superhuman necessity in either the invention/discovery of knowledge or its justification
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Collins, H. M. (1981). "Stages in the Empirical Program of Relativism - Introduction".
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Learning opportunities from group discussions: Warrants become the objects of debate
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scientific knowledge is constructed ignores the reality of scientific success.
128:, social constructivism states that people work together to actively construct
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One characteristic of social constructivism is that it rejects the role of
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The Certainty of Uncertainty: Dialogues Introducing Constructivism
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815:"The Contributions of Social Constructivism in Political Studies"
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Introduction to International Relations: Theories and Approaches
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356:. Thousand Oaks (Calif.) London New Delhi: Sage Publications.
51:
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Uncertainty and Communication: New Theoretical Investigations
751:, Robert Jackson and Georg SĂžrensen, Third Edition, OUP 2006
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Weber, K., Maher, C., Powell, A., & Lee, H.S. (2008).
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The landscape of qualitative research: theories and issues
186:, merely that the strong social constructivist claim that
182:' science is completely immune from all socialisation and
807:. Critical Inquiry in Language Studies, 12(3), 184-207.
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419:
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824:. Educational Studies in Mathematics, 68 (3), 247-261.
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Radical Constructivism: A Way of Knowing and Learning
1980:
The Work of Art in the Age of Mechanical Reproduction
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Histories & Discourses: Rewriting Constructivism
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Social Constructivism as a Philosophy of Mathematics
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Social Constructivism and the Philosophy of Science
794:Cognition, construction of knowledge, and teaching
136:, social constructionism focuses on the making of
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132:. But while social constructivism focuses on
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102:Learn how and when to remove this message
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65:This article includes a list of general
37:Constructivism (philosophy of education)
679:Functions and Fictions of Communication
292:
7:
312:Critical Inquiry in Language Studies
2720:Digital media use and mental health
2434:Sociology of the history of science
741:. London: Harvard University Press.
434:Structure of Scientific Revolutions
688:. Basingstoke: Palgrave Macmillan.
71:it lacks sufficient corresponding
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2429:Sociology of scientific ignorance
2274:History and philosophy of science
2256:Economics of scientific knowledge
3022:
3021:
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2050:The Closing of the American Mind
1970:Civilization and Its Discontents
1950:A Vindication of Natural Society
745:Chapter 6, Social Constructivism
670:Glasersfeld, Ernst von (1995).
618:Dougiamas, M. (1998, November).
147:). A more complex example is an
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27:Sociological theory of knowledge
692:Council of Teachers of English.
609:Council of Teachers of English.
44:Constructivism (disambiguation)
2235:Science and technology studies
792:Glasersfeld, Ernst von, 1989.
730:Schmidt, Siegfried J. (2007).
681:. Oxford and Bern: Peter Lang.
471:10.1146/annurev.psych.49.1.345
218:'s sociocultural perspective.
1:
1940:Oration on the Dignity of Man
734:. Exeter: Imprint-Academic.
727:. Exeter: Imprint-Academic.
620:A journey into Constructivism
324:10.1080/15427587.2015.1060558
2782:Normalization process theory
2339:Philosophy of social science
2010:The Society of the Spectacle
721:Poerksen, Bernhard (2004),
674:. London: RoutledgeFalmer.
458:Annual Review of Psychology
436:. Chicago University Press.
261:Constructivist epistemology
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2405:construction of technology
400:10.1177/030631278101100101
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2992:
2937:Politicization of science
2188:
2080:Intellectuals and Society
2030:The Culture of Narcissism
388:Social Studies of Science
2344:Philosophy of technology
2070:The Malaise of Modernity
2020:The History of Sexuality
1119:Catholic social teaching
684:Grant, Colin B. (2007).
677:Grant, Colin B. (2000).
31:Not to be confused with
3080:Epistemology of science
2150:Philosophy of education
796:, Synthese, 80, 121-40.
649:, Albany NY: SUNY Press
176:Freudian psychoanalysis
157:'Criticism' section of
86:more precise citations.
