Constructivist theories - Essay Example

Compare and Contrast All constructivist theories have been drawn from Piagetian concepts of human development (Lerman, 1996). Jean Piaget, in his theory of learning and constructivism, discussed how individuals developed knowledge (e.g. Piaget & Smith, 1995; Piaget 1951; Piaget 2004). His main focus has been on the cognitive organization of the knowledge which includes the effect of physical or mental perceptions on individual’s actions. Piagetian theory discusses both the behavioral and cognitive factors that are involved in the child’s development.

It states that “reality is constructed by each individual” (Mohrhoff, 2008, p.17). Ernst von Glasersfeld gave an extension to the constructivism of Jean Piaget and developed the radical constructivism (RC). It focuses on that perception comes through a cognitive self-referential process and is stored in some particular sensory areas in the brain. These perceptions link the experiences with the outside world. The thinking process activates by the experiences that a person goes through, resulting in the formation of knowledge.

Thus, events are perceived according to the individual’s interpretation of those events. Hence, RC basically emphasizes upon the fact that “knowledge is constructed from experiences” (Yolles, 2006, p.82-83) rather than by way of senses. Hence, we see that both the theories emphasize upon the fact that “knowledge is not bestowed upon a passive observer but is constructed by the individual” (Stricker, 1982). This cognitive aspect or the knowledge derived from it is adaptive and makes the individual organize his experiential world (Mohrhoff, 2008, p.18). Also, both the theories propose that ontological knowledge is based upon an individual’s beliefs and not on his cognition.

Social constructivism has been put forward by Lev Vygotsky (Atherton, 2011). It is a social learning theory and emphasizes upon the fact that children develop knowledge, attitudes, behavioral patterns, beliefs and standards through interaction with other individuals (Teacher Education, 2007). Sign system which includes counting and writing is also of great importance in this learning (Tracey & Morrow, 2006, p.196). Social constructivism states that teachers and children play equally important roles in the learning process.

Teachers and parents assist and provide the children with learning tools which include language, social history and culture. Children use these tools to learn, however the quality of these tools affects the speed and quality of their developmental pattern. The socio-historical theory of psychological development by Vygotsky is the nearly the same concept as social constructivism. In socio-historical theory, Vygotsky states that humans force an outside entity to help them in constructing their Memorizing capability (as cited in Shotter, 1993).

Thus, the learners interact with the external world to learn how to memorize. In other words, the tools that the social and historical institutions provide help an individual develop knowledge by defining the nature of interpersonal interactions. Hence, we can say that both the theories are high related to one another. Social constructionism is an educational theory presented by Seymour Papert (Seymour and Harel, 1991); while, social constructivism which we discussed earlier is a social learning theory presented by Lev Vygotsky (Atherton, 2011).

Social constructionism’s epistemology focuses on “meaning and power” (Flood, 2007, p.567) and states that these factors are all we need to have knowledge about. It discusses ways in which experiences are “socially constructed” (Burr, 1995, p.20). It is different from social theories in that social theories, for example, consider ‘frustration’ as explained by social variables; while, social constructionism says that ‘frustration’ is a social construct. It states that individuals are not represented by the personalities that their genes and traits provide them with but with the social traits that society constructs for them.

Social constructivism is based upon realism- that is, an external world exists which is different from what we perceive it to be based upon our beliefs and thoughts; while, social constructionism is based on relativism which means that since the external world, if there exists any, is out of our access, hence it should be ignored. Papert actually gave an extended perspective to Vygotsky’s constructivism by affirming that constructivist learning can be highly improved if it is used in the construction of something like a product in the external world.

Constructionist theory states that knowledge is “socially constructed” (Hacking, 1999, p.24) that is two persons residing in different parts of the world would have different set of knowledge that is provided to or constructed for them by the societal restrictions they live in. Thus society imparts the “authority of knowledge” (Hacking, 1999, p.58) unto us. “The key to understanding the difference between the constructionist view and more traditional views is that for constructionists, knowledge is not what individuals believe, but rather what social groups, or knowledge communities, believe”, states Warmoth (2000).

References Atherton, J.S. (2011). Learning and Teaching; Constructivism in learning [On-line: UK]. Retrieved 20 April, 2011, from http://www.learningandteaching.info/learning/constructivism.htm Burr, V. (1995). An Introduction to Social Constructionism. USA: Routledge. Flood, M. (2007). Social constructionism. International Encyclopedia of Men and Masculinities. USA: Routledge. Hacking, I. (1999). The Social Construction of What? USA: Harvard University Press. Lerman, S. (1996). Intersubjectivity in mathematics learning: a challenge to the radical constructivist paradigm?

Journal for Research in Mathematics Education, 27(2), pp. 133-150. Mohrhoff, U. Radical constructivism- childhood’s end. AntiMatters, 2(1), pp. 17-23. Papert, S., & Harel, I. (1991). Constructionism Research Reports and Essays. Norwood, NJ: Ablex Publishing Corporation. Piaget, J. (1951). The Child’s Conception of the World. USA: Rowman and Littlefield. Piaget, J. (2004). The Psychology of Intelligence. USA: Routledge. Piaget, J., & Leslie, S. (1995). Sociological Studies. USA: Routledge.

Shotter, J. (1993). Cultural Politics of Everyday Life: Social Constructionism, Rhetoric and Knowing of the Third Kind. Canada: University of Toronto Press. Stricker, G. (1982). Handbook of Developmental Psychology. USA: Prentice- Hall. Teacher Education. (2007). Jean Piaget and Lev Vygotsky. Retrieved April 20, 2011, from http://educ-reality.com/jean-piaget-and-lev-vygotsky/ Tracey, Diane H., & Morrow, L.M. (2006). Lenses on Reading: An Introduction to Theories and Models. USA: Guilford Press.

Warmoth, A. (2000). Social Constructionist Epistemology. Retrieved March 18, 2011, from http://www.sonoma.edu/users/w/warmotha/epistemology.html Yolleys, M. (2006). Organizations as Complex Systems: An Introduction to Knowledge Cybernetics. USA: IAP.