Abstract

In this article, the author, who wrote "Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism," feels honored that his article received commentary from several distinguished scholars in the field of instructional design and technology (IDT). In response to their comments, the author briefly discusses some of these issues and provides further clarification about functional contextualism. In particular, the author highlights the distinction between theory and philosophy, the relation between functional contextualism and objectivism, the empirical basis and applications of relational frame theory (RFT), and the analytic goals of functional contextualism and instructional design.

Citation

Fox, E.J. (2006). Clarifying Functional Contextualism: A Reply to Commentaries. Educational Technology Research and Development, 54(1), 61-64. Retrieved August 11, 2024 from https://www.learntechlib.org/p/67530/.

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Keywords

• Behavioral Science Research
• Constructivism (Learning)
• Context Effect
• Criticism
• information technology
• instructional design
• learning
• learning theories
• Philosophy
• Theories
• World Views