2417:Sociology of knowledge
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1043:
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266:Educational psychology
212:social learning theory
159:Representative realism
126:social constructionism
33:Social constructionism
2984:Transition management
2974:Technology assessment
2942:Regulation of science
2917:Evidence-based policy
2802:Sociotechnical system
2651:Traditional knowledge
2531:Psychology of science
2504:Mapping controversies
2410:shaping of technology
2369:Social constructivism
2334:Philosophy of science
2291:History of technology
2155:Philosophy of history
2145:Philosophy of culture
2040:A Conflict of Visions
803:McKinley, J. (2015).
737:Vygotsky, L. (1978).
584:Dyson, A. H. (2004).
303:McKinley, J. (2015).
271:Experiential learning
115:Social constructivism
18:Social constructivist
2889:Women in engineering
2735:Financial technology
2715:Digital anthropology
2484:Criticism of science
2397:Actorânetwork theory
2359:Religion and science
2251:Economics of science
2160:Political philosophy
1960:Democracy in America
696:André Kukla (2000),
645:Paul Ernest (1998),
42:For other uses, see
3075:Social epistemology
2730:Engineering studies
2700:Cyborg anthropology
2489:Demarcation problem
2374:Social epistemology
2000:One-Dimensional Man
813:Ronald Elly Wanda.
700:, London: Routledge
199:mathematical proofs
174:and Filip Buekens,
122:theory of knowledge
3070:Enactive cognition
3010:History of science
2927:Funding of science
2797:Skunkworks project
2494:Double hermeneutic
2279:History of science
2120:Cultural pessimism
2115:Cultural criticism
1014:National character
224:self-determination
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3051:
2979:Technology policy
2710:Dematerialization
2519:black swan events
2201:
2200:
1917:
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1062:Spontaneous order
1052:Social alienation
901:Cultural heritage
862:Social philosophy
714:978-0-415-23419-1
663:978-0-7914-3587-8
363:978-0-7619-1433-4
281:Virtual community
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16:(Redirected from
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2932:Horizon scanning
2907:Academic freedom
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2668:Women in science
2663:Unity of science
2444:Strong programme
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2879:
2874:
2869:
2864:
2856:
2855:
2854:
2849:
2844:
2839:
2834:
2828:Technological
2826:
2825:
2824:
2814:
2809:
2804:
2799:
2794:
2789:
2784:
2779:
2774:
2773:
2772:
2767:
2762:
2757:
2752:
2742:
2737:
2732:
2727:
2722:
2717:
2712:
2707:
2705:Design studies
2702:
2697:
2691:
2689:
2681:
2680:
2678:
2677:
2676:
2675:
2665:
2660:
2659:
2658:
2648:
2643:
2641:Scientometrics
