Social constructionism

Last updated

Social constructionism is a theory of knowledge in sociology and communication theory that examines the development of jointly constructed understandings of the world that form the basis for shared assumptions about reality. The theory centers on the notion that meanings are developed in coordination with others rather than separately within each individual. [1]

Epistemology A branch of philosophy concerned with the nature and scope of knowledge

Epistemology is the branch of philosophy concerned with the theory of knowledge.

Sociology Scientific study of human society and its origins, development, organizations, and institutions

Sociology is the study of society, patterns of social relationships, social interaction and culture of everyday life using the principles of psychology neuroscience and network science. It is a social science that uses various methods of empirical investigation and critical analysis to develop a body of knowledge about social order, acceptance, and change or social evolution. While some sociologists conduct research that may be applied directly to social policy and welfare, others focus primarily on refining the theoretical understanding of social processes. Subject matter ranges from the micro-sociology level of individual agency and interaction to the macro level of systems and the social structure.

Communication theory is a field of information theory and mathematics that studies the technical process of information.

Contents

Social constructionism questions what is defined by humans and society to be reality. Therefore, social constructs can be different based on the society and the events surrounding the time period in which they exist. [2] An example of a social construct is money or the concept of currency, as people in society have agreed to give it importance/value. [2] [3] Another example of a social construction is the concept of self/self-identity. [4] Charles Cooley stated based on his Looking-Glass-Self theory: "I am not who you think I am; I am not who I think I am; I am who I think you think I am." [2] This demonstrates how people in society construct ideas or concepts that may not exist without the existence of people or language to validate those concepts. [2] [5]

Charles Cooley American sociologist

Charles Horton Cooley was an American sociologist and the son of Michigan Supreme Court Judge Thomas M. Cooley. He studied and went on to teach economics and sociology at the University of Michigan, was a founding member of the American Sociological Association in 1905 and became its eighth president in 1918. He is perhaps best known for his concept of the looking glass self, which is the concept that a person's self grows out of society's interpersonal interactions and the perceptions of others. Cooley's health began to deteriorate in 1928. He was diagnosed with an unidentified form of cancer in March of 1929 and died two months later.

Looking-glass self

The term "the looking glass self" was created by American sociologist Charles Horton Cooley in 1902, and introduced into his own work "Human Nature and the Social Order". It is described as, our reflection of how we think we appear to others. To further explain would be how oneself imagines how other view him/her. An example would be one's mother would view their child as flawless, while another person would think differently. Cooley takes into account three steps when using "the looking glass self". Step one is how one imagines one looks to other people. Step two is how one imagines the judgment of others based on how one thinks they view them. Step three is how one thinks of how the person views them based on their previous judgments.

There are weak and strong social constructs. [3] Weak social constructs rely on brute facts (which are fundamental facts that are difficult to explain or understand, such as quarks) or institutional facts (which are formed from social conventions). [2] [3] Strong social constructs rely on the human perspective and knowledge that does not just exist, but is rather constructed by society. [2]

In contemporary philosophy, a brute fact is a fact that has no explanation. More narrowly, brute facts may instead be defined as those facts which cannot be explained. To reject the existence of brute facts is to think that everything can be explained.. There are two ways to explain something: say what "brought it about", or describe it at a more "fundamental" level. For example, a cat displayed on a computer screen can be explained, more "fundamentally", as there being certain voltages in bits of metal in the screen, which in turn can be explained, more "fundamentally", as certain subatomic particles moving in a certain manner. If one were to keep explaining the world in this way and reach a point at which no more "deeper" explanations can be given, then they would have found some facts which are brute or inexplicable, in the sense that we cannot give them an ontological explanation. As it might be put, there may exist some things that just are. The same thing can be done with causal explanations. If nothing made the Big Bang expand at the velocity it did, then this is a brute fact in the sense that it lacks a causal explanation.

Quark Elementary particle

A quark is a type of elementary particle and a fundamental constituent of matter. Quarks combine to form composite particles called hadrons, the most stable of which are protons and neutrons, the components of atomic nuclei. Due to a phenomenon known as color confinement, quarks are never directly observed or found in isolation; they can be found only within hadrons, which include baryons and mesons. For this reason, much of what is known about quarks has been drawn from observations of hadrons.

