The philosophical position known as constructivism views knowledge as a human construction. The various perspectives within constructivism are based on the premise that knowledge is not part of an objective, external reality that is separate from the individual. Instead, human knowledge, whether the bodies of content in public disciplines (such as mathematics or sociology) or knowledge of the People have asked me about my philosophy of teaching and learning. I would associate myself with the philosophical stance called constructivism that sees knowledge as something constructed by people. Constructivism is founded on the idea that knowledge and truth does not come from an external reality that is objective and that exists apart from a person. I tried explaining constructivism to my brother and he thought
The Correct Answer and Explanation is:
Correct Answer: Constructivism is the philosophical position that views knowledge as a human construction rather than as an objective truth existing independently of the knower.
Explanation
Constructivism is a theory of knowledge that suggests individuals construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. It challenges the traditional belief that knowledge exists independently of the learner and can be transmitted directly from teacher to student.
At its core, constructivism posits that learning is an active, contextualized process. Learners build (or “construct”) new knowledge upon the foundation of previous knowledge. This means that what we know is always shaped by our cultural, social, and individual contexts. For instance, two people might interpret the same historical event differently based on their backgrounds, which constructivism sees as valid expressions of personal understanding.
There are multiple perspectives within constructivism. Cognitive constructivism, influenced by Jean Piaget, emphasizes how individuals build mental models to make sense of their experiences. Social constructivism, influenced by Lev Vygotsky, highlights the importance of culture and social interaction in the development of understanding. Despite differences, both agree that knowledge is not discovered like a hidden treasure but rather created through interaction with the world and others.
In teaching, constructivism implies that educators should not simply transmit facts but should create environments where learners are encouraged to question, explore, and reflect. Teaching strategies like inquiry-based learning, problem-solving tasks, and collaborative projects align with this philosophy.
When the narrator explains constructivism to his brother, who likely expects objective “right” answers, confusion can arise because constructivism doesn’t fit that mold. It reframes learning as subjective and fluid rather than fixed and objective, which can be a radical shift from traditional thinking. This is why constructivism is both a powerful and sometimes misunderstood educational philosophy.
