A Presuppositional Critique of Constructivism

Educational theories have roots. They have roots in broader philosophies, conceptions of the nature of reality, and the theories utilized in classrooms to teach have implications for broader society. The author takes a presuppostitional view and shows that all systems have most basic beliefs that are un-provable. So at the heart of any form of interpretive schema or paradigm is faith in that schema. The author discusses the role of theories of truth, how fact-constructivism embraces a relativist position that is self-refuting, and ultimately is untenable absent a suspension of laws of logic. The author argues in favor of revelation from God as axiomatic and demonstrates how logic can exist on that basis, whereas on a secular basis, philosophy cannot generate any True facts whatsoever. The author then looks at the educational theory of constructivism and examines the theory and practices it endorses it in light of the presuppositional critique and concludes that the relativistic nature of constructivism precludes it from being a philosophically acceptable approach for the Christian

A Presuppositional Critique of Constructivism

Educational theories have roots. They have roots in broader philosophies, conceptions of the nature of reality, and the theories utilized in classrooms to teach have implications for broader society. Specifically, this paper discusses the problems of constructivist theory in the classroom. The author takes a presuppostitional view and shows that all systems have most basic beliefs which are un-provable. So at the heart of any form of interpretive schema is faith in that schema. The author discusses ontological and epistemological options and how shifts in philosophy change the order of the most basic beliefs, but not the fact that they are beliefs, nonetheless. The author discusses the role of theories of truth, and how a fact-constructivism embraces a relativist position that is self-refuting and ultimately untenable absent a suspension of laws of logic. The author argues in favor of revelation from God as axiomatic and demonstrates how logic can exist on that basis, whereas on a secular basis, philosophy cannot generate any True facts whatsoever. The author then looks at the educational theory of constructivism and examines the theory and the classroom practices it endorses it in light of the presuppositional critique

Antecedents of Effective Decision Making: A Cognitive Approach

Decision-making effectiveness has been associated with how well managers adapt their cognitive style to task requirements. In this paper, theories regarding decision-making under uncertainty and the use of judgment and intuition are reviewed and integrated. Cognitive Continuum Theory (CCT), positing a one-dimensional continuum of cognitive styles anchored by intuition and analysis, is extended: Four fundamental decision styles are identified and evaluated for their relative effectiveness under various task conditions. Propositions are developed with respect to the relationships between decision task characteristics and the likelihood of using two cognitive systems, and with respect to potential moderators of decision-making effectiveness. The propositions are integrated into a comprehensive theoretical model. Major contributions of the study are a conceptual clarification of the distinctions between intuition, heuristics and bounded rationality on the one hand, and the assessment of the scope of various cognitive styles as well as the identification of moderators of their effectiveness on the other. Research implications and some suggestions for managerial practice are provided.Economics ;

Common Knowledge and Interactive Behaviors: A Survey

This paper surveys the notion of common knowledge taken from game theory and computer science. It studies and illustrates more generally the effects of interactive knowledge in economic and social problems. First of all, common knowledge is shown to be a central concept and often a necessary condition for coordination, equilibrium achievement, agreement, and consensus. We present how common knowledge can be practically generated, for example, by particular advertisements or leadership. Secondly, we prove that common knowledge can be harmful, essentially in various cooperation and negotiation problems, and more generally when there are con icts of interest. Finally, in some asymmetric relationships, common knowledge is shown to be preferable for some players, but not for all. The ambiguous welfare effects of higher-order knowledge on interactive behaviors leads us to analyze the role of decentralized communication in order to deal with dynamic or endogenous information structures.Interactive knowledge, common knowledge, information structure, communication.

Believe in these things : magical realism\u27s postmodern use of religious language

Magical realism has expanded from a genre squarely located within postcolonialism to one that includes many non-colonial, Western writers such as Karen Russell and Helen Oyeyemi. Using Russell’s Swamplandia!, Salman Rushdie’s Midnight’s Children, and Oyeyemi’s The Icarus Girl as representative texts, this thesis extends Frederic Jameson’s theory of “effacement” and Jean-François Lyotard’s “postmodern condition” to investigate the spread of the magical realist genre and techniques beyond its postcolonial beginnings and into a postmodern means to insert an element of the unknown back into a scientifically bound, prosaic reality. These magical Realist authors create their effects largely by using the trappings of religions, specifically its language, symbols, and mindsets. Jameson and Lyotard, along with Brian McHale, and critics Lois Parkinson Zamora, Wendy B. Faris, and Amaryll Chanady, provide insightful ideas, theories, and platforms with which to critically study the origin and implications of this shift in the genre