Interactionist constructivism
The bear interactive constructivism is a socially and culturally oriented constructivist approach, stronger than the subjectivist radical constructivism and the more language theoretical Erlanger Constructivism the importance of cultural and life-world interactions in the Re- / de- / observed construction of realities and analyzed (see. Also Sociocultural Constructivism ). The approach was comprehensively justified in the two-volume work The Order of Views by Kersten Reich . Interactionist Constructivism deals in detail with other approaches in intellectual and cultural history and thus tries to understand and clarify constructivism as an expression of cultural development and cultural practices . In doing so, he takes a critical look at the action theories of pragmatism as well as approaches from post-structuralism , cultural studies and deconstructivism . Located learning is also part of this didactic.
Relationship to pragmatism
The approach is closely related to the pragmatism of John Dewey . He sees in Dewey a forerunner of constructivist thinking and interprets in particular his theory of action as groundbreaking for the justification of a critique of knowledge . Interactionist Constructivism adopts the view that democracy and education are to be seen in a circular relationship. Democracy is not only a social constitution, but also always a learning process that creates the prerequisites for democratic participation through sufficient opportunities to participate in education and upbringing. The normative justification that democracy should be characterized by the possibility of differences in a social group as well as between social groups is shared by interactionist constructivism with Dewey. For the relationship between pragmatism and constructivism see also the website of the Cologne Dewey Center.
Role of situated learning
In the classic school situation one can internalize constructivist knowledge elements, but under certain circumstances they cannot be used for them. If this learning transfer does not succeed, then there is sluggish knowledge . If the learning process instead takes place in an authentic situation, that is, in an experience and knowledge-oriented work process , the learner can connect the context with the knowledge elements, and situated knowledge is created .
Applications
Interactionist Constructivism was founded as an approach that is critical of knowledge, but it has found fields of application, particularly in pedagogy and didactics, that show its practical relevance (e.g. in foreign language teaching ). It is also called systemic-constructivist pedagogy or didactics, but this is not related to systems theory : The systemism results from the perception of new perspectives and foreign worldviews within the framework of the interaction, which can lead to a reconstruction of one's own worldview (cf. Systemic therapy ). A related approach is enabling didactics .
See also
literature
Web links
- Introduction to Interactionist Constructivism by Kersten Reich (PDF file; 18 kB)
- Side of interactionist constructivism
- Cologne Dewey Center
- Constructive and systemic pool of methods
Individual evidence
- ↑ Located learning (University of Cologne)