Definition

A social construct or construction concerns the meaning, notion, or connotation placed on an object or event by a society, and adopted by the inhabitants of that society with respect to how they view or deal with the object or event. [6] In that respect, a social construct as an idea would be widely accepted as natural by the society.

A major focus of social constructionism is to uncover the ways in which individuals and groups participate in the construction of their perceived social reality. It involves looking at the ways social phenomena are developed, institutionalized, known, and made into tradition by humans.

Institutionalize and related word forms may refer to:

Tradition belief or behavior passed down within a group or society with symbolic meaning or special significance with origins in the past

A tradition is a belief or behavior passed down within a group or society with symbolic meaning or special significance with origins in the past. Common examples include holidays or impractical but socially meaningful clothes, but the idea has also been applied to social norms such as greetings. Traditions can persist and evolve for thousands of years—the word tradition itself derives from the Latin tradere literally meaning to transmit, to hand over, to give for safekeeping. While it is commonly assumed that traditions have ancient history, many traditions have been invented on purpose, whether that be political or cultural, over short periods of time. Various academic disciplines also use the word in a variety of ways.

Origins

In terms of background, social constructionism is rooted in "symbolic interactionism" and "phenomenology." [7] [8] With Berger and Luckmann's The Social Construction of Reality published in 1966, this concept found its hold. More than four decades later, a sizable number of theory and research pledged to the basic tenet that people "make their social and cultural worlds at the same time these worlds make them." [8] It is a viewpoint that uproots social processes "simultaneously playful and serious, by which reality is both revealed and concealed, created and destroyed by our activities." [8] It provides a substitute to the "Western intellectual tradition" where the researcher "earnestly seeks certainty in a representation of reality by means of propositions." [8]

Symbolic interactionism a sociological theory focused on cultural symbols exchanged during interpersonal interactions

Symbolic interactionism is a sociological theory that develops from practical considerations and alludes to people's particular utilization of dialect to make images and normal implications, for deduction and correspondence with others. In other words, it is a frame of reference to better understand how individuals interact with one another to create symbolic worlds, and in return, how these worlds shape individual behaviors. It is a framework that helps understand how society is preserved and created through repeated interactions between individuals. The interpretation process that occurs between interactions help create and recreate meaning. It is the shared understanding and interpretations of meaning that affect the interaction between individuals. Individuals act on the premise of a shared understanding of meaning within their social context. Thus, interaction and behavior is framed through the shared meaning that objects and concepts have attached to them.

In social constructionist terms, "taken-for-granted realities" are cultivated from "interactions between and among social agents;" furthermore, reality is not some objective truth "waiting to be uncovered through positivist scientific inquiry." [8] Rather, there can be "multiple realities that compete for truth and legitimacy." [8] Social constructionism understands the "fundamental role of language and communication" and this understanding has "contributed to the linguistic turn" and more recently the "turn to discourse theory." [8] [9] The majority of social constructionists abide by the belief that "language does not mirror reality; rather, it constitutes [creates] it." [8]

A broad definition of social constructionism has its supporters and critics in the organizational sciences. [8] A constructionist approach to various organizational and managerial phenomena appear to be more commonplace and on the rise. [8]

Andy Lock and Tomj Strong trace some of the fundamental tenets of social constructionism back to the work of the 18th-century Italian political philosopher, rhetorician, historian, and jurist Giambattista Vico. [10]

Berger and Luckmann give credit to Max Scheler as a large influence as he created the idea of Sociology of knowledge which influenced social construction theory. [11]

According to Lock and Strong, other influential thinkers whose work has affected the development of social constructionism are: Edmund Husserl, Alfred Schutz, Maurice Merleau-Ponty, Martin Heidegger, Hans-Georg Gadamer, Paul Ricoeur, Jürgen Habermas, Emmanuel Levinas, Mikhail Bakhtin, Valentin Volosinov, Lev Vygotsky, George Herbert Mead, Ludwig Wittgenstein, Gregory Bateson, Harold Garfinkel, Erving Goffman, Anthony Giddens, Michel Foucault, Ken Gergen, Mary Gergen, Rom Harre, and John Shotter. [10]