2638:
2633:
2632:
2631:
2626:
2621:
2616:
2611:
2606:
2601:
2596:
2591:
2586:
2578:
2577:
2576:
2571:
2566:
2561:
2556:
2551:
2546:
2541:
2533:
2528:
2523:
2522:
2521:
2514:Paradigm shift
2511:
2506:
2501:
2496:
2491:
2486:
2481:
2476:
2471:
2466:
2460:
2458:
2450:
2449:
2447:
2446:
2441:
2436:
2431:
2426:
2425:
2424:
2414:
2413:
2412:
2407:
2399:
2393:
2391:
2385:
2384:
2382:
2381:
2376:
2371:
2366:
2361:
2356:
2354:Postpositivism
2351:
2346:
2341:
2336:
2331:
2326:
2321:
2316:
2314:Antipositivism
2311:
2305:
2303:
2297:
2296:
2294:
2293:
2288:
2287:
2286:
2284:and technology
2276:
2270:
2268:
2262:
2261:
2259:
2258:
2253:
2247:
2245:
2239:
2238:
2233:
2231:
2230:
2223:
2216:
2208:
2199:
2198:
2196:
2195:
2189:
2186:
2185:
2183:
2182:
2177:
2172:
2170:Social science
2167:
2162:
2157:
2152:
2147:
2142:
2137:
2132:
2127:
2122:
2117:
2112:
2107:
2102:
2096:
2094:
2090:
2089:
2087:
2086:
2076:
2066:
2060:Gender Trouble
2056:
2046:
2036:
2026:
2016:
2006:
1996:
1990:The Second Sex
1986:
1976:
1966:
1956:
1946:
1936:
1925:
1923:
1919:
1918:
1915:
1914:
1912:
1911:
1906:
1901:
1896:
1891:
1886:
1881:
1876:
1871:
1866:
1861:
1856:
1851:
1846:
1841:
1836:
1831:
1826:
1821:
1816:
1811:
1806:
1801:
1796:
1791:
1786:
1781:
1776:
1771:
1766:
1761:
1756:
1751:
1746:
1741:
1736:
1731:
1726:
1721:
1716:
1711:
1706:
1701:
1696:
1691:
1686:
1681:
1676:
1671:
1666:
1661:
1656:
1651:
1646:
1641:
1636:
1631:
1626:
1621:
1616:
1611:
1606:
1601:
1595:
1593:
1587:
1586:
1584:
1583:
1578:
1573:
1568:
1563:
1558:
1553:
1548:
1543:
1538:
1533:
1528:
1523:
1518:
1513:
1508:
1503:
1498:
1493:
1488:
1483:
1478:
1473:
1468:
1463:
1458:
1453:
1448:
1443:
1438:
1433:
1428:
1423:
1418:
1413:
1408:
1403:
1398:
1393:
1387:
1385:
1379:
1378:
1376:
1375:
1370:
1365:
1360:
1355:
1350:
1345:
1340:
1334:
1332:
1328:
1327:
1325:
1324:
1319:
1314:
1309:
1304:
1299:
1294:
1289:
1284:
1279:
1274:
1269:
1263:
1261:
1257:
1256:
1254:
1253:
1248:
1243:
1238:
1233:
1228:
1223:
1218:
1213:
1208:
1203:
1198:
1193:
1188:
1183:
1177:
1175:
1168:
1164:
1163:
1161:
1160:
1155:
1150:
1149:
1148:
1138:
1133:
1128:
1127:
1126:
1116:
1110:
1108:
1104:
1103:
1101:
1100:
1095:
1086:
1085:
1084:
1074:
1069:
1064:
1059:
1054:
1049:
1040:
1035:
1026:
1021:
1016:
1011:
1006:
1005:
1004:
994:
989:
984:
982:Invisible hand
979:
974:
969:
968:
967:
957:
952:
947:
942:
937:
936:
935:
925:
924:
923:
918:
913:
903:
898:
893:
888:
883:
878:
872:
870:
866:
865:
860:
858:
857:
850:
843:
835:
826:
825:
818:
811:
808:
801:
797:
790:
787:
781:
776:
771:
768:
765:
762:
757:
754:
753:
752:
742:
735:
728:
719:
716:
693:
689:
682:
675:
668:
665:
642:
636:
633:
631:
628:
625:
624:
611:
601:
592:
573:
560:
538:
520:
506:
492:
447:
438:
425:
413:
378:
369:
362:
344:
318:(3): 184â207.
