konstruktivisme

Konstruktivisme is a term used across disciplines to describe theories in which knowledge, meaning, and action are not simply given but are actively built by individuals and groups. While the specifics vary by field, the core idea is that understanding emerges through interactions with problems, tools, and social contexts rather than through passive absorption. The term is often associated with educational theory and epistemology, and it also appears in discussions of architecture and design.

In epistemology and the philosophy of science, constructivist ideas distinguish between different strands. Cognitive or individual constructivism, linked to Piaget, emphasizes that people organize knowledge through internal mental structures. Social constructivism, influenced by Vygotsky, stresses the role of language, culture, and collaboration in developing understanding. Radical constructivism, advocated by Ernst von Glasersfeld, argues that knowledge is a personal construction that need not correspond to an objective external reality.

In education, constructivist approaches argue that learners construct new knowledge by building on prior experiences, with emphasis on inquiry, problem solving, and collaboration. Instruction is often student-centered, with teachers acting as facilitators and assessment focused on process and understanding rather than rote recall. Critics point to concerns about content coverage, uneven outcomes, and the need for scaffolding and explicit guidance to support beginners.

In the arts and architecture, constructivism also refers to movements that emphasize rationality, industrial materials, and social purpose, such as the early 20th-century Soviet constructivists who aimed to integrate art with social production.