“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.]
