Constructivist Learning Quotes

I don't learn as well, I think, in like a structured way. I kind of have to be thrown into it.

I learn in a different way. I learn experientially.

Many students learn best by doing. But because classrooms force the same pace on all students, they limit the degree to which students can truly learn through trial and error. Instead, lectures still force many students to follow material passively and in lockstep pace.

Well, part of it is a longstanding belief - it's been in our education establishment at least since the 1930s - that somehow children should be allowed to discover knowledge for themselves, that they should construct their own knowledge. This has surfaced most recently in connection with mathematics instruction, where the idea is that they need to discover how to add for themselves. Rather than being taught how to add, they should construct this knowledge on their own.

And we wonder what can be that 'philosophy of education' which believes that young people can be trained to the duties of citizenship by wrapping their minds in cotton wool.

People learn more if they're learning in directly engaging ways.

Proper history teaching is being crushed under the weight of play-based pedagogy which infantilises children, teachers and our culture.

It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.

I learned from my peers, and I learned from doing projects, and I learned from mentors, but I learned very little from lectures, and I've talked about how little I attended them.

Participation, I think, or one of the best methods of educating.

It's an old idea. It's arguably the first way that people learn, that, hey, if you need to learn something, if you're having trouble with it, keep working on it until you master it and then you go to a more advanced concept. But in the education systems that all of us grew up in, we all learned at a fixed pace.

Radical constructivism, thus, is radical because it breaks with convention and develops a theory of knowledge in which knowledge does not reflect an 'objective' ontological reality.