- Knowledge is … sum of collectively established construals/constructs
- Knowing is … evolving webs of coherent interpretations; fitness with circumstances
- Learner is … a meaning maker (individual)
- Learning is … construing*, adapting, connecting, interpreting, weaving
- Teaching is … occasioning, prompting, triggering, listening
SynopsisRadical Constructivism starts with the recognition that knowledge is not a “thing” that can be shunted into a mind (from another mind, a text, etc.). Rather, it focuses on personal knowing – that is, the ongoing, iterative dynamic by which individuals construe coherent sense from their personal perceptions and experiences. Concisely, learning is a continuous process of revising concepts to maintain personal coherence in the face of new experiences/demands. The main criterion for personal truth is thus not match with external reality, but fitness with other, malleable personal truths. Within Radical Constructivism, the active body is seen as an integral component of the knowing system, as opposed to a container for the mind or an impediment to “taking in” information.
CommentaryRadical Constructivism is sometimes accused of denying or ignoring social dynamics (e.g., conversation), cultural tools (e.g., language), and grander contexts (e.g., the “world”) in channeling and constraining interpretive possibilities. That criticism is overstated. Such elements are not ignored, but neither is the theory concerned with explaining them. Rather, Radical Constructivism focuses strictly on the complex dynamics of personal sense-making. It is thus not uncommon for educationists to blend or complement Radical Constructivism with other theories of learning that look at grander dynamics (e.g., sociocultural theories) … but such blends are sometimes problematic (see Social Constructivism).
Authors and/or Prominent InfluencesJean Piaget; Barbel Inhelder; Jerome Bruner; Ernst von Glasersfeld
Status as a Theory of LearningRadical Constructivism is theory of learning.
Status as a Theory of TeachingRadical Constructivism is not a theory of teaching. An explicit tenet of Radical Constructivism is that the theory cannot prescribe teacher action, because there is no cause–effect relationship between a teacher’s actions and a learner’s construals. That said, Radical Constructivism does offer some useful advice, including cautioning educators against imagining a hearer will interpret what is said/done in precisely the manner intended or interpreted by the sayer/doer. Consequently, it is advised that learners have opportunity to express their interpretations and explore and experiment on their worlds (both physically and verbally) – all grounded on the realization that the most important element in shaping what one learns is what one already knows. Several theories of teaching are founded on notions that are consistent with Radical Constructivism, including Problem-Based Learning and Inquiry-Based Learning.
Status as a Scientific TheoryRadical Constructivism is explicit about its grounding assumptions, and it is associated with a substantial base of empirical evidence.
Please cite this article as:
Davis, B., & Francis, K. (2020). “Radical Constructivism” in Discourses on Learning in Education. https://learningdiscourses.com.
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