“What do you teach?” the speaker asked.
“Mathematics’, I answered.
“No, you teach children, not mathematics” he responded with a triumphal note. “You teach children – don’t forget that”.
Even a math-guy knew there was some verbal slight-of-hand taking place. Actually, what I teach is mathematics; who I teach is children. But the point was an important one: educators need to not only master their subject matter; they must know who they are teaching.
Education consists of a three-way dance between the teacher, the subject matter and the student. The goal is for the student and the subject matter to intersect, as the teacher facilitates. The goals, expectations and methods of the teacher are determined by that teacher’s perception of the student’s capabilities. The teacher’s perception of the student’s capabilities is underwritten by that teacher’s understanding of who man is .
Constructivism vs. Instructivism
There is a rather provocative word bantered about within educational circles called constructivism . Constructivism is a philosophy of learning based upon the premise that each person constructs his own perspective on all things in life based on his experiences. 
Constructivists advocate that teachers passively coach from the sidelines as the learner constructs his own unique perspective on the topic or procedure being studied. The learner than incorporates the new material into his worldview.
The impact that constructivism has had on education over the past decades is noteworthy. Statements such as “teachers need to be guides on the side instead of the sage on the stage” are part of the constructivist philosophy. Another mantra is “true education only takes place when it is based on the experiences of the learner”. Thus, all education becomes “learner based, instead of subject based”.
Instructivism is a term coined by some constructivists to explain the “old style” of education that was “subject based” instead of “learner based”. The teacher was the master of the material and the center of the classroom. The teacher — being the master — dispenses the material as he instructs the learner. The most obvious form of instructivism is the lecture , which continues to be found in many forms throughout the educational establishment — much to the chagrin of constructivists.
The past several decades of educational reform can be seen as a movement away from instructivism and toward constructivism.
Constructivism is very similar to what JPII calls “subjective” experience versus objective reality. Crudely stated, subjective perspectives are what each person constructs throughout his/her life. The goal throughout life is to construct a subjective perspective that becomes objectively real
Constructivism Alone
A culture that struggles with objective truth has the danger of giving too much credence to the constructivist philosophy. What is the purpose of education if we are constructivists that assume there is no objective truth? Since it is not to discover truth together, it becomes to create truth together. With so many sources of truth and the obvious disagreements that will ensue, we learn to tolerate each others truths even if they are inconsistent. This violates reason.
A person with a darkened mind acting alone, will struggle at constructing valid truths. A darkened mind that does not know it is darkened may pridefully call darkness light and light darkness. Consider the consequences of unwitting educators and students with darkened minds, attempting to construct their own truths.
Instructivism Alone
When a person is convinced that he or she is in sole procession of some truth to the exclusion of other persons, a strict form of instructivism can result. Strict instructivism can step on the dignity to the student being taught. The educator becomes convinced of his mastery of some truth and the ignorance of the student. The education that results can be severe and limiting, not allowing for any creative accommodation by the student. This is indoctrination, not education.
A person with a darkened mind can become convinced of something that is not objectively true. An educator blinded to his own darkness can lead to dangerous circumstances. Teaching concepts that are objectively false will violate the mind of the learner as he attempts to reason it through. Reason itself can become suspect.
The tortuous reasoning of the pro-abortion crowd is a good example of this.
Constructing From the Wrong Base
Education defined from a world where truth is only subjective and man is only fallen is a wretched form of education. There is no reason to seek Truth since truth is mere opinions of individuals. The goals and aspirations of education deteriorate as man is perceived as hopelessly weak and disordered.
The base from which the educational philosophy is derived is flawed. We are not building on solid ground.
Apathy and a lack of passion is the result. The thrill of discovering the reasonableness of truth is passed off as simple opinion. There is no instruction for the learner who struggles within himself between the fallen man that he is and the virtuous man that he longs to become. There is no original man , no fallen man , and no redeemed man to appeal to.
Limited perceptions of man will lead to limited educational practices, which leads to limited education.
Finding the Balance
Educational goals and expectations must be constructed from the richer perspective on man that our faith provides us. We recognize our wounded nature — but the wounds do not have to be fatal. The struggle within each student speaks to the virtuous man he wants to become. Redemption has provided the grace we need to help us become the man we long to be. This is the solid base from which a learner can construct a well-rounded education.
