Reconstructionism


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Re·con·struc·tion·ism

 (rē′kən-strŭk′shə-nĭz′əm)
n.
1. The branch of Judaism founded in the United States in the 1900s that regards Judaism as a religious civilization and questions the doctrine that the Jews are God's chosen people.
2. A movement within Christianity seeking to reestablish biblical law as the basis for civil law and social mores.
3. A movement seeking to revive the beliefs and practices of a historic form of religion, especially a pre-Christian polytheistic religion.

Re′con·struc′tion·ist adj. & n.
American Heritage® Dictionary of the English Language, Fifth Edition. Copyright © 2016 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.
References in periodicals archive ?
This reaches an extreme when he reads Mark Taylor's reconstructionism (which either Fernhour or his translators persistently call "deconstructionalism") as confirming his own view of the inherent authority of canonical texts.
Farah has long been associated with reconstructionism, a movement seeking to replace the American legal system with laws derived from the Old Testament.
Obviously then it was possible for Neurath's naturalism and Carnap's rational reconstructionism to conflict, as over the issue of the wisdom of producing methodologically solipsist reconstructions of scientific knowledge.
Robertson's brand of dominion theology derives from an even more extreme doctrine that evolved in the 1970s, Christian reconstructionism. Despite its obvious contrivances, Christian reconstructionism, the brainchild of crackpot theologian Rousas John Rushdoony, has had a serious impact on the religious right.
Reconstructionism does affirm God, but a naturalistic or transnaturalistic God.
If our stories reflect the artificial mustiness of linguistic reconstructionism, be they unsplit infinitives or trademarks already judged common by our audience, we become irrelevant, useless at delimiting news amid the babel of "talk" on radio, television and the Internet.
He takes us through the influx of Jews from Central Europe in the 1830s, their remarkable physical and social mobility, the vastly larger East European immigration beginning in the 1880s, the increasing hegemony of the "Russians," the richness of a transplanted and flourishing Yiddish culture, American Zionism, the closing of the "Golden Door," Jewish religious denominationalism (including refreshingly, Reconstructionism), the resurgence of anti-Semitism in the 1920s and 1930s, Nazism and the quest for sanctuary, the Palestine imbroglio, the "life-style" of the third generation, Israel in the identity formation of American Jews, and questions about the ethical substance of Jewish ethnicity.
Interrelated to the discussion about teacher training, then, from a SFE perspective, is the idea of social reconstructionism. Social reconstructionism refers to the understanding that, at any given time, the cultural practices of society are what actually shapes schooling, not the actions of individual teachers or administrators or curricula.
The first two orientations, Functionalism and Accommodationalism, were found to be prominent in the guide while Liberal Education, Black Nationalist, Afrocentric, and Social Reconstructionism were found to be almost entirely absent.
Phillips was a disciple of Rousas John Rushdoony, the father of Christian Reconstructionism, which calls for the law of the Hebrew Bible to become the law of the land, a mandate echoed in the Constitution Party platform.
He is a leading theorist of Christian Reconstructionism, a radical movement that denounces democracy, thinks some forms of slavery are OK and wants to impose a draconian version of biblical law that prescribes the death penalty for gays, adulterers, blasphemers, witches and incorrigible children, among others.
From that period to modern times, progressive educators have been classified as "scientists, sentimentalists, and radicals" by Cremin," "project and scientific methodists" by Harold Rugg, "social meliorists" by Herbert Kliebard and, presently, a vague, "capsulated" conception of progressive education exists, often defined either by the contrasting emblems, "child-centered education" and "social reconstructionism," or by David Tyack's prevalent terms, "administrative progressives" and "pedagogical progressives" (Cremin 1961; Rugg 1936; Kliebard 2004; Tyack 1974).
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