Constructivist Foundations

Scope & Guideline

Advancing Interdisciplinary Insights in Learning and Cognition

Introduction

Delve into the academic richness of Constructivist Foundations with our guidelines, detailing its aims and scope. Our resource identifies emerging and trending topics paving the way for new academic progress. We also provide insights into declining or waning topics, helping you stay informed about changing research landscapes. Evaluate highly cited topics and recent publications within these guidelines to align your work with influential scholarly trends.
LanguageEnglish
ISSN1782-348x
PublisherALEXANDER RIEGLER
Support Open AccessNo
CountryBelgium
TypeJournal
Convergefrom 2010 to 2024
AbbreviationCONSTR FOUND / Constr. Found.
Frequency3 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
AddressCENTER LEO APOSTEL INTERDISCIPLINARY STUDIES, VRIJE UNIVERSITEIT BRUSSEL, KRIJGSKUNDESTRAAT 33, BRUSSELS B-1160, BELGIUM

Aims and Scopes

Constructivist Foundations seeks to explore and expand the boundaries of constructivist theory and practice, focusing on the interplay between cognition, language, and social constructs. The journal emphasizes innovative methodologies that integrate insights from various disciplines, including education, psychology, and philosophy.
  1. Interdisciplinary Constructivism:
    The journal emphasizes a constructivist perspective that integrates insights from diverse fields such as cognitive science, philosophy, and education, allowing for a richer understanding of human cognition and learning.
  2. Language and Cognition:
    There is a strong focus on the relationship between language and cognition, exploring how language shapes human experience and social interaction, and how these processes can be understood through a constructivist lens.
  3. Autopoiesis and Systems Theory:
    Many articles investigate the concept of autopoiesis and its implications for understanding living systems, cognition, and social processes, contributing to a systems theory approach that emphasizes self-organization.
  4. Enactivism and Embodiment:
    The journal regularly features research that explores enactivism, which posits that cognition arises through a dynamic interaction between an organism and its environment, highlighting the embodied nature of learning and knowledge.
  5. Critical Perspectives on Education:
    There is a consistent focus on educational practices and theories, particularly how constructivism can inform teaching methodologies, learning environments, and curriculum development.
  6. Philosophical Underpinnings of Constructivism:
    The journal delves into the philosophical roots of constructivism, examining key figures and concepts that have shaped the constructivist discourse, including discussions of realism, epistemology, and ontology.
Recent publications in Constructivist Foundations highlight emerging themes that reflect contemporary societal issues and theoretical advancements, indicating a shift in focus towards more relevant and innovative areas of inquiry.
  1. Cancel Culture and Social Dynamics:
    The journal has seen an increase in papers addressing the implications of cancel culture, exploring its relationship with language, social media, and public discourse, reflecting contemporary societal challenges.
  2. Neurophenomenology and First-Person Methodologies:
    There is a growing interest in neurophenomenology and first-person approaches, emphasizing the importance of subjective experience in understanding cognition and learning, which aligns with constructivist principles.
  3. Ecolinguistics and Environmental Concerns:
    Emerging themes in ecolinguistics indicate a rising concern for ecological issues, examining how language and discourse shape our understanding of environmental challenges and sustainability.
  4. Critical Cybernetics and Systems Thinking:
    Recent trends show an increasing focus on critical cybernetics and systems thinking, emphasizing the interconnectedness of systems in understanding cognition, society, and education.
  5. Embodied and Enactive Learning:
    There is a notable trend towards research on embodied and enactive learning, which reflects a shift away from traditional cognitive theories towards understanding learning as a dynamic interaction between the learner and their environment.

Declining or Waning

While Constructivist Foundations has maintained a strong focus on various themes, some areas appear to be declining in prominence, as evidenced by fewer publications and discussions in recent years.
  1. Traditional Cognitive Psychology:
    There seems to be a waning interest in traditional cognitive psychology approaches that do not align with constructivist or enactivist perspectives, as more emphasis is placed on relational and embodied cognition.
  2. Static Learning Models:
    Research focusing on static or behaviorist models of learning appears to be less prevalent, as the journal increasingly prioritizes dynamic and contextualized approaches to understanding learning processes.
  3. Individual-Centric Theories:
    The focus on individual cognition, separate from social and environmental contexts, is declining, with a growing emphasis on relational and systemic understandings of cognition.
  4. Reductionist Approaches:
    There is a noticeable decrease in reductionist approaches that simplify complex cognitive processes, as the journal favors more integrative and holistic perspectives.
  5. Methodological Rigor in Isolation:
    There seems to be less emphasis on rigid methodological frameworks that do not account for the complexities of human experience, as the journal promotes more flexible, context-sensitive research methodologies.

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