Abstract
This essay distinguishes two broad groups — psychological constructivists and social constructivists — but focusses upon the second of these, although it is stressed that there is great ‘within group’ variation. More than half of the paper is devoted to general ‘clearing of the ground’, during which the reasons for the growing acrimony in the debates between social constructivists and their opponents are assessed, an important consequence of these debates for education is discussed, and an examination is carried out of the radical social constructivist tendency to make strong and exciting but untenable claims which are then backed away from (a tendency which is documented by a close reading of the early pages in Bloor’s classic book). The last portion of the essay focuses upon social constructivist accounts of the causes of belief in science — the more radical of which denegrate the rote of warranting reasons, and which give an exalted place to quasi-anthropological or sociological studies of scientific communities.
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Phillips, D.C. (1998). Coming to Grips with Radical Social Constructivisms. In: Matthews, M.R. (eds) Constructivism in Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-5032-3_9
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DOI: https://doi.org/10.1007/978-94-011-5032-3_9
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