Building Ideas and Applying them in the Classroom

R7

Vygotsky’s social and cultural constructivist theory and Piaget’s developmental constructivist theory are the two theories that are discussed in the reading. Piaget’s theory puts the learner as the key source to building knowledge. Contrary to Piaget, Vygotsky’s theory emphasizes the role of culture and language to help assist the development of knowledge in learners. Therefore, which one is more effective for learning or even attainable in the classroom?

The root word for “teacher” is teach. However, according to a developmental constructivist view, the teachers’ role in the classroom is to facilitate and mediate their students’ knowledge for learning. Therefore, the role of the students is to construct meaning and be the sole contributor to their learning. It assumes that all students are active learners and have the ability to construct their knowledge. In my opinion, constructivism is impracticable to be implemented in the classroom. A developmental constructivist classroom is not the reality in our schools; it is more of something that can only be attained in a dream. Especially, after watching the film Waiting for Superman, it gives confirmation that our society puts emphasis on the effectiveness of teachers’ instruction, and not on the ability for students to learn how to effectively construct their knowledge. Thus, a social constructivist classroom sounds more attainable.

A social constructivist classroom emphasizes the significance of social interactions between the learner and teacher, peers, and other adults that can assist with the development of the learner’s knowledge. Vygotsky explains, “Every function in the child’s cultural development appears twice . . . First, on the social level, and later, on the individual level; first, between people (interpsychological) and inside the child (intrapsychological)” (Lefrancois, 2005, p. 261). Furthermore, language is another important aspect of social constructivism that contributes to knowledge. According to Vygotsky, through verbal communication, a child is able to develop language, which in turn, will produce logical thinking (Lefrancois, 2005). Most schools have social constructivism present in every classroom.

Airasian and Walsh (1997) explain the fact that there is no “instruction of constructivism,” yet there are methods that can be used to construct knowledge, such as hands-on learning, product-oriented activities, etc. This reminds me of William James’ views on his chapter called “The Acquisition of Ideas.” He mentions how important it is for students to be proactive in their learning in order to acquire knowledge. William James (1899/2001) states,

“Constructiveness is the instinct most active; and by incessant hammering and sawing, and dressing and undressing dolls, putting of things together and taking them apart . . . , but accumulates a store of physical conceptions which are the basis of his knowledge of the material world through life” (p. 72).

For a constructivist view, there is no such thing as absolute truth. Airasian and Walsh mention, “And since different milieus vary in their constructions and since there is no absolute truth to search for, knowledge becomes relative to the milieu one inhabits” (p. 447). However, in almost every aspect of our society there is absolute truth. Many people are not viewed as reliable assets to their company in the workplace if they are encouraged to exercise their own way of thinking and constructing knowledge. Similarly, it would be difficult for students and teachers to exercise the knowledge they make from their environment. The focus of the educational system is for students to test well on exams, not on their creation of knowledge through their own realities and experiences. Thus, there are regulations and policies that hinder people of the autonomy to make their own knowledge through their experiences. Therefore, how could one’s construction of his or her own truth ever be accepted in the society?

References:

James, W. (1899/2001). Talks to teachers on psychology and to students on some of life's ideals. Mineola, NY: Dover. ISBN: 0486-41964-9.

Lefrançois, G. R. (2005). Theories of human learning: What the old woman said (5th ed.). Thomson Wadsworth. ISBN: 0534641520.