Educational Leadership Constructing Knowledge Reconstructing

Educational Leadership Constructing Knowledge Reconstructing Schooling

Abbot, John Abbott & Terence Ryan. (Nov 1999). "Constructing knowledge, reconstructing schooling" appeared in the November 1999 issue of Educational Leadership. Retrieved 12 Sept 2008. http://www.21learn.org/publications/edleadership1999.php

According to the constructivist paradigm of learning, it is not enough to teach knowledge -- rather schools much help students learn by engaging and encouraging the natural, human impetus to learn in a dynamic and interactive fashion from the environment. The article "Constructing knowledge, reconstructing schooling" by John Abbott and Terry Ryan begins with an example from one of the authors' own lives. The author's eldest son became a computer whiz in a way that far exceeded his father's or his teacher's framework of knowledge. The desire to learn and his eventual competency had its origins in the boy's passion for the subject. The boy even took his younger brother to task for being too dependent upon his brother's computer skills and acquired knowledge, and not finding out things for himself. Intuitively, the boy understood that inquisitiveness is the source of knowledge, not rote learning. This idea is confirmed by anthropological and biological data that has caused a shift from seeing the brain as a computer with one method of amassing data to a more fully-integrated system in a constant state of interaction with the environment. "Now the brain is seen...as a living, unique, ever-changing organism that grows and reshapes itself in response to challenge, with elements that wither through lack of use" (Abbot & Ryan 1999) the seeking out of new information and matching it with past experiences are not two separate processes, rather they are part of the same process, thus the student must be actively engaged with the way the classroom is conducted. Imagine a student with an interest in computers who can find a new interest in math by building on his past, self-directed scientific experiences. The teacher can use this as motivation for seeking out new experiences so the student does not have to be forced to do math or spoon-fed knowledge by a teacher. Will not this student enjoy and excel at math, more than a student forced to simply go through the motions in a workbook?

Scientific evidence supports the constructivist notion that learning must be active, not passive. This flies in the face of the current model of education where students are seen as mere receptacles and recipients of knowledge, where there is a sharp dividing line between learner and teacher. There is also sharp line between teachers and the community. Abbot and Ryan decry the exclusion of individuals from the classroom with life experiences and knowledge that might be useful to students, even though they are not professional educators. A frequently-used example of how schools draw upon the experience of members in the community might be found in 'career days,' for example, where professionals come to speak to students. But Abbot and Ryan are suggesting are far more all-encompassing and consistent use of outside resources, where the school as a whole is more open to and integrated with the community. A possible way to do this would be to work with other professional colleagues and administrators to set up ongoing programs with professionals, volunteers, and parents involved in areas of student as well as faculty interest.

Abbot and Ryan stress that the influence of nature and nurture alike cry out for a more student-involved and experiential model of schooling. Just as schools are stressing standardized testing more and more, it is helpful to remember the importance of student involvement, involvement that must be scaffolded upon the student's past interests, not simply what is required by the state and 'No Child Left Behind.' Allowing for a more flexible syllabus, and truly integrating student interests and concerns in a democratic and tactile fashion into the syllabus may be required for real learning to take place and even concepts tested by standardized exams should be reinforced in ways that are meaningful and interesting to the student.