Applications

Personal construct psychology

Since its appearance in the 1950s, personal construct psychology (PCP) has mainly developed as a constructivist theory of personality and a system of transforming individual meaning-making processes, largely in therapeutic contexts. [12] [13] [14] [15] [16] [17] It was based around the notion of persons as scientists who form and test theories about their worlds. Therefore, it represented one of the first attempts to appreciate the constructive nature of experience and the meaning persons give to their experience. [18] Social constructionism (SC), on the other hand, mainly developed as a form of a critique, [19] aimed to transform the oppressing effects of the social meaning-making processes. Over the years, it has grown into a cluster of different approaches, [20] with no single SC position. [21] However, different approaches under the generic term of SC are loosely linked by some shared assumptions about language, knowledge, and reality. [22]

A usual way of thinking about the relationship between PCP and SC is treating them as two separate entities that are similar in some aspects, but also very different in others. This way of conceptualizing this relationship is a logical result of the circumstantial differences of their emergence. In subsequent analyses these differences between PCP and SC were framed around several points of tension, formulated as binary oppositions: personal/social; individualist/relational; agency/structure; constructivist/constructionist. [23] [24] [25] [26] [27] [28] Although some of the most important issues in contemporary psychology are elaborated in these contributions, the polarized positioning also sustained the idea of a separation between PCP and SC, paving the way for only limited opportunities for dialogue between them. [29] [30]

Reframing the relationship between PCP and SC may be of use in both the PCP and the SC communities. On one hand, it extends and enriches SC theory and points to benefits of applying the PCP “toolkit” in constructionist therapy and research. On the other hand, the reframing contributes to PCP theory and points to new ways of addressing social construction in therapeutic conversations. [30]

Educational psychology

Like social constructionism, social constructivism states that people work together to construct artifacts. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group.

Social constructivism has been studied by many educational psychologists, who are concerned with its implications for teaching and learning. For more on the psychological dimensions of social constructivism, see the work of Ernst von Glasersfeld and A. Sullivan Palincsar. [31]

Systemic therapy

Systemic therapy is a form of psychotherapy which seeks to address people as people in relationship, dealing with the interactions of groups and their interactional patterns and dynamics.

Communication studies

A bibliographic review of social constructionism as used within communication studies was published in 2016. It features a good overview of resources from that disciplinary perspective. [32]

History and development

Berger and Luckmann

Constructionism became prominent in the U.S. with Peter L. Berger and Thomas Luckmann's 1966 book, The Social Construction of Reality . Berger and Luckmann argue that all knowledge, including the most basic, taken-for-granted common sense knowledge of everyday reality, is derived from and maintained by social interactions. When people interact, they do so with the understanding that their respective perceptions of reality are related, and as they act upon this understanding their common knowledge of reality becomes reinforced. Since this common sense knowledge is negotiated by people, human typifications, significations and institutions come to be presented as part of an objective reality, particularly for future generations who were not involved in the original process of negotiation. For example, as parents negotiate rules for their children to follow, those rules confront the children as externally produced "givens" that they cannot change. Berger and Luckmann's social constructionism has its roots in phenomenology. It links to Heidegger and Edmund Husserl through the teaching of Alfred Schutz, who was also Berger's PhD adviser.

Narrative turn

During the 1970s and 1980s, social constructionist theory underwent a transformation as constructionist sociologists engaged with the work of Michel Foucault and others as a narrative turn in the social sciences was worked out in practice. This particularly affected the emergent sociology of science and the growing field of science and technology studies. In particular, Karin Knorr-Cetina, Bruno Latour, Barry Barnes, Steve Woolgar, and others used social constructionism to relate what science has typically characterized as objective facts to the processes of social construction, with the goal of showing that human subjectivity imposes itself on those facts we take to be objective, not solely the other way around. A particularly provocative title in this line of thought is Andrew Pickering's Constructing Quarks: A Sociological History of Particle Physics. At the same time, Social Constructionism shaped studies of technology – the Sofield, especially on the Social construction of technology, or SCOT, and authors as Wiebe Bijker, Trevor Pinch, Maarten van Wesel, etc. [33] [34] Despite its common perception as objective, mathematics is not immune to social constructionist accounts. Sociologists such as Sal Restivo and Randall Collins, mathematicians including Reuben Hersh and Philip J. Davis, and philosophers including Paul Ernest have published social constructionist treatments of mathematics.

