Radical Constructivism

Central to the field of education is the concept of learning. Learning is something we all experience, and although individuals outside of the education field may not meditate on learning daily, philosophers and authors have long pondered the subject. From Plato’s Allegory of the Cave to Skinner’s Walden Two to Illich’s Deschooling Society, thinkers have proposed mechanisms for learning which imply and reflect larger sociological and ontological understandings. In my recent research around teacher learning and professional development, I have found it theoretically rich to utilize a radical constructivist framework. A few fellow students have mentioned working with constructivism, so I thought I would take this space to present a short statement on my use of the radical interpretation. Continue reading