David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 41 (3):332-341 (2009)
Constructivism claims to be a postepistemology that replaces 'traditional' concepts of knowledge. Supporters of constructivism have argued that progress requires that pre-service teachers be weaned off traditional approaches and that they should adopt constructivist views of knowledge. Constructivism appears to be gaining ground rapidly and should no longer be viewed as an exercise in radical thinking primarily aimed at generating innovative teaching. It has become an integral part of the pedagogic mainstream. Close examination of the theoretical foundations of constructivism, however, reveals that the basic assumptions of constructivism are flawed. Far from being a postepistemology, constructivism simply regresses to a pre-Renaissance mindset with theology replaced with a psychologism. Constructivists should be aware that the implications of constructivism for future generations may be both profound and non-benign.
|Keywords||theory of knowledge radical constructivism constructivism knowledge epistemology|
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References found in this work BETA
Peter Berger & Thomas Luckmann (1966/1990). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. Anchor Books.
Roy Bhaskar (1998). The Possibility of Naturalism: A Philosophical Critique of the Contemporary Human Sciences. Routledge.
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D. C. Phillips & Nicholas C. Burbules (2001). Postpositivism and Educational Research. British Journal of Educational Studies 49 (1):109-111.
Citations of this work BETA
Pauli Siljander (2011). What Are We Looking For?—Pro Critical Realism in Text Interpretation. Journal of Philosophy of Education 45 (3):493-510.
Vasco D'Agnese (2015). ‘And They Lived Happily Ever After’: The Fairy Tale of Radical Constructivism and von Glasersfeld's Ethical Disengagement. Ethics and Education 10 (2):131-151.
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