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Essay / Research Paper Abstract
A 3 page paper providing a personal view of the value of the constructivist approach to education and personal assessment of two statements of Ernst von Glasserfeld, who coined the term "radical constructivism." An accompanying 12-slide PowerPoint presentation compares radical, social and cognitive constructivism and identifies their primary theorists (von Glasserfeld, Vygotsky and Bruner, respectively) and uses the example of the success of the Montessori method (cognitive constructivism) over the course of nearly a century). Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: CC6_KSeduConstruct.rtf
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Unformatted sample text from the term paper:
Part 2 "Are you a constructivist?" is akin to asking whether an individual holds with creation or leans toward evolution for explanation of
how life came to exist and to adapt to physical conditions. Either question assumes - rather demands - a yes or no, all or nothing, for or against response
when in reality responses of those types are wholly inappropriate. In the thinking of many, a pro-constructivist stance either requires or assumes that
the individual is opposed to the alternatives to constructivism. Conversely, adherence to cognition or behaviorist theories implies that the individual teacher has no room for constructivist ideas, that s/he
is determined to view the student as one who has begun, at least, as a "blank slate" on which to write or an "empty vessel" to fill with knowledge.
My own views on constructivism include room for both approaches. Even the Bible explains that knowledge is the beginning of wisdom, that learning
precedes understanding (Proverbs 21). My personal view of constructivism is that it is the impetus behind the "Aha!" response of a student who has gathered factual knowledge for some
time and then arrives at the place where it all "clicks" and makes sense to him in a form that did not earlier exist within him.
Bencze (2005) argues that all knowledge is created by the learner, a position from which Bencze (2005) appears to allow little if any room for any other
kind of learning. An example can be found in the statement, "Therefore, scientific tests, alone, tend to be conservative; i.e., support ideas scientists and engineers already hold" (Bencze, 2005).
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