291:
290:
288:
285:
284:
283:
278:
273:
268:
263:
256:
253:
247:
244:
236:meaning-making
206:
203:
172:Maarten Boudry
167:
164:
138:social reality
110:
109:
64:
62:
55:
26:
24:
14:
13:
10:
9:
6:
4:
3:
2:
3092:
3081:
3078:
3076:
3073:
3071:
3068:
3066:
3063:
3062:
3060:
3043:
3040:
3038:
3035:
3033:
3030:
3029:
3028:
3020:
3016:
3013:
3011:
3008:
3006:
3003:
3002:
2999:
2995:
2994:
2991:
2985:
2982:
2980:
2977:
2975:
2972:
2968:
2965:
2963:
2960:
2959:
2958:
2955:
2953:
2950:
2948:
2945:
2943:
2940:
2938:
2935:
2933:
2930:
2928:
2925:
2923:
2920:
2918:
2915:
2913:
2910:
2908:
2905:
2904:
2902:
2900:
2896:
2890:
2887:
2883:
2880:
2878:
2875:
2873:
2870:
2868:
2865:
2863:
2860:
2859:
2857:
2853:
2850:
2848:
2845:
2843:
2840:
2838:
2835:
2833:
2830:
2829:
2827:
2823:
2820:
2819:
2818:
2817:Technoscience
2815:
2813:
2810:
2808:
2805:
2803:
2800:
2798:
2795:
2793:
2790:
2788:
2787:Media studies
2785:
2783:
2780:
2778:
2775:
2771:
2768:
2766:
2763:
2761:
2758:
2756:
2753:
2751:
2748:
2747:
2746:
2743:
2741:
2738:
2736:
2733:
2731:
2728:
2726:
2725:Early adopter
2723:
2721:
2718:
2716:
2713:
2711:
2708:
2706:
2703:
2701:
2698:
2696:
2695:Co-production
2693:
2692:
2690:
2688:
2682:
2674:
2671:
2670:
2669:
2666:
2664:
2661:
2657:
2654:
2653:
2652:
2649:
2647:
2644:
2642:
2639:
2637:
2634:
2630:
2627:
2625:
2622:
2620:
2617:
2615:
2612:
2610:
2607:
2605:
2602:
2600:
2597:
2595:
2592:
2590:
2587:
2585:
2582:
2581:
2579:
2575:
2572:
2570:
2567:
2565:
2562:
2560:
2557:
2555:
2552:
2550:
2547:
2545:
2544:communication
2542:
2540:
2537:
2536:
2534:
2532:
2529:
2527:
2526:Pseudoscience
2524:
2520:
2517:
2516:
2515:
2512:
2510:
2507:
2505:
2502:
2500:
2497:
2495:
2492:
2490:
2487:
2485:
2482:
2480:
2477:
2475:
2474:Boundary-work
2472:
2470:
2469:Bibliometrics
2467:
2465:
2462:
2461:
2459:
2457:
2451:
2445:
2442:
2440:
2437:
2435:
2432:
2430:
2427:
2423:
2420:
2419:
2418:
2415:
2411:
2408:
2406:
2403:
2402:
2400:
2398:
2395:
2394:
2392:
2390:
2386:
2380:
2379:Transhumanism
2377:
2375:
2372:
2370:
2367:
2365:
2362:
2360:
2357:
2355:
2352:
2350:
2347:
2345:
2342:
2340:
2337:
2335:
2332:
2330:
2327:
2325:
2322:
2320:
2317:
2315:
2312:
2310:
2307:
2306:
2304:
2302:
2298:
2292:
2289:
2285:
2282:
2281:
2280:
2277:
2275:
2272:
2271:
2269:
2267:
2263:
2257:
2254:
2252:
2249:
2248:
2246:
2244:
2240:
2236:
2229:
2224:
2222:
2217:
2215:
2210:
2209:
2206:
2194:
2191:
2190:
2187:
2181:
2178:
2176:
2175:Social theory
2173:
2171:
2168:
2166:
2163:
2161:
2158:
2156:
2153:
2151:
2148:
2146:
2143:
2141:
2138:
2136:
2133:
2131:
2128:
2126:
2123:
2121:
2118:
2116:
2113:
2111:
2108:
2106:
2103:
2101:
2098:
2097:
2095:
2091:
2082:
2081:
2077:
2072:
2071:
2067:
2062:
2061:
2057:
2052:
2051:
2047:
2042:
2041:
2037:
2032:
2031:
2027:
2022:
2021:
2017:
2012:
2011:
2007:
2002:
2001:
1997:
1992:
1991:
1987:
1982:
1981:
1977:
1972:
1971:
1967:
1962:
1961:
1957:
1952:
1951:
1947:
1942:
1941:
1937:
1932:
1931:
1927:
1926:
1924:
1920:
1910:
1907:
1905:
1902:
1900:
1897:
1895:
1892:
1890:
1887:
1885:
1882:
1880:
1877:
1875:
1872:
1870:
1867:
1865:
1862:
1860:
1857:
1855:
1852:
1850:
1847:
1845:
1842:
