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Constructivist psychology schools share 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 ...
Constructivism (philosophy of mathematics), a philosophical view that asserts the necessity of constructing a mathematical object to prove that it exists Constructivism (philosophy of education), a theory that suggests that learners do not passively acquire knowledge through direct instruction; instead, they construct their understanding through experiences and social interaction, integrating ...
Constructive advices are often suggestions for improvement – how things could be done better or more acceptably. They draw attention to how an identified problem could be solved, or how it could be solved better. Constructive advice is more likely accepted if the advice is timely, clear, specific, detailed and actionable. [3] [4]
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
When criticism of this nature is constructive, it can make an individual aware of gaps in their understanding and it can provide distinct routes for improvement. [3] [4] [5] Research supports the notion that using feedback and constructive criticism in the learning process is very influential. [6] [7] [8]
Social constructivism is a sociological theory of knowledge according to which human development is socially situated, and knowledge is constructed through interaction with others. [1]
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In psychology, constructivism refers to many schools of thought that, though extraordinarily different in their techniques (applied in fields such as education and psychotherapy), are all connected by a common critique of previous standard approaches, and by shared assumptions about the active constructive nature of human knowledge.