George Siemens and Stephen Downes developed a theory for the digital age, called connectivism, denouncing boundaries of behaviorism, cognitivism, and constructivism. Their proposed learning theory has issued a debate over whether it is a learning theory or instructional theory or merely a pedagogical view. While the theory presented is important and valid, is it a tool to be used in the learnin...

Abstract This essay explores structural changes in practices through a convergence between particular version of the institutional logics approach theory and my own account social practices. Part one presents these approaches as contemporary versions idea that objective, or common, contentful orientations govern The discussion elucidates practice organizations arrays such how they shape human a...

Abstract Can fictions make genuine assertions about the actual world? Proponents of ‘Assertion View’ answer question affirmatively: they hold that authors can assert, by means explicit statements are part work fiction, something is actually case in real world. The ‘Nonassertion’ View firmly denies this possibility. In paper, I defend a nuanced version Nonassertion View. argue even if cannot ind...

Abstract Richard Rowland has recently argued that considerations based on moral disagreement between epistemic peers give us reason to think cognitivism about judgments, i.e., the thesis judgments are beliefs, is false. The novelty of Rowland’s argument tweak problem descriptively, not focusing what one ought do, but disputants actually do in light peer disagreement. basic idea intelligible. Ho...

Philosophical perspectives are worldviews that define the nature of the world, the individual’s place in it, and the possible relationships to that world and its parts. Learning and instructional theories are developed with respect to a particular set of assumptions regarding what it means to know and learn. It is our contention that when situational variables require some decision on the part ...

The main aim of the present paper is to outline a theoretical framework of instruction based on the elements of two major approaches of cognitivism and constructivism. To begin with, the paper introduces the notion of instructional design and discusses the importance of psychology of learning and instruction in designing instructional models. Further, the paper identifies the prototypical schem...

Cognitivism has dominated mainstream psychology for decades, but lately its position has been weakened. It has been criticized not only by behavior analysts but also by social and evolutionary psychologists, neuroscientists, and authors who are or used to be cognitivists themselves. At the same time, psychologists and neuroscientists in several fields are now rediscovering the necessity of unde...

This article examines recent developments in cognitivist theories of the emotions, and seeks to develop an original theory within that approach. The article specifically considers the criticism that such theories over-intellectualise emotions by reducing them to attitudes towards propositions and by excluding feelings. I argue that few cognitivists have ever held the former position, and that i...

The notion of capacity-limited processing systems is a core element of cognitive accounts of limited and variable performance, enshrined within the short-term memory construct. We begin with a detailed critical analysis of the conceptual bases of this view and argue that there are fundamental problems - ones that go to the heart of cognitivism more generally - that render it untenable. In place...