This is a brief reply to Malewski's response to our article, "Disciplined Judgment: Toward a Reasonably Constrained Constructivism." There are several essential problems with the arguments presented in his article: (a) first, the intentions ascribed to our project in Dr. Malewski's response are inaccurate; (b) the response is supported…

Teachers wishing to apply constructivist theories to P-12 pedagogy must skillfully move between student knowledge constructions and powerful disciplinary knowledge and discourses. Although the gulf between these two ways of knowing varies markedly by discipline, constructivist methods are often taught as if they can be applied uniformly across all…