Postmodernism

Social constructionism can be seen as a source of the postmodern movement, and has been influential in the field of cultural studies. Some have gone so far as to attribute the rise of cultural studies (the cultural turn) to social constructionism. Within the social constructionist strand of postmodernism, the concept of socially constructed reality stresses the ongoing mass-building of worldviews by individuals in dialectical interaction with society at a time. The numerous realities so formed comprise, according to this view, the imagined worlds of human social existence and activity, gradually crystallized by habit into institutions propped up by language conventions, given ongoing legitimacy by mythology, religion and philosophy, maintained by therapies and socialization, and subjectively internalized by upbringing and education to become part of the identity of social citizens.

In the book The Reality of Social Construction, the British sociologist Dave Elder-Vass places the development of social constructionism as one outcome of the legacy of postmodernism. He writes "Perhaps the most widespread and influential product of this process [coming to terms with the legacy of postmodernism] is social constructionism, which has been booming [within the domain of social theory] since the 1980s." [35]

Criticisms

Social constructionism falls toward the nurture end of the spectrum of the larger nature and nurture debate. Consequently, critics have argued that it generally ignores the contribution made by physical and biological sciences. It particularly denies the influences of biology on behaviour and culture, or suggests that they are unimportant to achieve an understanding of human behaviour. [36] The view of most psychologists and social scientists is that behaviour is a complex outcome of both biological and cultural influences. [37] [38] [ unreliable source? ]

In 1996, to illustrate what he believed to be the intellectual weaknesses of social constructionism and postmodernism, physics professor Alan Sokal submitted an article to the academic journal Social Text deliberately written to be incomprehensible but including phrases and jargon typical of the articles published by the journal. The submission, which was published, was an experiment to see if the journal would "publish an article liberally salted with nonsense if (a) it sounded good and (b) it flattered the editors' ideological preconceptions." [39] The Postmodernism Generator is a computer program that is designed to produce similarly incomprehensible text. [40] In 1999, Sokal, with coauthor Jean Bricmont published the book Fashionable Nonsense , which criticized postmodernism and social constructionism.

Philosopher Paul Boghossian has also written against social constructionism. He follows Ian Hacking's argument that many adopt social constructionism because of its potentially liberating stance: if things are the way that they are only because of our social conventions, as opposed to being so naturally, then it should be possible to change them into how we would rather have them be. He then states that social constructionists argue that we should refrain from making absolute judgements about what is true and instead state that something is true in the light of this or that theory. Countering this, he states:

But it is hard to see how we might coherently follow this advice. Given that the propositions which make up epistemic systems are just very general propositions about what absolutely justifies what, it makes no sense to insist that we abandon making absolute particular judgements about what justifies what while allowing us to accept absolute general judgements about what justifies what. But in effect this is what the epistemic relativist is recommending. [41]

Later in the same work, Boghossian severely constrains the requirements of relativism. He states that instead of believing that any world view is just as true as any other (cultural relativism), we should believe that:

If we were to encounter an actual, coherent, fundamental, genuine alternative to our epistemic system, C2, whose track record was impressive enough to make us doubt the correctness of our own system, C1, we would not be able to justify C1 over C2 even by our own lights.

Woolgar and Pawluch [42] argue that constructionists tend to 'ontological gerrymander' social conditions in and out of their analysis.

Social constructionism has been criticized for having an overly narrow focus on society and culture as a causal factor in human behavior, excluding the influence of innate biological tendencies, by psychologists such as Steven Pinker in The Blank Slate [43] as well as by Asian Studies scholar Edward Slingerland in What Science Offers the Humanities. [44] John Tooby and Leda Cosmides used the term "standard social science model" to refer to social-science philosophies that they argue fail to take into account the evolved properties of the brain. [45]

See also

Related Research Articles

Constructivism may refer to:

Social constructivism is a sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others.

Constructivist epistemology is a branch in philosophy of science maintaining that scientific knowledge is constructed by the scientific community, who seek to measure and construct models of the natural world. Natural science therefore consists of mental constructs that aim to explain sensory experience and measurements.

Thomas Luckmann was an American-Austrian sociologist of German and Slovene origin who taught mainly in Germany. His contributions were central to studies in sociology of communication, sociology of knowledge, sociology of religion, and the philosophy of science.

Personal construct theory or personal construct psychology (PCP) is a theory of personality and cognition developed by the American psychologist George Kelly in the 1950s. From the theory, Kelly derived a psychotherapy approach and also a technique called the repertory grid interview that helped his patients to analyze their own constructs with minimal intervention or interpretation by the therapist. The repertory grid was later adapted for various uses within organizations, including decision-making and interpretation of other people's world-views.

