Constructivism (psychological school)

In psychology, constructivism refers to many schools of thought that, though extraordinarily different in their techniques (applied in fields such as education and psychotherapy), are all connected by a common critique of previous standard approaches, and by shared assumptions about the active constructive nature of human knowledge. In particular, the critique is aimed at the "associationist" postulate of empiricism, "by which the mind is conceived as a passive system that gathers its contents from its environment and, through the act of knowing, produces a copy of the order of reality". In contrast, "constructivism is an epistemological premise grounded on the assertion that, in the act of knowing, it is the human mind that actively gives meaning and order to that reality to which it is responding". The constructivist psychologies theorize about and investigate how human beings create systems for meaningfully understanding their worlds and experiences. In psychotherapy, for example, this approach could translate into a therapist asking questions that confront a client's worldview in an effort to expand his or her meaning-making habits. The assumption here is that clients encounter problems not because they have a mental disorder but in large part because of the way they frame their problems, or the way people make sense of events that occur in their life. Constructivism (philosophy of education) Constructivist psychology when applied to education emphasizes that students are always engaged in a process of actively constructing meaning—a process which "the teacher can only facilitate or thwart, but not himself invent". Jean Piaget's theory describes how children do not simply mimic everything that is part of the external environment, but rather that developing and learning is an ongoing process and interchange between individuals and their surroundings, a process through which individuals develop increasingly complex schemas.