Von Glasersfeld on Constructivism 1

Von Glasersfeld on Constructivism

ETEC 512

Evelyn Welsh

University of British Columbia

 Von Glasersfeld on Constructivism 2

to assess the truth of your knowledge you would have to know what you come to know
before you come to know it"-Von Glasersfeld (2008)

Constructivism is based on building ones knowledge and constructing meaning from that

knowledge as opposed to the behaviourist view that knowledge is constructed through ones experience of

it (Driscoll, 2000). A key distinction Driscoll makes is that from the information processing and

behaviourist approach to acquiring knowledge is thought to be external to the learner or is out there and

can be put into the learner by some means of transfer or negotiation (p. 376). In the K-12 system I see this

external factor as being closely tied to prescribed learning outcomes, goals or objectives that are

standardized and formulaic in approach. Whereas learning goals in a constructivist context are reflective

in nature which reinforce metacognition in their knowledge, thus internalizing it. I think this is what Von

Glasersfeld (2008) meant by coming to know it (p. 43). For example, before someone can share or

teach multiplication they need to have acquired the knowledge of what multiplication is and why this

concept is important to their own understanding of it.

it appears that knowledge is not a transferable commodity and communication not a

conveyance" Von Glasersfeld (2008)

This quote seeks to remind us that learners are not simply filling and emptying their reserves of

knowledge from one place to another. How one student constructs and makes meaning of an activity can

differ broadly, especially when we take into account the differences each student can bring to a classroom.

In a DVD series interview Von Glasersfeld (2005) makes an interesting point between our traditional

conceptions of knowledge when comparing behaviourism to constructivism, and that is it can be risky

for a teacher who is used to a traditional role to enter into constructivism because the students will often

create meaning that wasnt sought after by the teacher. It doesnt make these new constructions of

meaning wrong it simply means that they are assimilating new information in a unique and original

way.
 Von Glasersfeld on Constructivism 3

References:

Driscoll, M. P. (2000). Ch.11 Constructivism. In Psychology of learning for instruction (2nd ed., pp. 384-

407). Boston, MA: Llyn and Bacon.

Lombardi, Jude. "Conversations with Ernst Von Glasersfeld Part II: Cybernetics, Wisdom and Radical

Constructivism," (2005)

Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49.

Available online: http://anti-matters.org/articles/73/public/73-66-1-PB.pdf