Jonathan Potter British psychologist

Jonathan Potter is Dean of the School of Communication and Information at Rutgers University and one of the originators of discursive psychology.

Constructivism (philosophy of education) Philosophical viewpoint about the nature of knowledge; theory of knowledge

Constructivism in education is an epistemological perspective of learning focused on how students actively create knowledge out of their experiences. Emphasis is placed on agency and prior "knowing" and experience of the learner, which is often determined by their social and cultural contexts environment. While Behaviorist models of learning may help understand what students are doing, educators also need to know what students are thinking, and how to enrich what students are thinking.

Constructionism (learning theory) learning theory involving the construction of mental models

Constructionist learning is when learners construct mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use information they already know to acquire more knowledge. Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance. Further, constructionism holds that learning can happen most effectively when people are active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism.

In international relations, constructivism is the claim that significant aspects of international relations are historically and socially constructed, rather than inevitable consequences of human nature or other essential characteristics of world politics..

Coherence therapy is a system of psychotherapy based in the theory that symptoms of mood, thought and behavior are produced coherently according to the person's current mental models of reality, most of which are implicit and unconscious. It was founded by Bruce Ecker and Laurel Hulley in the 1990s. It is currently considered among the most well respected postmodern/constructivist therapies.

Mary McCanney Gergen is an American social psychologist specializing in feminist studies women's studies and social constructionism. She is known for her contributions to the field of feminist studies, organization development, and social process.

In psychology, constructivism refers to many schools of thought that, though extraordinarily different in their techniques, are all connected by a common critique of previous standard approaches, and by shared assumptions about the active constructive nature of human knowledge. In particular, the critique is aimed at the "associationist" postulate of empiricism, "by which the mind is conceived as a passive system that gathers its contents from its environment and, through the act of knowing, produces a copy of the order of reality".

In sociology and especially the sociological study of religion, plausibility structures are the sociocultural contexts for systems of meaning within which these meanings make sense, or are made plausible. Beliefs and meanings held by individuals and groups are supported by, and embedded in, sociocultural institutions and processes.

Sheila McNamee American academic

Sheila McNamee is an American academic known for her work in human communication and social constructionism theory and practice. She is a Professor of Communication at the University of New Hampshire and founding member, Vice President and board member of the Taos Institute. She has authored numerous, books, chapters, and journal articles. Her work focuses on appreciative dialogic transformation within a variety of social and institutional contexts including psychotherapy, organizations, education, healthcare, and local communities. She engages constructionist practices in a variety of contexts to bring communities of participants with diametrically opposing viewpoints together to create livable futures.

Kenneth J. Gergen is an American psychologist and emeritus professor at Swarthmore College. He obtained his Bachelor of Arts from Yale University (1957) and his PhD from Duke University (1962).

Ethogenics is an interdisciplinary social scientific approach that attempts to understand the systems of belief or means through which individuals attach significance to their actions and form their identities by linking these to the larger structure of rules (norms) and cultural resources in society. For Rom Harré, the founder of ethogenics, it represents a radical innovation in traditional psychology, even a completely "new psychology" that should take its place..

Constructivism has been considered as a dominant paradigm, or research programme, in the field of science education. The term constructivism is widely used in many fields, and not always with quite the same intention. This entry offers an account of how constructivism is most commonly understood in science education.

Meaning-making "Not now"

In psychology, meaning-making is the process of how people construe, understand, or make sense of life events, relationships, and the self.

Vittorio Filippo Guidano was an Italian neuropsychiatrist, creator of the cognitive procedural systemic model and contributor to post-rationalist constructivist cognitive psychotherapy. His cognitive post-rationalist model was influenced by attachment theory, evolutionary epistemology, complex systems theory, and the prevalence of abstract mental processes proposed by Friedrich Hayek. Guidano conceived the personal system as a self-organized entity, in constant development.

Barbara S. Held is a psychologist and professor known for her research and publications in the fields of clinical psychology and theoretical/philosophical psychology. Held is the Barry N. Wish Research Professor of Psychology and Social Studies at Bowdoin College. She served as President of the Society for Theoretical and Philosophical Psychology from 2008-2009, and was recipient of the 2012 Joseph B. Glitter Award from the American Psychological Association recognizing her "scholarly contribution to the philosophical foundations of psychological knowledge."

