Relativism, constructivism

Constructivism is linked to the philosophical-epistemological theory of (scientific) relativism or empiricism, which is in contrast to another theory, that of (scientific) realism or objectivism or positivism. Realists believe logical analysis applied to objective observations can be used to discover the truth about the world we live in. Relativists accept the existence of a real world, but question whether this world is knowable . They note that observations, and the choice of observations to be made, are influenced by the beliefs, theories, hypotheses, and background of the individual who makes them (6). Realism and empiricism must be considered as two extremes on a continuum. It is certain that in its early years (surely until, say, the beginning of the twentieth century), science was closer to relativism, but as time passed, we came closer to a realist state. Note that are there are those who argue that philosophical and educational constructivisms are intertwined (15, 16), and those who are against (IT) and critical (18) of the way these philosophical theories are linked to education theories. 

Bickhard, M. H. (1998). Constmctivism and relativism A shoppers guide. In M. R. Matthews (Ed.), Constructivism in science education A philosophical examination (pp. 99—112). Dordrecht Kluwer Academic Pubhshers. 

There are important and long-standing debates between opposing philosophical positions related to risk assessment, ranging from reahsm/positivism to constructivism/cultural relativism (Khnke Renn 2002 Shrader-Frechette 1991 Rosa 1998). 

VIII Constructivism Cultural relativism Qualitative descriptions Judgment, values and perceptions Risk is a cultural or social phenomenon. Lay people oriented. 

I believe that some influential researchers in the field of chemical education have taken a rather shallow approach to the study of philosophy of science. They enjoy quoting authors like Kuhn because they have been led to believe that the only sensible approach to science education lies in adopting constructivism . Rank and file educators are constantly berated for taking what these researchers call a positivist approach. Because they read in popular accounts that logical positivism is an outdated philosophical approach they embrace the opposite extreme philosophy. They do so, I claim, without taking the trouble to examine the evolution from logical positivism to Popper, through Kuhn and Lakatos to the frankly outlandish relativism of Feyerabend and some other contemporary relativists. 

Keywords constructivism relativism chemical education Science Wars realism... 

In this article, my aim is to concentrate on another aspect of research in chemical education, one that I believe to be more harmful to the reputation of the field. I refer especially to some dubious and abstract theoretical issues revolving around the themes of constructivism, relativism, and other philosophical -isms. ... 

It is also unfortunate that Herron s followers in chemical education research, some of whom have been cited in the present article, have not seen the need to specify the precise sense in which they are using such terms as constructivism and relativism. Bodner and colleagues in particular appear to support an unqualified form of relativism, as I argue below, and which I maintain is anti-scientific in spirit. 

I applaud chemical constructivists for encouraging teachers to be more conscious of the fact that students come to the study of chemical topics from a great variety of directions. But with respect to concepts such as constructivism and relativism, ideas borrowed from philosophy, chemical constructivists need to make it clear that they are not supporting the same brand of constructivism or relativism in the context of pedagogy. Unfortunately, the present appeal to a nonspecific constructivism continues to cause confusion. 

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