Interdisciplinary
R. Nikravesh; G. Islami; J. Sabernejad; A. Kalantari
Abstract
This research focuses on the expansion of educational spaces compatible with the teacher-centered method that has caused the lack of improvement of these spaces with the student-oriented instruction methods. The hypothesis is that by applying constructivist approaches and theories of social production ...
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This research focuses on the expansion of educational spaces compatible with the teacher-centered method that has caused the lack of improvement of these spaces with the student-oriented instruction methods. The hypothesis is that by applying constructivist approaches and theories of social production of space, school environments can be designed to enhance students’ interactions and active participation in learning that ultimately increases their motivation for education. The research is descriptive-analytical in nature and follows a qualitative and interdisciplinary approach as well as uses a developmental method. The educational spaces of three purposefully selected schools are analyzed using various theories. The analysis results in the identification of five types of educational spaces that can support the application of constructivist methods of instruction and promote students' social interactions. The proposed spatial structure includes classroom sets, public spaces, and common areas, aiming to create a spatial convergence and fluidity that prevent spatial disarray. The intention is to move away from teacher-oriented spaces and towards more flexible and open environments that foster social interactions and student engagement. Overall, this research contributes to the understanding of how educational spaces can be adapted to facilitate the student-oriented instruction and promote constructivist learning approaches. The findings offer insights into the design principles that can enhance students' motivation and active participation in the education process.
Philosophy
S.B. Seyednejad; P. Amini
Abstract
The theory of conventions (I’tibariat) in Islamic philosophy and constructivism theory in social sciences and international relations are both considered to be modern and almost contemporaneous in terms of new formation which, with different origins, natures and fate, has distinct implications ...
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The theory of conventions (I’tibariat) in Islamic philosophy and constructivism theory in social sciences and international relations are both considered to be modern and almost contemporaneous in terms of new formation which, with different origins, natures and fate, has distinct implications and functions in the epistemic and social spheres. This study explicates the two theories and has, for the first time, regards the epistemological and ontological problematic caused by the incompatibility of “realism and constructivism” in the orthodox narratives of the theories in international relations -considered one of the most important philosophical, non-constructivist and interdisciplinary issues- as an entry into contemplation over the philosophical reconstruction of constructivism. In the course of exposition and categorization of the old and new perceptions of the theory of conventions (I’tibariat), the study contends that under an interactive approach, the two concepts could be compatible in a way that its referent is not “relativism” and “social determination of knowledge” or “denial of any subsistence or determination in the outer world”. Ultimately, the study moves away from both “raw realism” and “pure constructivism” approaches, and takes into account a consequent definition in the theory of constructivism that is not anti-realistic alhtough it “denies the external equivalent of conventions”. At the same time, cognitivism would not lose its true meaning either. The outcomes are considered more significant because in parallel with the decline of philosophical and political realism in recent decades and the epistemological confusion resulting from “the incommensurable bipolar epistemological views in international relations, namely the positivist majority on the one hand and a remarkable minority of post-positivists on the other”, the contemporary theorists of international relations have been guided to constructivist theories that the “social theory of international politics” indicates its conventional and social approach, during which and with efforts to reduce the epistemological importance of constructivism, the proposed solution is to resort to positivism and ontological aspects of constructivism.