References

  1. Leeds-Hurwitz, Wendy (2009). "Social construction of reality". In Littlejohn, Stephen W.; Foss, Karen A. (eds.). Encyclopedia of communication theory. Thousand Oaks, California: SAGE Publications. p. 891. doi:10.4135/9781412959384.n344. ISBN   978-1-4129-5937-7.
  2. 1 2 3 4 5 6 Mr. Sinn (3 February 2016), Theoretical Perspectives: Social Constructionism , retrieved 11 May 2018
  3. 1 2 3 khanacademymedicine (17 September 2013), Social constructionism | Society and Culture | MCAT | Khan Academy , retrieved 12 May 2018
  4. Jorgensen Phillips (16 March 2019). "Discourse Analysis" (PDF).
  5. "Social constructionism". Study Journal. 4 December 2017. Retrieved 12 May 2018.
  6. "Social Constructionism | Encyclopedia.com". www.encyclopedia.com. Retrieved 23 December 2018.
  7. Woodruff Smith, David (2018). "Phenomenology". In Zalta, Edward N. (ed.). The Stanford Encyclopedia of Philosophy . Stanford, California: Metaphysics Research Lab, Stanford University. ISSN   1095-5054 via Stanford Encyclopedia of Philosophy.
  8. 1 2 3 4 5 6 7 8 9 10 Fairhurst, Gail T.; Grant, David (1 May 2010). "The Social Construction of Leadership: A Sailing Guide". Management Communication Quarterly . Thouisand Oaks, California: SAGE Publications. 24 (2): 171–210. doi:10.1177/0893318909359697. ISSN   0893-3189.
  9. Janet Tibaldo (19 September 2013). "Discourse Theory".
  10. 1 2 Lock, Andy; Strong, Tom (2010). Social Constructionism: Sources and Stirrings in Theory and Practice. Cambrdge, New York: Cambridge University Press. pp. 12–29. ISBN   978-0521708357.
  11. Leeds-Hurwitz, pgs. 8-9
  12. Bannister, Donald; Mair, John Miller (1968). The Evaluation of Personal Constructs. London, England: Academic Press. p. 164. ISBN   978-0120779505.
  13. Kelly, George (1955). The Psychology of Personal Constructs. New York City: W.W. Norton. p. 32. ISBN   978-0415037976.
  14. Mair, John Miller (1977). "The Community of Self". In Bannister, Donald (ed.). New Perspectives in Personal Construct Theory. London, England: Academic Press. pp. 125–149. ISBN   978-0120779406.
  15. Neimeyer, Robert A.; Levitt, Heidi (January 2000). "What's narrative got to do with it? Construction and coherence in accounts of loss". Journal of Loss and Trauma. Philadelphia, Pennsylvania: Brunner Routledge: 401–412.
  16. Procter, Harry G. (2015). "Family Construct Psychology". In Walrond-Skinner, Sue (ed.). Developments in Family Therapy: Theories and Applications Since 1948. London, England: Routledge & Kega. pp. 350–367. ISBN   978-0415742603.
  17. Stojnov, Dusan; Butt, Trevor (2002). "The relational basis of personal construct psychology". In Neimeyer, Robert A.; Neimeyer, Greg J. (eds.). Advances of personal construct theory: New directions and perspectives. Westport, Connecticut: Praeger Publishing. pp. 81–113. ISBN   978-0275972943.
  18. Harré, R., & Gillett, D. (1994). The discursive mind. London, UK: Sage
  19. Shotter, J.; Lannamann, J. (2002). "The situation of social constructionism: Its imprisonment within the ritual of theory-criticism-and-debate". Theory & Psychology . 12 (5): 577–609. doi:10.1177/0959354302012005894.
  20. Harré, R (2002). "Public sources of the personal mind: Social constructionism in context". Theory & Psychology. 12 (5): 611–623. doi:10.1177/0959354302012005895.
  21. Stam, H.J. (2001). "Introduction: Social constructionism and its critiques". Theory & Psychology. 11 (3): 291–296. doi:10.1177/0959354301113001.
  22. Burr, V. (1995), An introduction to social constructionism . London, UK: Routledge
  23. Botella, L. (1995). Personal construct psychology, constructivism and postmodern thought. In R.A. Neimeyer & G.J. Neimeyer (Eds.), Advances in personal construct psychology (Vol. 3, pp. 3–35). Greenwich, CT: JAI Press.
