Clarifying Functional Contextualism: A Reply to Commentaries

Autor/in	Fox, Eric J.
Titel	Clarifying Functional Contextualism: A Reply to Commentaries
Quelle	In: Educational Technology Research and Development, 54 (2006) 1, S.61-64 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
Schlagwörter	Stellungnahme; Theories; Learning; Philosophy; Criticism; Constructivism (Learning); World Views; Behavioral Science Research; Context Effect; Instructional Design; Information Technology; Learning Theories + Suchen Sie Ihr Suchwort? Theory; Theorie; Lernen; Philosophie; Kritik; World view; Weltanschauung; Lesson concept; Lessonplan; Unterrichtsentwurf; Informationstechnologie; Learning theory; Lerntheorie
Abstract	In this article, the author, who wrote "Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism," feels honored that his article received commentary from several distinguished scholars in the field of instructional design and technology (IDT). In response to their comments, the author briefly discusses some of these issues and provides further clarification about functional contextualism. In particular, the author highlights the distinction between theory and philosophy, the relation between functional contextualism and objectivism, the empirical basis and applications of relational frame theory (RFT), and the analytic goals of functional contextualism and instructional design. (ERIC).
Anmerkungen	Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: aect@aect.org; Web site: http://www.aect.org/Publications/index.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10