000001584 001__ 1584
000001584 005__ 20150218104223.0
000001584 041__ $$aanglicky
000001584 100__ $$0AUTHOR|(SYS)daleybarbaraj$$aDaley, Barbara J.
000001584 245__ $$aConstructivist learning theory to web-based course design:
 An instructional design approach
000001584 520__ $$aWith the advent of web-based courses and distance education technology, it is necessary to carefully consider how the use of this technology fosters the learning intended in adult education programs. In this paper, we have outlined constructivist learning theory as an approach to fostering web-based course development. A constructivist approach allows both learners and facilitators to take advantage of the World Wide Web, because the theory focuses on making connections and making meaning in the learning process. Web-based courses that are designed with a constructivist approach encourage the learners to navigate, create, and construct their unique knowledge base.
000001584 65017 $$astudijní materiály/autorské práce
000001584 700__ $$0AUTHOR|(SYS)conceicaorunleesimone$$aConceição-Runlee, Simone
000001584 8564_ $$s54351$$uhttps://systemika.g-i.cz/record/1584/files/Conceiao-Runlee, Simone.pdf
000001584 980__ $$aARTICLE

000002120 001__ 2120
000002120 005__ 20160405060641.0
000002120 041__ $$aanglicky
000002120 100__ $$0AUTHOR|(SYS)deshazersteve$$aDe Shazer, Steve
000002120 245__ $$aDon't think, but observe$$bWhat is the importance of the work of Ludwig Wittgenstein for solution-focused brief therapy?
000002120 520__ $$aUnderstandably, I have often been asked about my interest in and frequent citation of Wittgensteinˇs work in both my writing and my training seminars.
000002120 600__ $$0AUTHOR|(SYS)wittgensteinludwig$$aWittgenstein, Ludwig
000002120 653__ $$aSF
000002120 653__ $$0SUBJECT|(SYS)solutionfocused$$asolution focused
000002120 8564_ $$s2357923$$uhttps://systemika.g-i.cz/record/2120/files/dont_think_but_observe.pdf
000002120 909__ $$dhttp://www.sfbta.org/bftc/steve&insoo_pdfs/dont_think_but_observe.pdf$$pDon't thing, but observe
000002120 909C4 $$dhttps://systemika.g-i.cz/record/1065$$pPŘEKLAD
000002120 980__ $$aARTICLE

000001585 001__ 1585
000001585 005__ 20150218104223.0
000001585 041__ $$aanglicky
000001585 100__ $$0AUTHOR|(SYS)deckerethanh$$aDecker, Ethan H.
000001585 245__ $$aSelf-Organizing Systems
000001585 520__ $$aOne of the questions guiding subsets of physics, chemistry and biology research is Where does order come from? Following the general laws of thermodynamics it would seem that dynamic processes would find the path of least energy until the system found a low spot, a dead calm, and remained at equilibrium there until some obvious perturbation moved it from its complacency. For example, a pot of steaming sugar water will give off matter (water vapor) and energy (heat) until it reaches equilibrium with its environment. Cooling, evaporation and crystallization, governed by simple physical and chemical laws, will drive the system to a point of least energy, and we should find rock candy in the bottom of a dry pot.
000001585 65017 $$astudijní materiály/autorské práce
000001585 8564_ $$s114403$$uhttps://systemika.g-i.cz/record/1585/files/Decker, Ethan H. - Self-Organizing Systems.pdf
000001585 980__ $$aARTICLE

