The problem with constructivism

This paper argues that constructivism is a needed educational reform that will succeed only when three types of readiness are in place: teacher, curricular, and societal. The failure of constructivism and other reform movements can be attributed to the fact that these three forms of readiness were n...

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Bibliographic Details
Published in:The Educational forum (West Lafayette, Ind.) Ind.), 2004, Vol.68 (4), p.306-312
Main Author: Elkind, David
Format: Article
Language:English
Subjects:
Behavioral Objectives
Bildungsphilosophie
Bildungsreform
Change Strategies
Child Development
Child Development Specialists
Constructivism
Constructivism (Learning)
Context Effect
Curriculum
Education policy
Education reform
Educational Change
Educational Improvement
Educational Philosophy
Educational Research
Educational Researchers
Educational theory
Evaluation
Federal Legislation
Instructional Leadership
Konstruktivismus
Learning Processes
Lehrerausbildung
Philosophy
Preservice Teacher Education
Readiness
Research Needs
Social Environment
Social Influences
Student Participation
Teacher Attitudes
Teacher Qualifications
Teachers
Teaching Methods
Technological change
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Summary:This paper argues that constructivism is a needed educational reform that will succeed only when three types of readiness are in place: teacher, curricular, and societal. The failure of constructivism and other reform movements can be attributed to the fact that these three forms of readiness were never in alignment. The author contends that technological innovation may have sufficient impetus to encourage the three types of readiness. Nonetheless, reform will be truly successful only if it incorporates a constructivist philosophy of education. (DIPF/ orig.).
ISSN:0013-1725
1938-8098
DOI:10.1080/00131720408984646