ERIC Number: ED455777
Record Type: RIE
Publication Date: 2000-Oct
In Support of Constructivism: Utilizing Rational, Moral and Communicative Frameworks To Address Frequently Posited Criticisms.
Luppicini, Rocci; Schnackenberg, Heidi
The goal of this paper is to demonstrate how Constructivism in education has failed to address criticisms by re-directing or misdirecting the focus of the debate over whether or not Constructivism is able to give support to a viable theory of instruction. In response, support is given to Constructivism by drawing on rational, moral, and communicative frameworks to clarify the main Constructivist tenets and to address levied criticisms. The discussion yields positive support for the possibility of supporting a Constructivist Theory of Learning and Instruction without adopting a Postmodernist stance. The following conclusions are drawn: (1) a close theoretical-practical connection is assumed to be a defining element of Constructivist Theory and can be given support independent of a Postmodernist framework by appealing to a broader notion of rationality that is objectively grounded and co-extensive with the prescriptive idealization of education, and (2) a theoretical exploration of practical cognitive and non-cognitive tools reveals a connection between these tools with prescriptive elements valuable to Constructivism and evolving education. The recommendation is made that, depending on how they are used, objective standards of learning and evaluation are not problematic for Constructivist instruction. (Contains 55 references.) (Author/AEF)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (23rd, Denver, CO, October 25-28, 2000). Volumes 1-2; see IR 020 712.