Applications of Learning Theories to the Analysis of Instructional Settings - ETEC512

November 8th, 2015

Derek Cowan - 90256158

Quote 1: von Glasersfeld states: " to assess the truth of your knowledge you would have to know what

you come to know before you come to know it". (p. 37)

Glasersfeld argues that since our knowledge of the real world is limited to the products of our

experiences, there is no way to compare these messages with the reality they are supposedly

derived from. Therefore, it is impossible to assess the validity of acquired knowledge relative to

an objective truth because that reality lies forever on the other side of our experiential

interface (von Glasersfeld, 2008, p. 37) Thus, in order to evaluate knowledge, one would have

to already possess the knowledge before they acquired it, which creates an unsolvable paradox.

As described by Jaworski (1994), von Glasersfeld argues in favour of viewing knowledge as

exclusively an ordering and organization of a world constituted by our experience (von

Glasersfeld, 1984, p. 24).

Quote 2 " it appears that knowledge is not a transferable commodity and communication not a

conveyance" (p. 48).

If knowledge is viewed as being actively constructed by each learner, through personal

experiences and reflection, it cannot simply be imparted through communication from one

person to another. This serves to question the basis of traditional teaching methods in favour of

constructivist student-centered approaches that are guided by the experiences and existing

mental structures of learners. The teachers job is not to dispense truth, but rather to help

and guide the student in the conceptual organization of certain areas of experience (von

Glasersfeld, 2008, p.34). Students learn by actively engaging in authentic learning experiences

and by continuously reflecting on their learning within a social community of learners.

Students then assimilate and accommodate the learning from the new experiences which

progresses their understanding and ability.

References

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

Jaworski, B. (1994). Investigating mathematics teaching: A constructivist enquiry. 5, 17. Retrieved from

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