Excellence in Education occurs when educators are convinced of objective truth and find the balance between constructivism and instructivism. Each person must be given the dignity of constructing his subjective perspective throughout life. However, in recognizing our wounded nature, we also recognize our need for instruction . Discovery, yes, but GUIDED discovery.
Excellence in Education taps into both the lived experiences of the learner and the revealed truths given to mankind by God. Any apparent contradictions are reasoned through in order to find clarity. The more the learner allows himself to be instructed by the wisdom of the Church, the greater is his opportunity to construct real knowledge.
[Click here for part one , part two.]
July 21st, 2009 at 5:18 am
This is a great article, holding out such high ideals for education.
“Excellence in Education taps into both the lived experiences of the learner and the revealed truths given to mankind by God.” Well said.
It reminds one how valuable education is, and it goes on all through life when we learn about and encourage others in the truth.
July 21st, 2009 at 9:15 am
Kind of reveals one of the several reasons for the huge increase in homeschooling. Parents instinctively know the boundaries for “constructivism” and “instructivism” and can best apply these to the very students they know well. It isn’t perfect, but it does tend to avoid the excesses of educational experimentation, the secularism, the social engineering, the behavior problems, the sex-ed by Planned Parenthood, the forced “mainstreaming” of the profoundly impaired, the self-esteem fixation, and the myriad other perversions that have overtaken what is sometimes called the “State monopoly on education.”
July 21st, 2009 at 9:32 am
Greg,
what an excellent article with a unique instruction!
I homeschool my children because of “The thrill of discovering the reasonableness of truth”.
Truly it is a joy to journey with my children into the Heart of Truth, which is the Sacred Heart.
Perhaps I would delegate my children’s education to a third party, such as Thomas Aquinas, however, I would somehow find a way to join the ride, simply for the thrill!
The education process must serve the person. Sadly, within the framework of a politicized educational system both truth and the child are tossed aside and “left behind”.
Thank you for this article that challenges all to achieve authentic “Excellence in Education”. I will disseminate it.
July 21st, 2009 at 10:21 am
Every parent is inherently an educator. In this sense, every child is “home-schooled”, but some families choose exclusive home-schooling. Most of us can think of children that have rebelled because of parents mistakingly becoming to “contructivist” or too “instructivist”. It is not just a problem with educationl institutions, but even THE educational instituion called the family. Our faith is an extraordinary gift.
July 21st, 2009 at 11:38 am
Great article. As a teacher of children in a Montessori classroom (grades 4,5,and 6) in a public school, I know the politics that surround the educational system. As a Montessori teacher I also know the importance of teaching the “whole child” as well as the entire family.
Montessori schools use the constructive philosophy, but with the added “prepared environment.” The prepared environment is the environment from which the learning occurs. It is prepared by the teacher within the confines of the subject matter taught. The environment is planned and monitored by the teacher so the children can participate in their own learning. The teacher facilitates the child’s learning by preparing lessons, experiments, and experiences to guide their development and learning.
The most important part of my job as teacher is not to give each of my students the knowledge of the material, but to facilitate their growth as a human being - physically, intellectually, morally and spiritually - yes, even in the public school.
July 21st, 2009 at 2:49 pm
Constructivists advocate that teachers passively coach from the sidelines as the learner constructs his own unique perspective on the topic or procedure being studied. The learner than incorporates the new material into his worldview.
Call me dense but when you say worldview I hear the word philosophy. Which of the following core studies are philosophies?
Math
English
Reading
History
Geography
Spelling
Languages
Science (okay there are some theories, of a philosophical bent, sometimes taught as proven science)
I understand the need to teach in a manner suitable to the learner but to teach subjects as if they weren’t based solidly in reality is dangerous.
July 21st, 2009 at 3:53 pm
Paul:
I completely agree with your last statement - constructivism taken too far is very dangerous - as if we can “create reality”.
However, you would probably agree that everything that we learn; history, geography, etc. adds to the sum-total of our knowlege base and ultimately our total perspective on life. Learning new words not only increases our vocabulary, but we have a word for a concept that we may not have concretely considered before. Historical data consists of facts and figures, but also gives us insight into the behavior and reactions that others had during unique circumstances in history. These add to our total “world-view”.