Allan Franklin is a contemporary physicist and philosopher who take some sort of extremist opinion about the experiments in physics and the position of Social constructivism. Proposing a philosophical model, which we call ‘Pragmatist Rationality’, Franklin wants to defend of a kind of logic of scientific discovery and the possibility of crucial experiments occurring and through which He wants to rebut the contingency thesis which is a vital characteristic of Social constructivism.Although he denies that he is proposing a kind of theory of rationality, such theory is evident throughout his works. In this paper we review and evaluate his claims and are going to measure its soundness compared to the contemporary Social constructivism theories.

Social structuralism on Rawls' concept knows ethical objectivity as the product of a Social view established harmoniously and with widespread consent. On this basis, cognition cannot be known as a reflection of objective reality, but it is a dynamic structure mentally experienced. Rawls, relying on this epistemological approach, explains the distinction between right and good, and priority of the ethical right over the ideas of the good. In this paper, explaining the concepts of Social good, natural good and natural right shows that Rawls claim is opposed to critique from various aspects including belief in pure will and construction, restricted role of pure will and reason in the process of authorization, and giving idealistic priority to mind, negating objective correspondence of ethical concepts and reducing ethical statements to reasonability.

Designing cognitive and psycho-motor aspects always have priority on designing Social-emotional aspects and to a large extent we can say that educational designing of Social-emotional aspects are forgotten. Since different parts of education are linked together and the creation of favorable educational outcomes such as problem-solving and creativity needs to attention to each of the cognitive, psychological, Physical and emotional Social, so this study aims to provide guidelines for designing Social-emotional aspects of Social constructing of learning environments based on Creative Drama, which is a multi-sensory and interactive media. The method used in this research is descriptive and analytical-based strategy.

In the first stance, constructivism is against realism. While realists insist that our true knowledge corresponds to reality, constructivists reject idea of correspondence and claim that the mind is independent from reality in its work of providing constructs. Thus, so far as knowledge is concerned, constructivist psychologists like Geoge Kelly and Jean Piaget have appealed to the notion of adjustment, rather than correspondence, to reality. Even though constructivists are right in claiming that correspondence to reality is problematic, their critique is tenable solely in the case of naive realism. However, it is argued that we can keep talking about correspondence to reality without rejecting the constructive ability of the mind. This is because, epistemologically speking, the notion of correspondence is crucial for the truth of our theories, while on the other hand, adjustment to reality falls short of being the adequate criterion for truth. The instrumentalist position on knowledge constructs from distinguishing between the adequacy and truth of constructs. It is concluded that we can Keep the insights of constructivists on the theory-leadenness of facts without leaving aside the notion of correspondence to reality. In fact, constructivism meeds to be more realistic.

Public policy studies often address public issues from the perspective of management and administrative sciences, naturally focusing on topics such as policy formulation models, governance systems, administrative organizations, and related subjects. In Iran, analyses have predominantly adhered to the positivist paradigm and rationalist approaches, with limited attention given to topics such as the Social construction of policy target groups, stakeholder involvement in decision-making and implementation structures, and the influence of power relations in public policy-making. "Constructivist public policy-making" represents a paradigm that examines public policies through the lens of informal power relations, Social structures, and the distribution of costs and benefits in society. Within this framework, public policies have the potential to either reinforce or transform Social structures, serving as tools for reorganizing power dynamics. Understanding public policies within this paradigm requires a comprehensive analysis of the policy-making environment and the key stakeholders involved.This article aims, through an interdisciplinary lens and by elaborating on the Social constructivist approach to policy-making and its key concepts, to demonstrate the utility of this paradigm in understanding public policies and analyzing their implementation in society. The teachings of this approach suggest that the successful implementation of policies is contingent upon the active involvement of stakeholders and achieving a balance of power among the state, the market, and society.