000002300 001__ 2300
000002300 005__ 20170728075820.0
000002300 041__ $$aaf
000002300 100__ $$aDithmer, Alexandra
000002300 245__ $$aEntwicklung eines Konzeptes zur ambulanten systemischen Gruppentherapie
000002300 260__ $$c2017-07-23
000002300 520__ $$a
Während unserer gemeinsamen Ausbildung in systemischer Familientherapie am Institut für Familientherapie Weinheim stellten wir fest, dass zwar die Ausbildung häufig in Gruppen stattfindet, bisher jedoch praktisch keine Veröffentlichung über systemische Gruppentherapie vorlag. So entstand während einer  Livesupervision 1996 in Gießen der Wunsch, gemeinsam eine ambulante systemische Gruppentherapie durchzuführen und darüber die Abschlussarbeit zu schreiben.
000002300 653__ $$0SUBJECT|(SYS)skupinovaterapie$$askupinová terapie
000002300 653__ $$0SUBJECT|(SYS)systemovypristup$$asystémový přístup
000002300 700__ $$aDeetz, Ulrike
000002300 773__ $$c6$$pSysthema$$v1/200
000002300 8564_ $$s62622$$uhttps://systemika.g-i.cz/record/2300/files/7798be6b-2f48-4e24-96ce-a873ecfeb498-Sys_1_2000_Deetz-Dithmer.pdf
000002300 909C4 $$c6$$pSysthema$$v1/2000
000002300 980__ $$aARTICLE

000002466 001__ 2466
000002466 005__ 20210924194246.0
000002466 041__ $$aanglicky
000002466 100__ $$0AUTHOR|(SYS)dohertywilliam$$aDoherty, William
000002466 245__ $$aThe Fox and the Hedgahog
000002466 260__ $$a2021
000002466 520__ $$aAfter 45 years of doing therapy, I know one thing for sure, and that’s that I don’t know much for sure.
000002466 653__ $$0SUBJECT|(SYS)reflektovani$$areflektování
000002466 8564_ $$s101506$$uhttps://systemika.g-i.cz/record/2466/files/The fox and hedgehog.pdf
000002466 909C4 $$dhttps://www.psychotherapynetworker.org/magazine/article/2560/the-fox-and-the-hedgehog/183b5da6-4bfb-4d0a-9548-8c16d375ad47/$$pPsychotherapy Networker
000002466 980__ $$aARTICLE

000002100 001__ 2100
000002100 005__ 20150714085139.0
000002100 041__ $$aanglicky
000002100 100__ $$0AUTHOR|(SYS)donovanmaryellen$$aDonovan, Mary Ellen
000002100 245__ $$aMind the gap$$bthe need for a generic bridge between psychoanalytic and systemic approaches
000002100 520__ $$aThe context for this paper is the ongoing systemic/psychoanalytic debate. It offers an alternative perspective to the recent contribution by Brodie and Wright (2002), in which they are concerned to underscore difference between the two therapeutic approaches. Here it is argued that the relationship is a great deal more complex than Brodie and Wright’s analysis might suggest. Attention is focused on significant areas of commonality, in particular the impact of social constructionist thinking across the two therapies as well as current developments in technique. A case is made for the consolidation of generic space where there is opportunity for cross-fertilization and for integrative and combined systemic/psychoanalytic approaches to be nurtured and developed where appropriate. Case vignettes are used to highlight different aspects of the generic component in child and family therapy and to underline the need for bridge-building between these key therapeutic approaches in the field.
000002100 653__ $$0$$aSUBJECT|(SYS)integrativnipokus$$aintegrativní pokus
000002100 653__ $$0SUBJECT|(SYS)kazuistika$$akazuistika
000002100 653__ $$apsychoanalýza
000002100 653__ $$0SUBJECT|(SYS)kritickauvaha$$akritická úvaha
000002100 653__ $$ateorie
000002100 653__ $$akonstrukcionismus
000002100 773__ $$c115-135$$n2$$pJournal of Family Therapy$$v25$$y2003
000002100 8564_ $$s119512$$uhttps://systemika.g-i.cz/record/2100/files/Donovan.pdf
000002100 909C4 $$dhttp://onlinelibrary.wiley.com/doi/10.1111/1467-6427.00240/abstract$$pWiley Online Library
000002100 909C4 $$dhttps://systemika.g-i.cz/record/965$$pPŘEKLAD
000002100 980__ $$aARTICLE

000002119 001__ 2119
000002119 005__ 20150715151038.0
000002119 041__ $$aanglicky
000002119 100__ $$0AUTHOR|(SYS)dougiamasmartin$$aDougiamas, Martin
000002119 245__ $$aFaces of Constructivism
000002119 520__ $$aIn this section I'll describe the major "faces of constructivism" separately, because it is more helpful for me to write about them in that way, and hopefully for you to read about them, although perhaps both will be in a non-linear fashion.
000002119 8564_ $$s98478$$uhttps://systemika.g-i.cz/record/2119/files/Original.pdf
000002119 909C4 $$dhttp://dougiamas.com/writing/constructivism.html$$pDougiamas
000002119 909C4 $$dhttps://systemika.g-i.cz/record/1592$$pPŘEKLAD
000002119 980__ $$aARTICLE

