Constructivism in International Relations - Essay Example

The constructivist theory encourages that students be provided with inquiry-based learning activities as well as problem solving activities where students are able to formulate and test their ideas , draw their conclusions as well as inferences and convey their acquired knowledge in a collaborative learning environment. Constructivism changes the student from an inactive recipient of information to an active partaker in the learning process. Learners will be continually trying to obtain their personal mental model of the actual world from their views of that world.

Learners keep updating their own personal mental models to mirror the new acquired information which eventually enables them to create their own understanding of the reality. It is crucial that we create good learning environments that students will use as their platforms to be able to create new knowledge and experiences and these environments are referred to as Constructivist learning environments. This theory is important for the study of international relations since it facilitates learning new information and adapting to change which is very common while relating with other countries internationally.

A basic principle of the constructivist social theory is that people take action toward items or entities, on the foundation of the meanings that those entities or items have for them. In international relations for example, various states act differently towards their enemies because they are a threat to them while they also act differently. towards their friends who are an input to their states. Learning how to deal and adapt to various situations that a state is exposed to is thus very important and that is well implemented through the use of constructivist theory in learning International relations.

Institutionalization refers to the process of internalizing new interests as well as identities which are occurring within their environment and affecting their behaviors. Example: UNESCO officials declared that science policymaking is essential and good; there was however no stern attempt to attest how true that was: "States should make it their business" to coordinate and direct science or, "The development of science policy should be the responsibility of an organization at the highest level of government in the country.

Also "the Science Policy Programme of UNESCO is formulated on the basis of the principle that the planning of science policy is indispensable" for the promotion as well as coordination of scientific research. These statements are not attached with any evidence that such practical entities improve science competence. Science has a