Constructivism is a learning philosophy, not a methodology



Constructivism writings get caught up with methodology. However, methodology is irrelevant to learning theories (which constuctivism is). If you are a constructivist, you believe that people create meaning even when in a lecture.

Lectures are problematic for constructivist supporters, possibly for two reasons. First, lectures are power-filled events, and the constructivist could be rebelling against the lack of personal power in the situation. Second, the constructivist advocate could be an idealist and closet social constructivist and be frustrated by what they see as a sub optimal education technique. However, there are two problems with this: first, lectures are social learning, just not completely democratic social learning. And, in fact, if one assume knowledge differential = power differential, there is always a power dynamic in learning. Second, there is no ideal group learning situation, because of the idiosyncrasy of learning and the social nature of education.



So, what do we do? As students in a lecture, become an empowered constructivist. Make meaning aggressively. Ask questions of the lecturer, ask questions over the web, have discussions with yourself, the book, your classmates. As an educator, design lectures to facilitate the construction of meaning rather than the reception of data. Build a framework, pull people in with a narrative, give explicit permission to explore.