Introduction: The research goal was to design and test a learning motivation model based on Social constructivism perspective. In Social constructivist perspective, motivation affected by three internal factors Self-efficacy, self-regulation and ability for relationship with others. Method: Learning model experimented on two groups of students in one of the Tehran Universities. Samples collected randomly. Method of learning was cooperative for the experimental group and traditional for the comparing group. Two groups evaluated by pretest-posttest model. Used testing instrument was learning motivation improvement questionnaire for Iranian students. Results: In test group, learning motivation, self-efficacy and self-regulation improved after administrating of the learning model. Learning motivation improvement model caused to an improvement of cognitional, behavioral and emotional dimensions of the learning motivation and self-efficacy and self-regulation lasted for about 4 months after administrating of the learning model. Conclusion: Learning motivation affected by self-efficacy and self-regulation of students. Cooperative learning is an effective method to improve learning motivation.

One of the approaches in modern education is the use of new learning theories in teaching. Learning theorists have proposed various theories. One of the newest is constructivism theory, which is a paradigm shift in epistemology and learning theories. According to the philosophical-psychological view, reality and meaning are actively constructed by individuals themselves and in their minds, and most people make what they learn. The basic tenets of constructivism refer to the learning theories of John Dewey, Jean Piaget and Jerome Bruner, and Vigotsky. One of the most influential constructivist theories put forward by Vigotsky is Social constructivism. Today, constructivism is emerging as a powerful and influential force in refining the teaching-learning process. The purpose of this article is to explain the implications of this theory for teaching and learning. In this regard, after reviewing the theoretical foundations of research, the theory of Social constructivism learning was reviewed and described. The findings indicated that this theory has many implications for learner-centered teaching. Consequently, the characteristics of the constructivist classroom, its teaching strategies, the role of teachers and students were identified. The results show that this theory has high benefits and provides opportunities for all aspects of school life.

The ethical actions are important because of the priority of the mission goal and their close relationship with Social progress and development. Therefore, the purpose of this research is the identification and Social analysis of these types of actions among the verses of revelation and it deals with the effect of ethical actions in the production of Social capital in the process of progress based on religious teachings and answers these questions based on the Quranic teachings. What impact do ethical actions (behavior) have on the formation of Social progress? How do moral actions generate Social capital and influence progress (development)? What coordinates, examples and dimensions does this group of actions have? What are the effects and consequences of this group of actions? Those actions that are desirable and progressive in the development of Social interactions have been Socially studied, analyzed and searched by using the inductive content analysis method. Honesty, trustworthiness and fulfillment of an obligation, altruism (Arabic: إیثار, self-sacrifice), asking forgiveness or istighfār (Arabic: استغفار ʾistiġfār), and forgiving others, kindness, non-violence, chastity and purity, patience and honesty and benevolent actions combined with Social supervision have been discussed, which lead to sincerity, togetherness, coherence and expansion of Social interactions and emotional relationships far from hatred and warm and emotional relationships and as a result, it causes the production of Social capital and its improvement and will lead to the density of actions focused on purpose and excellence that are necessary for progress.

The purpose of this study is to validate the model of environmental ethics curriculum based on Social constructivism in secondary school. This is an applied research with a descriptive survey method. The statistical population of the study is all secondary school teachers in Mazandaran province with 11024 people (5692 men and 5332 women). The research sample includes 360 secondary school teachers who were selected by multi-stage relative cluster sampling with Cochran's formula. As a data collection tool, a researcher-made Social constructivism questionnaire with 23 items on a five-point Likert scale was used. Content validity was used to determine the validity of the questionnaires and composite reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis were used to analyze the data with SPSS and PLS software. The results showed that the objective components, content, teaching-learning activities, and evaluation are effective in explaining the model of environmental ethics curriculum based on Social constructivism and the model had a good fit. Environmental ethics curriculum based on Social constructivism allows students to be actively involved; they also focus on thinking and understanding rather than just memorizing and the model makes them perform better. Using this approach, basic learning activities can take place in the real-world context (nature) so students' constructivism is stimulated.