1840:
1837:
1835:
1832:
1830:
1829:Radhakrishnan
1827:
1825:
1822:
1820:
1817:
1815:
1812:
1810:
1807:
1805:
1802:
1800:
1797:
1795:
1792:
1790:
1787:
1785:
1782:
1780:
1777:
1775:
1772:
1770:
1767:
1765:
1762:
1760:
1757:
1755:
1752:
1750:
1747:
1745:
1742:
1740:
1737:
1735:
1732:
1730:
1727:
1725:
1722:
1720:
1717:
1715:
1712:
1710:
1707:
1705:
1702:
1700:
1697:
1695:
1692:
1690:
1687:
1685:
1682:
1680:
1677:
1675:
1672:
1670:
1667:
1665:
1662:
1660:
1657:
1655:
1652:
1650:
1647:
1645:
1642:
1640:
1637:
1635:
1632:
1630:
1627:
1625:
1622:
1620:
1617:
1615:
1612:
1610:
1607:
1605:
1602:
1600:
1597:
1596:
1594:
1590:20th and 21st
1588:
1582:
1579:
1577:
1574:
1572:
1569:
1567:
1564:
1562:
1559:
1557:
1554:
1552:
1549:
1547:
1544:
1542:
1539:
1537:
1534:
1532:
1529:
1527:
1524:
1522:
1519:
1517:
1514:
1512:
1509:
1507:
1504:
1502:
1499:
1497:
1494:
1492:
1489:
1487:
1484:
1482:
1479:
1477:
1474:
1472:
1469:
1467:
1464:
1462:
1459:
1457:
1454:
1452:
1449:
1447:
1444:
1442:
1439:
1437:
1434:
1432:
1429:
1427:
1424:
1422:
1419:
1417:
1414:
1412:
1409:
1407:
1404:
1402:
1399:
1397:
1394:
1392:
1389:
1388:
1386:
1382:18th and 19th
1380:
1374:
1371:
1369:
1366:
1364:
1361:
1359:
1356:
1354:
1351:
1349:
1346:
1344:
1341:
1339:
1336:
1335:
1333:
1329:
1323:
1320:
1318:
1315:
1313:
1310:
1308:
1305:
1303:
1300:
1298:
1295:
1293:
1290:
1288:
1285:
1283:
1280:
1278:
1275:
1273:
1270:
1268:
1265:
1264:
1262:
1258:
1252:
1249:
1247:
1244:
1242:
1239:
1237:
1234:
1232:
1229:
1227:
1224:
1222:
1219:
1217:
1214:
1212:
1209:
1207:
1204:
1202:
1199:
1197:
1194:
1192:
1189:
1187:
1184:
1182:
1179:
1178:
1176:
1172:
1169:
1165:
1159:
1156:
1154:
1151:
1147:
1144:
1143:
1142:
1139:
1137:
1134:
1132:
1129:
1125:
1122:
1121:
1120:
1117:
1115:
1112:
1111:
1109:
1105:
1099:
1096:
1093:
1092:
1087:
1083:
1080:
1079:
1078:
1075:
1073:
1070:
1068:
1065:
1063:
1060:
1058:
1055:
1053:
1050:
1047:
1046:
1041:
1039:
1036:
1033:
1032:
1027:
1025:
1022:
1020:
1017:
1015:
1012:
1010:
1007:
1003:
1000:
999:
998:
995:
993:
990:
988:
985:
983:
980:
978:
975:
973:
970:
966:
963:
962:
961:
958:
956:
953:
951:
948:
946:
943:
941:
938:
934:
931:
930:
929:
926:
922:
919:
917:
914:
912:
909:
908:
907:
904:
902:
899:
897:
894:
892:
889:
887:
884:
882:
879:
877:
874:
873:
871:
867:
863:
856:
851:
849:
844:
842:
837:
836:
833:
829:
823:
819:
816:
812:
809:
806:
802:
798:
795:
791:
788:
786:
782:
780:
777:
775:
772:
769:
766:
763:
760:
759:
755:
750:
746:
743:
740:
736:
733:
729:
726:
725:
720:
717:
715:
711:
708:
707:0-415-23419-0
704:
701:
699:
694:
690:
687:
683:
680:
676:
673:
669:
666:
664:
660:
657:
656:0-7914-3587-3
653:
650:
648:
643:
639:
638:
634:
629:
621:
615:
612:
605:
602:
596:
593:
588:
580:
578:
574:
567:
565:
561:
555:
553:
551:
549:
547:
545:
543:
539:
533:
531:
529:
527:
525:
521:
515:
513:
511:
507:
501:
499:
497:
493:
488:
484:
480:
476:
472:
468:
464:
460:
459:
451:
448:
442:
439:
435:
429:
426:
420:
418:
414:
409:
405:
401:
397:
393:
389:
382:
379:
373:
370:
365:
359:
355:
348:
345:
333:
329:
325:
321:
317:
313:
306:
299:
297:
293:
286:
282:
279:
277:
274:
272:
269:
267:
264:
