The purpose of this paper is to give a general overview of cognitive, musical theme, and social constructivism using the following questions posed by Professor Campisi as a format for presenting the literature. Who is the key theorizer associated with each perspective? How does each theorist believe fellowship is constructed and/or learning occurs?
Radical Constructivism
Ernst Von Glasersfeld developed the theory of radical constructivism based on earlier works of Jean Piaget (personal constructivism likewise called psychological or cognitive constructivism), which inferred that knowledge is not a matter of transference (from one to another) but rather a process that is dependent on singleized perceptions of experiences and/or situations rather than actual occurrences. For example, a primary objective of educators is to ensure that learners lav make sense of subject matters (correct transformation of information) rather than them just now presenting a compilation of data depicting terms, concepts, and/or definitions.
Glasersfeld added the discourse radical to emphasis a definitive break from handed-down theories depicting knowledge as objective ontological realness (things that exist, and how they are grouped and/or subdivided) to suggest that knowledge consists of individual experiences. Therefore, it is the result of ordering and organizing events, situation, and experiences rather than the results of ontological reality (a discriminate of philosophy known as metaphysical realismâ€"the involve of being, existence, or reality), and learning occurs through the construction of the learner experiences such as perception and beliefs that are used to analyze and interpret situations, objects, and events (Gulati & Shalni, 2004; Gash, 2011; Joldersma, 2011; Good & Brophy, 1990).
Social Constructivism
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