Critical constructivism: Concept and possibillities of its application in the field of education

Abstract

The paper focuses on critical constructivism which, as a perspective of social constructivism, concentrates on the role of social and cultural environment in the creation of knowledge, including critical dimensions of the transformation of social meanings and practices. The aim of the research was to critically analyse educational potentialities of critical constructivism, especially when it comes to education for active citizenship and democracy. The basic concepts of this theoretic perspective are analysed as well as their implications for education, understanding the role of the teachers, and the curricula for their initial and in-service teacher training. The research results of the effects of the teaching practice framed by the ideas of critical constructivism are also presented. It may be concluded that the critical constructivistic perspective may be of special importance for preparing pupils for the role of active citizens who will participate in further democratization of the social community, as well as for life in the uncertain world of diversity. At the same time the theoretical analysis and the research results imply that in education and teaching practice more space should be given to developing pluralistic views which can unify elements of different theoretical perspectives and acquired experiential knowledge into a coherent basis for innovative acting.

Keywords

• democratization of society
• constructivistic pedagogy
• critical constructivism
• teacher
• changes in education