'''Social constructionism''' and '''social constructivism''' are sociological theories of knowledge that consider how social phenomena or objects of consciousness develop in social contexts. Within constructionist thought, a social construction (social construct) is a concept or practice that is the construct (or artifact) of a particular group. When we say that something is socially constructed, we are focusing on its dependence on contingent variables of our social selves rather than any inherent quality that it possesses in itself.  Take, for example, our notion of "marriage": what this term includes and doesn't include and what it means to us does not exist "out there" in the world, but only in and through the social institutions that give it meaning within a culture. <ref>http://as.nyu.edu/docs/IO/1153/socialconstruction.pdf</ref> The underlying assumptions on which social constructivism is typically seen to be based are reality, knowledge, and learning.<ref>http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism</ref>  

'''Social constructionism''' and '''social constructivism''' are sociological theories of knowledge that consider how social phenomena or objects of consciousness develop in social contexts. Within constructionist thought, a social construction (social construct) is a concept or practice that is the construct (or artifact) of a particular group. When we say that something is socially constructed, we are focusing on its dependence on contingent variables of our social selves rather than any inherent quality that it possesses in itself.  Take, for example, our notion of "marriage": what this term includes and doesn't include and what it means to us does not exist "out there" in the world, but only in and through the social institutions that give it meaning within a culture. <ref>http://as.nyu.edu/docs/IO/1153/socialconstruction.pdf</ref> The underlying assumptions on which social constructivism is typically seen to be based are reality, knowledge, and learning.<ref>http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism</ref>  

Social constructs are generally understood to be the by-products of countless human choices rather than laws resulting from divine will or nature.  This is not usually taken to imply a radical anti-[[determinism]], however. Social constructionism is usually opposed to [[essentialism]], which defines specific phenomena instead in terms of inherent and [[transhistorical]] essences independent of conscious beings that determine the categorical structure of reality. <ref>Burr, Vivien (1995). ''An Introduction to Social Constructionism''. London: Routledge.</ref>

Social constructs are generally understood to be the by-products of countless human choices rather than laws resulting from divine will or nature.  This is not usually taken to imply a radical anti-determinism, however. Social constructionism is usually opposed to essentialism, which defines specific phenomena instead in terms of inherent and transhistorical essences independent of conscious beings that determine the categorical structure of reality. <ref>Burr, Vivien (1995). ''An Introduction to Social Constructionism''. London: Routledge.</ref>

A major focus of social constructionism is to uncover the ways in which individuals and groups participate in the construction of their perceived social [[reality]]. It involves looking at the ways [[social phenomena]] are created, institutionalized, known, and made into [[tradition]] by humans. The social construction of reality is an ongoing, dynamic process that is (and must be) reproduced by people acting on their [[interpretation (logic)|interpretation]]s and their [[knowledge]] of it.  Because social constructs as facets of reality and objects of knowledge are not "given" by nature, they must be constantly maintained and re-affirmed in order to persist.  This process also introduces the possibility of change: what "justice" is and what it means shifts from one generation to the next.  

A major focus of social constructionism is to uncover the ways in which individuals and groups participate in the construction of their perceived social reality. It involves looking at the ways social phenomena are created, institutionalized, known, and made into tradition by humans. The social construction of reality is an ongoing, dynamic process that is (and must be) reproduced by people acting on their interpretations and their knowledge of it.  Because social constructs as facets of reality and objects of knowledge are not "given" by nature, they must be constantly maintained and re-affirmed in order to persist.  This process also introduces the possibility of change: what "justice" is and what it means shifts from one generation to the next.  

Ian Hacking noted in "The Social Construction of What?" that social construction talk is often in reference to not only worldly items, like things and facts – but also to our beliefs about them.<ref>http://as.nyu.edu/docs/IO/1153/socialconstruction.pdf</ref> It is relevant to note that this perspective is often correctly closely connected with many contemporary theories, perhaps most notably the developmental theories of Vygotsky and Bruner.<ref>http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism</ref>

Ian Hacking noted in "The Social Construction of What?" that social construction talk is often in reference to not only worldly items, like things and facts – but also to our beliefs about them.<ref>http://as.nyu.edu/docs/IO/1153/socialconstruction.pdf</ref> It is relevant to note that this perspective is often correctly closely connected with many contemporary theories, perhaps most notably the developmental theories of Vygotsky and Bruner.<ref>http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism</ref>

==Social constructionism vs. social constructivism==

==Social constructionism vs. social constructivism==

Although both social constructionism and [[social constructivism]] deal with ways in which social phenomena develop, they are distinct.  Social constructionism refers to the development of phenomena relative to social contexts while social constructivism refers to an individual's making meaning of knowledge within a social context ([[Vygotsky]] 1978).  For this reason, '''social constructionism''' is typically described as a sociological concept whereas '''social constructivism''' is typically described as a psychological concept. However, while distinct, they are also complementary aspects of a single process through which humans in society create their worlds and, thereby, themselves.

Although both social constructionism and social constructivism deal with ways in which social phenomena develop, they are distinct.  Social constructionism refers to the development of phenomena relative to social contexts while social constructivism refers to an individual's making meaning of knowledge within a social context ( Vygotsky 1978).  For this reason, '''social constructionism''' is typically described as a sociological concept whereas '''social constructivism''' is typically described as a psychological concept. However, while distinct, they are also complementary aspects of a single process through which humans in society create their worlds and, thereby, themselves.

Social constructivism has been studied by many educational psychologists, who are concerned with its implications for teaching and learning.  For more on the psychological dimensions of social constructivism, see the work of [[Ernst von Glasersfeld]] and A. Sullivan Palincsar<ref>Glasersfeld, Ernst von (1995), ''Radical Constructivism:  A Way of Knowing and Learning,'' London: RoutledgeFalmer;  Palincsar, A.S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375.</ref>.

Social constructivism has been studied by many educational psychologists, who are concerned with its implications for teaching and learning.  For more on the psychological dimensions of social constructivism, see the work of Ernst von Glasersfeld and A. Sullivan Palincsar<ref>Glasersfeld, Ernst von (1995), ''Radical Constructivism:  A Way of Knowing and Learning,'' London: RoutledgeFalmer;  Palincsar, A.S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375.</ref>.