Synthesis on Knowledge, Constructivism & Learning
Sandra L. Magnussen
ETEC 530- 65 A
Professor D. Janes
Assignment #1
University of British Columbia
Feb. 19, 2016
Epistemology is the name given for the theory of knowledge. Pritchard (2014) states that there are two
broad kinds of knowledge: ability and propositional. Ability knowledge is “know how” and propositional knowledge
is knowledge that something is the case (Pritchard, 2014). Knowledge must be true belief that is gained in a reliable
way, where reliable here means that at the very least, the method used was more likely to get you to the truth than
not. This sort of view in the pursuit of knowledge is known as reliabilism (Pritchard, 2014), and it
factors out luck and other reasons one may “get it right”, and exemplifies that the method used to attain the
knowledge is more likely to get you to the truth than not.
One could therefore say that knowledge is basically a true belief that is reliably formed and gained as a
result of the operation of reliable epistemic virtues or cognitive faculties. Cognitive faculties work together with
epistemic virtues. A cognitive faculty is a character trait of sorts, which tends to be natural and innate, rather than
acquired or worked at consciously. Memory and perception are examples of this. Memory is the process in which
information is encoded, stored, and retrieved. Perception is the organization, identification, and interpretation
of sensory information in order interpret your environment. Both are “quantifiable” cognitive faculties that humans
have the ability of and which can be assessed on a cognitive test. Both of these examples are more” built in to the
person” and not easily strengthened with practice. An Epistemic Virtue, sometimes called an intellectual virtue, is a
character trait, which makes you better suited to gaining the truth (Pritchard, 2014). One example is that of
Intellectual empathy, which involves the ability to put ones self in the shoes of another, and to put effort into
understanding others points of view while remaining true to ones own beliefs. Another example is that of
Intellectual integrity. To have real integrity is to know oneself and to be true ones own thoughts and decisions. This,
like all epistemic virtues is something that is worked at and can be improved upon throughout a life, and involves
being able to admit fault and to always hold oneself up to a higher standard. In my life, I have followed the “one
thing done well” virtue and it guides me when making many decisions.
Constructivism is a theory about knowledge and learning; it describes both what “knowing” is and how one
“comes to know” (Fosnot, 2005). Teachers who base their practice on constructivism reject the notions that meaning
can be passed on to learners via symbols and transmission. Constructivism is a theory of learning, not a theory of
teaching, thus leading to the difficulties of translating it to teaching strategies, and applying it in the classroom
(Fosnot, 2005). The four essential features of constructivism are: eliciting prior knowledge, creating cognitive
dissonance, application of new knowledge with feedback and reflection on the learning (Baviskar, S., Hartle, R.,
Whitney, T. 2009).
Ray (2002) makes the point of how a lack of understanding the process of how students learn severely
impacts the education and ultimately the achievement of the student. The study looks at primary teachers
understanding of constructivism and makes the following excellent points. Constructivists believe that learning
occurs when we seek to assimilate new experiences into our existing cognitive structures. Knowledge exists within
the learners as a result of cognitive conflict, and resolving that conflict is where learning occurs. Children construct
knowledge all the time regardless of teaching practices used, thus the overall challenge of constructivism is it
translating a theory of knowledge into a theory of teaching and ultimately, learning. A constructivist view of
learning then, suggests an approach to teaching that gives learners concrete, contextually meaningful experience
through which they can search for patterns; raise questions and model, interpret and defend their strategies and
ideas. The classroom in this model is seen as a mini society; a community of learners engaged in activity, discourse,
interpretation, justification and reflection. (Ray, 2002).
In conclusion, this exploration of knowledge and constructivism has profoundly clarified the belief system I
have had about teaching and learning throughout my career. I now understand the “why” behind the structures that
I strive to create in any classroom environment that I teach within, and that gives me more than true belief in what I
am doing as an educator.
References
Baviskar, S., Hartle, R. T., & Whitney, T. (2009). Essential Criteria to Characterize Constructivist Teaching:
Derived from a review of the literature and applied to five constructivist-teaching method articles. Int. J. of
Sc. Educ. TSED International Journal of Science Education, 31(4), 541-550.
doi:10.1080/09500690701731121
Fosnot, C. T. (2005). Constructivism: Theory, perspectives, and practice. New York: Teachers College Press.
Ray, J. (2002) Constructivism and classroom teachers: What can
early childhood teacher educators do to support the constructivist journey?, Journal of EarlyChildhood
Teacher Education, 23:4, 319-325, DOI: 10.1080/1090102020230404
Pritchard, D. (2014). What is this thing called knowledge? London: Routledge.
Click here for concept map of constructivism, knowledge and learning by S Magnussen
https://bubbl.us/?h=313ebd/629bd0/32h/7lgACHOts&r=2017211161