Learning Philosophy 

Constructivism is an influential learning theory that is ingrained in psychology,

philosophy, sociology, and education. Constructivism refers to the notion that learners must be

actively engaged in the learning process and that they construct their own knowledge by building

on to their previous learning experiences. Many researchers’ work has profoundly influenced my

learning philosophy of constructivist learning, including John Dewey, Jean Piaget, Lev Vygotsky, and

Jerome Bruner.

 

John Dewey (1916) stressed that education should be focused on preparing students to be

successful in life. He believed that schools are social institutions that play an integral role in the

betterment of society and mankind. He argued that school was not intended to only be a place

students went to learn information, but it was also there that students were taught how to live.

Therefore, emphasis should be placed on the quality of an individual’s thought processes instead

of their ability to regurgitate correct answers. As a Math teacher I want my students to be active

learners that gains problem-solvers skills to help them in the real world.

John Piaget (1952) proclaimed that a person’s intelligence is not a fixed quantity, instead

he introduced the idea that cognitive processes develop and mature over time. Like Dewey, he

agreed that learning is an active experience. He expanded on that belief with his assertion that

children construct meaning by relating their new discoveries to their past experiences. Piaget

valued experiential learning environments where children had ample opportunities for

interaction. Creating significant learning environment that are meaningful to the students’ learning will enhance active experiences.

 

Lev Vygotsky (1986) expanded on Piaget’s theory that cognitive development is a

gradual process to stipulate that an individual’s level of brain development is closely related to

their age. He expressed a belief that a child’s social environment and social interactions play a

fundamental role in the development of their mental processes. However, he is most widely

known for introducing the concept of the zone of proximal development. The zone of proximal

development refers to what a learner can accomplish independently and what they can achieve

with the aid of a thought-provoking facilitator. I believe it’s my job to be that thought-provoking

facilitator to my students.

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Jerome Bruner felt that a child is fully capable of understanding complex

information during any point in their development. He argued that by spiraling the curriculum

you could gradually expose children to more elaborate versions of the same concept over time.

In his theory of development, Bruner states that we learn best when we move from concrete to

abstract in a three-step process. He advocated for children to learn through hands-on discovery

with an emphasis on including real world applications. Jerome Bruner coined the term

‘scaffolding’ to describe the process by which teachers structure activities based on their

student's existing knowledge and their desired learning outcomes. For Bruner (1977) the

purpose of education is not to impart knowledge, but instead to facilitate a child's thinking and

problem-solving skills which can then be transferred to a range of situations.

 

As a teacher, I am lucky enough to be surrounded by individuals that teach me how to better facilitate and engaged on their learning.  It has always been my goal to create a classroom where I am more of a facilitator and learning can happen naturally. By reflecting on my own learning, it becomes even clearer that there is no easy answer to how people learn. With no quick fix, we must embrace what we do know: students are inquisitive, eager, passionate, and knowledgeable. Constructivist theory, with roots going back to John Dewey, Jean Piaget, Lev Vygotsky, and Jerome Bruner embraces all of these things. I aspire to motivate students to discover their unique strengths and abilities. I aim to provide a stimulating and nurturing learning environment that encourages students to work hard and develop a love of learning. 

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                                                                                 References

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Bruner, J. (1977). The process of education. Harvard University Press.

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Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education The Macmillan Company.

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Piaget, J. (1952). The origins of intelligence in children. International Universities Press.

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Vygotsky, L. (1986). Thought and language. (A. Kozulin, revised edition). Massachusetts Institute of Technology.