In education, constructivism is a learning theory which holds that knowledge is not transmitted unchanged from teacher to student, but instead that learning is an active process of learning. Constructivists teach techniques that place emphasis on the role of learning activities in a good curriculum. See constructivism (pedagogical).
In philosophy, constructivism is a view that reality, or at least our knowledge of it, is a value-laden subjective construction rather than a passive acquisition of objective features. See constructivist epistemology.
In mathematics, constructivism rejects any mathematical existence proof that fails to "construct" the object whose existence is asserted. See constructivism (mathematics).
In art and architecture, constructivism was an artistic movement in Russia from 1914 onward in favour of "pure" art with no social function which used designs influenced by, and materials used in, industry. It was founded by Vladimir Tatlin, with later prominent constructivists including Antoine Pevsner and Naum Gabo. Kasimir Malevich also made pieces that could be called constructivist, though he is better known for his earlier suprematism. The movement was an important influence on new graphic design techniques championed by El Lissitzky.
In political science and international relations theory, constructivism rejects standard realist and liberal views on international relations and argues that state interests stem from identities and international norms, rather than from the effects of international anarchy. Constructivist theory also focuses on how language and rhetoric are used to construct reality. Alexander Wendt has written multiple articles on constructivism.
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The range of constructivist concerns can be seen in the subheadings of a recent science education article, where we are informed of: ‘A constructivist view of learning’, ‘A constructivist view of teaching’, ‘A view of science’, ‘Aims of science education’, ‘A constructivist view of curriculum’ and ‘A constructivist view of curriculum development’ (Bell 1991).
Constructivists rightly stress this insight, but are frequently blind to its major import: the individual does not confront the world and experience as a Robinson Crusoe figure, but needs to absorb, learn, and be formed by, his or her social milieu and language.
Constructivists’ paradigmatic case of knowledge is the individual confronting the world and making sense of their experiences: socialisation, enculturation and language is pushed into the background.
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