Constructivism: The Sculptor
Part one
Dissonance refers to a discomfort feeling that emanates from one’s behavior or conflicting attitudes towards values or beliefs. More so, dissonance can result when someone receives information that contradicts the personal opinions. Environmental changes and those whom we associate with can cause instability and dissonance (Festinger, 1962). Since people like consistency and assurance that whatever beliefs they hold onto are right, a sway in such opinion causes instability and discomfort. Sometimes lacking self-identity and principles in life can result in instabilities and dissonance as well. Therefore, in general, instability and dissonance arise due to situations such as being forced to comply with particular behavior when making decisions, efforts, and gaining new information.
Disturbance in equilibrium refers to an interruption in the normal trend in learning. It is essential since it helps the learner to leave their comfort zone and try something new. Furthermore, disturbance in equilibrium forces students to adapt to changes and new conditions, which provide a learning opportunity to them in general. For instance, discussion forums help students to construct knowledge; teachers are there to facilitate and prompt discussion questions to the students. Also, if children are used to handling their drawing classes in classrooms, educators can decide to guide them through drawing in the sand. Many children like playing and making drawings in the sand; therefore, those who find it hard to draw in their books (holding a pen, concentrating, or unease) will draw well in sand.
Constructivism creates subjective reality for learners. It helps students in drawing the meanings and knowledge from real-life experiences into classwork. Through critical literacy, students can tell whether their educators are teaching fixed, prescribed information and ideas or not. In most cases, such modes of delivery limits constructivism; however, exploring the materials and notes prepared will help in concluding the delivery systems of teachers and trainers (Onuf, 2012). For instance, if a teacher or trainer is teaching social science learners, constructivism requires that the teachers allow students to incorporate, enhance and interact with the class ideas to real-life issues, which acts as primary sources.
Both constructivism and normal curriculum approaches can be accomplished in a class setting. Teachers or trainers can use the curriculum guidance when teaching the class concepts to students and, at the same time, allow them to relate the concepts to their real-life situations and experiences. Teachers are there to guide the students through the process but give them the responsibility for their learning, especially when they actively participate in various forums.
Part two
Equilibration refers to an inner sense in children. The understanding helps the children to balance between the old information and the new information. According to Piaget, equilibration is a shift of thoughts from one stage to another. I think professional educators and instructional designers should generate discomfort to students to encourage equilibration. Schemas are essential for learners to make sense of the concepts learned and how to assimilate then into appropriate situations. When confronted with a new idea or concept, learners will have a choice of what to apply to the existing schemas or adopt a new one on their own.
According to Piaget, intellectual growth occurs in three main stages. These stages include assimilation, accommodation, and equilibration. Assimilation refers to the incorporation of new ideas into the existing ones. In contrast, accommodation refers to the adoption of new ideas by changing the old ones to house the new ones (Piaget, 1985). Assimilation and accommodation form a schema; therefore, equilibration occurs when an individual balances between assimilation and accommodation. Thus, development is measured according to the level of equilibration.
For students to achieve accommodation, manipulation, exploration, experimentation, questioning, and searching is essential. Therefore, instructors and educators should assess the cognitive levels of a student in terms of strengths and weaknesses. In so doing, they will issue individualized instructions according to the capability of students whereby students are allowed to communicate, debate, and argue with each other (Piaget, 1985). According to Piaget, instructors and educators are there to facilitate knowledge through guidance and stimulation of the students. Accommodation will be ideal if the children are allowed to experiment, make mistakes, and discover new learning.
According to Malcolm Knowles, andragogy refers to methods and principles necessary to facilitate adult education. Adults are motivated to learn to better their lives through a sense of accomplishment. Finding solutions to the real world situations motivates adults to learn and acquire knowledge. Knowles believes that adults are mature enough to take responsibility for their learning through self-direction and decision making (Merriam, 2001). Thus, adult education programs are expected to be conversant with such requirements and accommodate them as well. Knowles appreciates adults since they are self-driven, motivated, and always ready to learn something new each day. This theory is related to Piaget’s idea of equilibration through assimilation and accommodation since they all advocate for the adoption of new information or learning, experimentation (ready to learn and self-driven). Equilibration focuses on children learning; however, it is related to andragogy since both adult and young individuals have a similar push to acquire knowledge through the two approaches.
References
Festinger, L. (1962). Cognitive dissonance. Scientific American, 207(4), 93-106.
Merriam, S. B. (2001). Andragogy and self‐directed learning: Pillars of adult learning theory. New directions for adult and continuing education, 2001(89), 3-14.
Onuf, N. (2012). Constructivism. In World of Our Making (pp. 47-77). Routledge.
Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development. University of Chicago Press.