000001590 001__ 1590
000001590 005__ 20150218104223.0
000001590 041__ $$aanglicky
000001590 100__ $$0AUTHOR|(SYS)dykstradeweyijr$$aDykstra, Dewey I. Jr.
000001590 245__ $$aAgainst Realist Instruction: Superficial Success Masking Catastrophic Failure and an Alternative
000001590 520__ $$aIn Radical Constructivism (RC) (Glasersfeld 1991) we judge our understanding by what can be accomplished using that understand- ing. Realists do not understand the notion that RC is not about “truth,” but about fit to experience. In this article, we look at evidence in educational settings. While the evidence will be mostly from physics education, what is being described is not unique to the results of physics instruction. Education as we know it today is based in realism. How do the results of this education as we know it compare with results of education based in RC?
000001590 653__ $$avyučování
000001590 65017 $$astudijní materiály/autorské práce
000001590 773__ $$c49-60$$n1$$pConstructivist Foundations$$v1$$y2005
000001590 8564_ $$s546629$$uhttps://systemika.g-i.cz/record/1590/files/Dykstra, Dewey I. jr. - Against Realist Instruction.pdf
000001590 980__ $$aARTICLE

000002082 001__ 2082
000002082 005__ 20151005193235.0
000002082 041__ $$aanglicky
000002082 100__ $$0AUTHOR|(SYS)epstondavid$$aEpston, David
000002082 245__ $$aThe Story of Dory the Cat
000002082 520__ $$aI introduce the following story into families where young people, for any number of reasons, are experiencing difficulties belonging, and their parents/caretakers, for any number of reasons, are experiencing difficulties belonging them. The Browns1 were one such family. Mark, now in his late 40's, had separated from his wife when his only child, Ellen, was three.
000002082 653__ $$0SUBJECT|(SYS)pripojeni$$apřipojení
000002082 653__ $$0SUBJECT|(SYS)narativnipristup$$anarativní přístup
000002082 773__ $$c172-173$$n3$$pAustralian and New Zealand Journal of Family Therapy$$v9$$y1988
000002082 8564_ $$s100864$$uhttps://systemika.g-i.cz/record/2082/files/Original(1).doc
000002082 909C4 $$dhttp://therapeuticconversations.com/wp-content/uploads/2010/07/THE-STORY-OF-DORY-THE-CAT-EPSTON.pdf$$pThe story of Dory the cat
000002082 909C4 $$dhttps://systemika.g-i.cz/record/980$$pPŘEKLAD
000002082 980__ $$aARTICLE

000001595 001__ 1595
000001595 005__ 20150218104223.0
000001595 041__ $$aanglicky
000001595 100__ $$0AUTHOR|(SYS)ernestpaul$$aErnest, Paul
000001595 245__ $$aSocial constructivism as a philosophy of mathematics:
radical constructivism rehabilitated?
000001595 520__ $$aEpistemological issues, although controversial, are central to teaching and learning and have long been a theme of PME. A central epistemological issue is that of the philosophy of mathematics. It is argued that the traditional absolutist philosophies need to be replaced by a conceptual change view of mathematics. Building on the principles of radical constructivism together with the assumption of the existence of the physical and social worlds, a social constructivist philosophy of mathematics is proposed. This suggests an explanation of both the apparent objectivity and the utility of mathematics. A consequence is that the criticism that radical constructivism is necessarily solipsistic is overcome.
000001595 65017 $$astudijní materiály/autorské práce
000001595 773__ $$c49-60$$n2$$pScience & Education$$y1993
000001595 8564_ $$s48642$$uhttps://systemika.g-i.cz/record/1595/files/Ernest, Paul - Social Constructivism as Philosophy of Mathematics.pdf
000001595 980__ $$aARTICLE