262:
259:
258:
254:
252:
245:
243:
239:
237:
232:
227:
225:
219:
217:
213:
204:
202:
200:
196:
191:
189:
185:
181:
177:
173:
165:
163:
161:
160:
154:
150:
149:online course
146:
141:
139:
135:
131:
127:
123:
120:
116:
106:
103:
95:
85:
81:
75:
74:
68:
63:
54:
53:
50:
45:
38:
34:
19:
3032:Associations
2867:criticism of
2777:Leapfrogging
2760:linear model
2646:Team science
2636:Scientocracy
2559:Neo-colonial
2368:
2309:Anthropocene
2078:
2068:
2058:
2048:
2038:
2028:
2018:
2008:
1998:
1988:
1978:
1968:
1958:
1948:
1938:
1928:
1348:Guicciardini
1331:Early modern
1167:Philosophers
1141:Conservatism
1136:Confucianism
1124:Distributism
1057:Social norms
1045:Sittlichkeit
1031:Ressentiment
977:Institutions
955:Human nature
827:
731:
722:
697:
685:
678:
671:
646:
641:Association.
614:
604:
595:
585:
462:
456:
450:
441:
428:
391:
387:
381:
372:
353:
347:
335:. Retrieved
315:
311:
249:
240:
228:
220:
216:Lev Vygotsky
208:
192:
187:
169:
158:
142:
119:sociological
114:
113:
98:
89:
70:
49:
2877:theories of
2862:and society
2858:Technology
2852:transitions
2842:determinism
2837:convergence
2812:Technocracy
2594:controversy
2580:Scientific
2564:post-normal
2509:Metascience
2479:Consilience
2464:Antiscience
2329:Neo-Luddism
2324:Fuzzy logic
2135:Historicism
1964:(1835â1840)
1930:De Officiis
1654:de Beauvoir
1624:Baudrillard
1576:Vivekananda
1566:Tocqueville
1481:Kierkegaard
1297:Ibn Khaldun
1267:Alpharabius
1158:Personalism
1067:Stewardship
1024:Reification
1019:Natural law
940:Familialism
906:Culturalism
587:Association
465:: 345â375.
84:introducing
3059:Categories
3015:Technology
2967:science of
2962:history of
2847:revolution
2755:disruptive
2745:Innovation
2740:Hype cycle
2685:Technology
2656:ecological
2629:skepticism
2619:misconduct
2604:enterprise
2422:scientific
2349:Positivism
2319:Empiricism
2301:Philosophy
2140:Humanities
2100:Agnotology
1759:KoĆakowski
1322:Ibn Tufayl
1302:Maimonides
1246:Thucydides
1241:Tertullian
1196:Lactantius
1091:Volksgeist
1072:Traditions
886:Convention
287:References
166:Philosophy
155:, see the
145:Affordance
92:March 2010
67:references
2922:Factor 10
2750:diffusion
2589:consensus
2584:community
2549:education
2389:Sociology
2364:Scientism
2243:Economics
2180:Sociology
2130:Historism
1839:Santayana
1809:Oakeshott
1779:MacIntyre
1764:Kropotkin
1739:Heidegger
1592:centuries
1506:Nietzsche
1471:Jefferson
1456:Helvétius
1421:Condorcet
1384:centuries
1368:Montaigne
1191:Confucius
1181:Augustine
1098:Worldview
992:Modernity
965:Formation
408:145123888
205:Education
180:bona fide
134:cognition
130:artifacts
3042:Scholars
3037:Journals
3027:Category
3001:Portals
2882:transfer
2872:dynamics
2822:feminist
2624:priority
2609:literacy
2569:rhetoric
2535:Science
2499:Logology
2193:Category
2105:Axiology
2093:See also
1884:Voegelin
1874:Spengler
1849:Shariati
1804:Nussbaum
1789:Maritain
1749:Irigaray
1729:Habermas
1694:Foucault
1679:Durkheim
1581:Voltaire
1546:de Staël
1521:Rousseau
1446:Franklin
1307:Muhammad
1292:Gelasius
1277:Avempace
1260:Medieval
1236:Polybius
1231:Plutarch
997:Morality
972:Ideology
960:Identity
869:Concepts
800:294-312.
