RECONSTRUCTIONIS

M
Reported By:
MR. AL D. HORTEZA
MR. NIEL M. NISPEROS
MR. ORLENE C. BALUNGKAS

Pragmatic Roots
Reconstuctionism is not a fully
developed philosophy of life or
philosophy of education.
Many writers view it as only an
extension of progressivism,
an educational philosophy.

Pragmatic Roots
Like progressivism, it is based on
the
"pure"
philosophy
of
pragmatism.
Therefore, its answers
questions are the same.

to

basic

Pragmatic Roots
In answer to the ontological
question of what is real,
reconstructionists
agree
that
everyday,
personal
experience
constitutes
reality.

Pragmatic Roots
The
epistemological
question asks: "What is truth
and how do we know truth?"
The reconstructionist claims
that truth is what works, and
we arrive at truth through a
process of trial and error.

Pragmatic Roots
The axiological question
asks: "What is good and
beautiful?"
The
reconstructionists answer
to this is, whatever the
public consensus says it
is.

Educational Theory
As far as his educational views are
concerned, the reconstructionist sees
things the same way as the progressive up
to
a
point.
For
example,
reconstructionists believe that students
learn more, remember it longer, and apply
it to new situations better if they learn
through
experience,
rather
than
through being told something.

Educational Theory
As they see it, the teachers main role
is that of a resource person or a
research project director who guides
the students learning rather than being a
dispenser of knowledge. In this role, the
teacher carries on a dialogue with
students, helping them identify problems,
frame hypotheses, find data, draw
appropriate
conclusions,
and
select
efficacious courses of action (praxis).

Educational Theory
Reconstructionists do not believe in a
predetermined curriculum. They would
use the subject matter from any or all
disciplines when needed to solve a
problem. They would probably deal more,
however, with the subject matter of social
experience (the social sciences) in
solving problems.

Educational Theory
The
teaching
methods
favored
by
reconstructionists are (1) the pupil-teacher
dialogue and (2) praxis. Praxis is an
effective
action.
In
other
words,
reconstructionists
favor
applying
the
problem-solving method (scientific method)
of the progressivists to real-life problems. After
one has reached an intellectual solution to a
problem, reconstructionists favor carefully
thought-out social action to remedy or
ameliorate the problem.

Educational Theory
Reconstructionists, like progressivists,
do not favor any type of ability grouping.
They feel students should be grouped only
upon the basis of common interests.
Reconstructionists also like flexible
student seating arrangements, but since
there is so much involvement outside the
classroom, seating is not even an issue.

Educational Theory
Reconstructionists
share
the
progressivists view of student discipline.
Moreover, they feel that if students are
actively involved in bringing about change
in areas that concern them, they will not
become frustrated, and therefore, will not
be likely to become discipline problems.

Educational Theory
Reconstructionists prefer to evaluate
students subjectively on the basis of their
ability as a social activist rather than give
written examinations. Like progressivists,
they feel that student self-evaluation has a
proper place.

Reconstructionists
Platform

Reconstructionists differ significantly from the

progressivists in the matter of social policy.
Progressivists
acknowledge
the
rapidly
changing conditions around us. But they are
content to just teach students how to cope with
change. It has been said that progressivists
seek to
teach students how to reach
intellectual solution to problems. This often
culminates in writing a paper, doing a report or a
project of some kind. This kind of education would
tend to mirror the contemporary society.

Reconstructionists
Platform

On the other hand, reconstructionists

believe that students must learn through
practical experience, how to direct
change, and control it. They believe
strongly that our culture is in crisis. They
believe that things will get uncontrollably
bad unless we intervene to direct change
and thereby reconstruct the social
order.

Reconstructionists
Platform

Reconstructionists
believe
that
a
Utopian Future is a genuine possibility
for mankind if we learn how to intervene
and to direct change. They believe that
the school should train students to be
social activists in the tradition of Gandhi,
Martin Luther King, Jr., Ralph Nader, and
Jesse Jackson.

Reconstructionists
Platform

Reconstructionists believe that we

should apply the reflective inquiry
method to lifes problems. They feel,
however, that we should be prepared to
act upon our conclusions. This requires a
sense
of
commitment
and
responsibility on the part of students.
This goal of initiating change is of
course very controversial.

Reconstructionists
Platform

For this reason, reconstructionism has

never caught on fully in our schools.
Questions have been raised concerning
whether or not schools should become a
tool for re-making society. Questions have
also been raised as to whether students at
any age have the intellectual and social
maturity to participate in social action.

Reconstructionists
Platform

Advocates of social action contend that

the more involvement we have, the better
off we will be as a society. They claim that
as things stand now, only a small
percentage of people get involved in social
issues because they do not know how to
do so. Advocates of social action
emphasize that it can be safely practiced if
certain common-sense safeguards are
applied.

Reconstructionists
Platform
For example:

1)Young students should be encouraged to

act in a more limited setting than older
students, such as the classroom or school,
rather than the larger community.

Reconstructionists
Platform
For example:

2) Teachers should help students weigh the

probable outcomes of various lines of social
action before anything is done. They should
consider whether or not a given action will
solve or ameliorate a problem. Moreover,
they should consider the probable side
effects of a given line of action, including
how it will impact on significant others.

Reconstructionists
Platform
For example:

3) Teachers should work with students to get

them to accept the consequences (good or
bad) of their actions, once they have taken
place, without complaining or expecting to
be let off the hook. This is important if a
sense of commitment and responsibility is
to be nurtured.

----- THANK YOU -----

Great distances are conquered by many small steps in a single direction.