How does social constructivism as displayed in contemporary educational settings in England compare with the Grossetestian view of the development of human knowledge?
Kampouri, S., Montgomery, A., Howell, E. and Gee, N. (2019) How does social constructivism as displayed in contemporary educational settings in England compare with the Grossetestian view of the development of human knowledge? In: Robert Grosseteste and Theories of Education. Routledge International Studies inn the Philosophy of Education . Routledge, Oxford, pp. 218-235. ISBN 9780367273026
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Abstract
There are some obvious differences between education in medieval and present day England, which are set in the wider context of far-reaching cultural changes. The pace and heterogeneity of life in complex, diverse, multi-cultural liberal democracies seems to be a far cry from widely held assumptions about the simplicity and homogeneity of medieval Latin Europe. Maybe we ‘no longer’ have a single source of Truth, but rather different truths and alternative facts? In this chapter we explore how social constructivism is enacted in modern education and how it differs from approaches that were popular in the medieval world. We compare and contrast Grosseteste’s account of acquiring knowledge to the theory of social constructivism, according to which knowledge is developed neither by accident nor by illumination. We consider the role of the teacher, the context, the student, and the educational environment with a view to ‘re-defining’ the source of ultimate knowledge, the role of the teacher, the student and their educational environment.
| Item Type: | Book Section |
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| Additional Information: | © 2019 Routledge. Uploaded in accordance with the publisher's self-archiving policy. |
| Divisions: | School of Teacher Development |
| Depositing User: | Smaragda Kampouri |
| Date Deposited: | 06 May 2020 09:33 |
| Last Modified: | 06 May 2021 02:40 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/740 |
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