571:294-312.
487:40335935
479:15012472
394:(1): 3.
332:53541628
255:See also
153:ontology
3005:Science
2687:studies
2599:dissent
2539:citizen
2456:studies
2454:Science
2401:Social
2266:History
1934:(44 BC)
1864:Sombart
1859:Skinner
1844:Scruton
1824:Polanyi
1799:Niebuhr
1784:Marcuse
1719:Gramsci
1714:Gentile
1674:Du Bois
1664:Deleuze
1634:Benoist
1604:Agamben
1561:Thoreau
1551:Stirner
1541:Spencer
1491:Le Play
1441:Fourier
1426:Emerson
1411:Carlyle
1396:Bentham
1373:MĂŒntzer
1343:Erasmus
1317:Plethon
1312:Photios
1272:Aquinas
1206:Mencius
1174:Ancient
1107:Schools
987:Loyalty
945:History
933:Counter
928:Culture
896:Customs
337:23 June
80:improve
2899:Policy
2832:change
2765:system
2614:method
2554:normal
2125:Ethics
2084:(2010)
2074:(1991)
2064:(1990)
2054:(1987)
2044:(1987)
2034:(1979)
2024:(1976)
2014:(1967)
2004:(1964)
1994:(1949)
1984:(1935)
1974:(1930)
1954:(1756)
1944:(1486)
1889:Walzer
1879:Taylor
1869:Sowell
1854:Simmel
1819:Pareto
1814:Ortega
1724:Guénon
1709:Gehlen
1704:Gandhi
1659:Debord
1644:Butler
1639:Berlin
1629:Bauman
1619:Badiou
1609:Arendt
1599:Adorno
1531:Ruskin
1486:Le Bon
1461:Herder
1436:Fichte
1431:Engels
1401:Bonald
1391:Arnold
1363:Milton
1358:Luther
1338:Calvin
1216:Origen
1186:Cicero
1146:Social
1082:Family
1077:Values
1038:Rights
1002:Public
950:Honour
881:Anomie
876:Agency
756:Papers
712:
705:
661:
654:
485:
477:
406:
360:
330:
69:, but
1922:Works
1909:ĆœiĆŸek
1894:Weber
1834:Röpke
1794:Negri
1774:Lasch
1744:Hoppe
1699:Fromm
1689:Evola
1669:Dewey
1649:Camus
1556:Taine
1536:Smith
1526:Royce
1516:Renan
1451:Hegel
1416:Comte
1406:Burke
1353:Locke
1287:Dante
1282:Bruni
1251:Xunzi
1226:Plato
1221:Philo
1201:Laozi
1009:Mores
921:Multi
911:Inter
635:Books
483:S2CID
404:S2CID
328:S2CID
308:(PDF)
117:is a
2770:user
2673:STEM
2574:wars
1904:Zinn
1899:Weil
1769:Land
1754:Kirk
1614:Aron
1571:Vico
1511:Owen
1501:Mill
1496:Marx
1476:Kant
1466:Hume
1211:Mozi
916:Mono
785:2005
710:ISBN
703:ISBN
659:ISBN
652:ISBN
475:PMID
358:ISBN
339:2024
1734:Han
1684:Eco
747:in
467:doi
396:doi
320:doi
188:all
35:or
3061::
576:^
563:^
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523:^
509:^
495:^
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461:.
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392:11
390:.
326:.
316:12
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295:^
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