By Ryan Osweiler
Overview
The Social Activism Theory is founded on the belief that “learning takes place in social
environments where there are collaborative activities. Through these activities, learners
communicate, interact, and learn from each other, as a result, constructing their own world of
knowledge” (Tan, 2006, p. 4-5). This theory is rooted in the Constructivism school of thought,
which stems from a “Rationalist” philosophy (Smith & Ragan, 2005, p. 19).
Contributors
There were three key figures that were instrumental in developing the theory of Social
Activism and the Constructivism school of thought. John Dewey is respected as one who
provided great insight to Constructivism from an American perspective. Dewey stated “since
growth is the characteristic of life, education is all one with growing; it has no end beyond itself.
The criterion of the value of school education is the extent in which it creates a desire for
continued growth and supplies means for making the desire effective in fact” (Matthews, 2003,
p. 53-54). Dewey thought that human development was and is a natural process and education
should be viewed in the same context. He also believed that “experience is a foundation for
learning which would then be transformed into knowledge and skill” (Conole, Dyke, Oliver, &
Seal, 2004, p. 20). Jean Piaget is credited with having a significant influence on Constructivism
in the education world. Piaget states that “there are three mechanisms for learning: assimilation,
accommodation, and equilibrium” (Leonard, Noh, and Orey, 2007). Lev Vygotsky was also
credited for having a significant impact on Constructivism. He believed that “the fundamental
role of social interaction in the development of cognition” (Leonard, Noh, and Orey, 2007).
Vygotsky’s views centered around two main ideas: one may have a greater knowledge about a
topic that others and that there are areas between what an individual knows and doesn’t know.
Major Principles
According to the lecture, Integrating Educational Technology into Teaching, Roland
gives 5 principles of Dewey’s work on Social Activism: 1) Curriculum should arise from
students’ interest. 2) Curriculum topics should be integrated rather than isolated from each other.
3) Education is growth rather than an end in itself. 4) Education occurs through its connection
with life, rather than through participation in curriculum. 5) Learning should be hands-on and
experienced based, rather than abstract.
These principles suggest that learners have the opportunity to take ownership of their
learning In school, it may not be necessary to teach subjects separately but rather teach
integrated units of study that cover multiple content objectives in any given lesson. Learning
never ends and as long as we are alive, we will always be learning something. A learner must
make connections to their own lives to gain full understanding. The “learn by doing” concept is
prevalent in the Social Activism and Constructivist viewpoints and implies learning takes place
through active engagement in a concept or process.
Application
The major of focus for the Social Activism Theory is project-based learning. According
to Grant (2002) “individuals construct knowledge through interactions with their environment,
and each individual's knowledge construction is different” (p. 1). Meaningful, inquiry-based
activities should be emphasized when implementing project- based learning. “Projects in which
students pursue long term investigation of a significant question can produce artifacts that
By Ryan Osweiler
represent answers to those questions have the potential to motivate students and help them better
understand subject matter content” (Blumenfield, Soloway, Marx, Krajcik, Guzdial, & Palinscar,
1991, p. 392-393).
A real-world example of this is in the area of robotics. Back in “the day”, students
defined terms and concepts by looking them up in a dictionary or in the back of a textbook and
writing them on a piece of lined paper in a spiral notebook. The implementation of robotics
programs in schools has revolutionized the way we teach science, engineering, technology, and
mathematics. Students use critical thinking and problem solving skills while being immersed in
real-life examples of those key concepts. Through robotics programs, students investigate the
“how’s” and “why’s” of problems and questions. The scientific process is carried out in a
tangible way. Students not only read and study concepts like force and friction, they live and
carry out processes that are meaningful in a real context. Students formulate knowledge their
own way by what they see and do and through the interaction with others. I believe Dewey and
those with a Constructivist viewpoint could use this example in support of the Social Activism
Theory.
By Ryan Osweiler
References
Blumenfield, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palinscar, A.
(1991). Motivating project-based learning: Sustaining the doing, supporting, the learning.
Educational Psychologist, 26, (3-4), 392-393. Retrieved from
http://www.tezakademisi.com/FileUpload/ks212629/File/motivating_project_based_learn
ing_sustaining_the_doing_supporting_the_learner.pdf
Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective
learning design. Computers & Education, 43 (1-2), 4-5. Retrieved from
http://www.sciencedirect.com.libproxy.boisestate.edu/science/article/pii/S036013150300
1404
Grant, M. M., (2002). Getting a grip on project-based learning: Theory, cases, and
recommendations. Meridian: A Middle School Computer Technologies Journal, 5, (1), 1.
Retrieved from http://www.ncsu.edu/meridian/win2002/514/
Leonard, K., Noh, E.K., & Orey, M. (2007). Learning Theories and Instructional Strategies. In
M. K. Barbour & M. Orey (Eds.), The Foundations of Instructional Technology.
Retrieved from http://projects.coe.uga.edu/itFoundations/
Matthews, W.J. (2003). Constructivism in the classroom: Epistemology, history, and empirical
evidence. Teacher Education Quarterly, 30 (3), 51-64. Retrieved from
http://www.teqjournal.org/backvols/2003/30_3/matthews.pdf
Roland, (unknown). Integrating educational technology into teaching [PPT document]. Retrieved
from Instructional Design/Educational Technology Web site:
http://corinth.edu.tt/Lecture%202/Lecture%202.1.pdf
Smith, P.L., & Ragan, T. J. (2005). Instructional Design. John Wiley & Sons, Inc.
Tan, C. (2006). An exploration of constructivist learning theories and systems of instructional
theories: Supporting transfer of learning in WBI courses. Distance Education Research &
Resource Website, 4-5. Retrieved from http://www.deresearch.com/PhDFinalPapers/CT_ConstructivismWBI.pdf