Current Issues in Education

1. IS CONSTRUCTIVISM THE BEST
PHILOSOPHY OF EDUCATION?
ISSUE # 4
BY ELIZABETH POWELL

2. Image source page: http://constructivism512.pbworks.com/w/page/16397299/Constraints-of-Constructivism

3. “Constructivism is the recognition that reality is a product
of human intelligence interacting with experience in the
real world. As soon as you include human mental activity
in the process of knowing reality, you have accepted
constructivism.” – David Elkind

4. Background
• Constructivism
– Reality exists as a construct of the mind
– Thus, reality is a function of perception and is
subjective
• What this means is –
– Constructivists believe that what the human mind
“constructs” a reality based on perception.
– This reality construction depends both on properties
of the object AND mental activities of a person
(Elkind, 2005).
– Therefore, different people may experience reality
differently.

5. Properties of a Constructivist
Curriculum
• “Students construct understanding based on
past and present experiences.” (Elkind, 2004)
• Collaborative learning encouraged
• Students are actively engaged in designing
learning experiences for themselves
• Students have a major role in deciding what is
learned
• Fosters critical and creative thinking
• Multiple types of assessment utilized

6. Debate Point:
SHOULD CONSTRUCTIVISM BE THE
PRIMARY PHILOSOPHY OF EDUCATION?

7. Proponents of Constructivism
• David Elkind, Jean Piaget, Lev Vygotsky
– David Elkind (2004)reports that technology is
inducing educational reform and that a philosophy
of education must be chosen to best meet the
needs of the students

8. Proponents of Constructivism
• Elkind supports constructivism because it encourages
students to be critical thinkers, involves students in
the learning process, and requires students to apply
knowledge to new situations.

9. Proponents of Constructivism
• Elkind reports that three types of readiness
are needed in order for constructivism to be
successfully implemented:
– Teacher readiness
– Curricular readiness
– Societal readiness
• He indicates that the reason that
constructivist educational reform has not
been overly successful lies in these factors.

10. Teacher Readiness and Constructivism
• Problems exist with teacher training
– Teachers do not know how to incorporate
constructivist theory into teaching
– Teachers have difficulty translating activities into
learning objectives
– Curriculum is often test-driven
– A gap exists between what is being taught in
universities and what teachers need to know

11. Curricular Readiness and
Constructivism
• Constructivist approach requires a thorough
understanding of curriculum to be taught
• Content must match developmental level

12. Societal Readiness and Constructivism
• Educational policy makers and society in
general have not accepted constructivism
• No Child Left Behind is incompatible with
constructivist theory

13. Opponents of Constructivism
• Objectivism is opposing view
– One reality exits independent of anyone
perceiving it
– Humans know this reality only through reasoning
– Reality is objective; that is, there is one reality
independent of perception
– Logic and reason are central themes
– http://www.youtube.com/watch?v=7ukJiBZ8_4k
– interview with Ayn Rand (founder of
objectivism)
In this picture: Ayn Rand. Image source page: http://salem-news.com/articles/january072010/aun_rand_dj.php

14. Opponents of Constructivism
• Jamin Carson, Ayn Rand
– Objectivism is more reasonable than
constructivism
– “Objectivists do not consider prior knowledge or
cognitive structures as a subjective lens through
which one views reality.” (Carson, 2005)

15. Opponents of Constructivism
• Carson argues that constructivism is
inherently flawed because the teacher must
decide what is important and thus what will
be taught
– Implies that some knowledge is more important
than other knowledge, which, according to
Carson, is in violation of constructivist principles

17. Features of An Objectivist Curriculum
• Instruction is teacher-centered
• Focus is on direct instruction
• Assessment more likely to be through
examination
• Knowledge transferred from teacher to
learner
• Less collaborative learning

18. Summary
• Constructivists like David Elkind believe that constructivism is the
best philosophy of education because it is learner-centered,
focuses on application of knowledge, and fosters critical thinking.
Objectivists, such as Jamin Carson, feel that constructivism is not
the best philosophy of education. Objectivists maintain that all
information is present independent of the learner and knowledge is
best imparted from the more experienced to the less experienced.
Logic and reasoning are central themes, and objectivists deny that
knowledge is constructed, to any degree, by the learner. I believe
that the best philosophy is a “modern constructivism” (which some
objectivists argue does not exist). I feel that, when too radical,
constructivism can be counterproductive. Reality does exist outside
of the individual, but our perception of that will be different based
upon past experiences, world view, and prior knowledge. I agree
with Cronjé (2006) that some principles from each philosophy could
be combined to create a curriculum, but overall my viewpoint is
more aligned with constructivism.

19. References
Carson, J. (2005). Objectivism and Education: A Response to
David Elkind’s ‘The Problem with Constructivism’. The
Educational Forum, 69, 232-238.
Cronjé, J. (2006). Paradigms Regained: Toward Integrating
Objectivism and Constructivism in Instructional Design and
the Learning Sciences. Educational Technology Research
and Development, 54 (4), 387-416.
Elkind, D. (2004). The Problem with Constructivism. The
Educational Forum, 68, 306-312.
Elkind, D. (2005). Response to Objectivism and Education.
The Educational Forum, 69, 328-334.
Noll, J. (2011). Taking Sides: Clashing Views on Educational
Issues (16th ed.). New York: McGraw-Hill.