  24. Burkitt, I (1996). "Social and personal constructs: A division left unresolved". Theory & Psychology. 6: 71–77. doi:10.1177/0959354396061005.
  25. Burr, V. (1992). Construing relationships: Some thoughts on PCP and discourse. In A. Thompson & P. Cummins (Eds.), European perspectives in personal construct psychology: Selected papers from the inaugural conference of the EPCA (pp. 22–35). Lincoln, UK: EPCA.
  26. Butt, T.W. (2001). "Social action and personal constructs". Theory & Psychology. 11: 75–95. doi:10.1177/0959354301111007.
  27. Mancuso, J (1998). "Can an avowed adherent of personal-construct psychology be counted as a social constructions?". Journal of Constructivist Psychology. 11 (3): 205–219. doi:10.1080/10720539808405221.
  28. Raskin, J.D. (2002). "Constructivism in psychology: Personal construct psychology, radical constructivism, and social constructionism". American Communication Journal. 5 (3): 1–25.
  29. Jelena Pavlović (11 May 2011). "Personal construct psychology and social constructionism are not incompatible: Implications of a reframing". Theory & Psychology. 21 (3): 396–411. doi:10.1177/0959354310380302 . Retrieved 8 November 2012.
  30. 1 2 Pavlović, Jelena (11 May 2011). "Personal construct psychology and social constructionism are not incompatible: Implications of a reframing". Theory & Psychology . Thousand Oaks, California: SAGE Publications (21): 396–411. doi:10.1177/0959354310380302.
  31. von Glasersfeld, Ernst (1995). Radical Constructivism: A Way of Knowing and Learning. London: Routledge.; Palincsar, A.S. (1998). "Social constructivist perspectives on teaching and learning". Annual Review of Psychology. 49: 345–375. doi:10.1146/annurev.psych.49.1.345. PMID   15012472.
  32. Leeds-Hurwitz, Wendy (29 June 2016). Moy, Patricia (ed.). Social construction. Journal of Communication. Oxfordshire, England: Oxford University Press. doi:10.1093/obo/9780199756841-0106.
  33. Pinch, T. J. (1996). The Social Construction of Technology: a Review. In R. Fox (Ed.), Technological Change; Methods and Themes in the History of Technology (pp. 17 – 35). Amsterdam: Harwood Academic Publishers.
  34. Wesel, M. v. (2006). Why we do not always get what we want; The power imbalance in the Social Shaping of Technology (final draft 29 June 2006). Unpublished Master Thesis, Universiteit Maastricht, Maastricht (Look for the latest version here).
  35. Dave Elder-Vass. 2012.The Reality of Social Construction. Cambridge University Press, 4
  36. Sokal, A., & Bricmont, J. (1999). Fashionable Nonsense: Postmodern Intellectuals' Abuse of Science. NY: Picador.
  37. Francsis, D., & Kaufer, D. (2011). Beyond Nature vs. Nurture. The Scientist. 1 October 2011
  38. Ridly, M. (2004). The Agile Gene: How Nature Turns on Nurture. NY: Harper.
  39. Sokal, Alan D. (May 1996). "A Physicist Experiments With Cultural Studies". Lingua Franca . Retrieved 3 April 2007.
  40. A C Bulhak: On the simulation of postmodernism and mental debility using recursive transition networks, 96/264, Dept Computer Science Technical Reports, Dept Computer Science, Monash Univ, Melbourne Australia, 1–12, 12pp. Technical report CS 96/264
  41. Paul Boghossian, Fear of Knowledge: Against Relativism and Conmstructivism, Oxford University Press, 2006, 152pp, hb/pb, ISBN   0-19-928718-X.
  42. Woolgar, S; Pawluch, D (1985). "Ontological gerrymandering: The anatomy of social problems explanations". Social Problems. 32 (3): 214–27. doi:10.1525/sp.1985.32.3.03a00020.
  43. Pinker, Steven (2016). The Blank Slate: The Modern Denial of Human Nature. Penguin Books.
  44. Slingerland, Edward (2008). What Science Offers the Humanities. Cambridge University Press.
  45. Barkow, J., Cosmides, L. & Tooby, J. 1992. The adapted mind: Evolutionary psychology and the generation of culture. Oxford: Oxford University Press.

Further reading

Books

Articles