Transcription of Constructivism in the Classroom
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Constructivism in the Classroom
William J. Matthews51 Teacher Education Quarterly, Summer 2003 Over the previous two decades the emergence of post-modernist thought ( ,radical Constructivism , social Constructivism , deconstructivsm, post-structuralism,and the like) on the American intellectual landscape has presented a number ofchallenges to various fields of intellectual endeavor ( , literature, natural science,and social science) (Matthews, 1998; in press). Nowhere is this challenge moreevident and therefore more problematic than in the application of post-modernism(in the form of constructivist teaching) to the Classroom . Employing constructivistteaching practices is problematic at two levels: (1) there is an absence of empiricalevidence of effectiveness; and (2) employing this approach for which there is a lackof evidential support, means not employing instructional practices for which thereis empirical support.
relativistic nihilism. This relativism makes no distinction between objective (i.e., verifiable) knowl-edge (e.g., astronomy) and superstition (e.g., astrology). As such, the merits of a given perspective are resolved through discourse (the methods of science being one
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