Chapter 2: Constructing High Quality Learning Environments for Twenty-First Century Learners: A Sociocultural Constructivist Perspective

This chapter examines the past, present, and possible future of constructivist philosophies of education. It explores the origins, core tenants, and implications of Constructivism for twenty-first century educational practice. The chapter opens with an overview of “blockbuster” (McInerney, 2005, p. 10) learning theories of the twentieth century that helped to formulate the contemporary cognitive constructivist paradigm. Included as well, for the sake of contrast, is a brief summary of the behaviorist paradigm, on which many traditional approaches to education are based.

Constructivist contributions to contemporary schooling practices and the constructivism are discussed and several versions of constructivism, including radical constructivism, cognitive constructivism, social constructivism, and sociocultural constructivism are discussed. Key concepts common to most versions are identified. Implications for classroom practices, leadership and macrolevel concerns, such as curricula, and policy are discussed. Sociocultural constructivism is recommended as a guiding philosophy for educational systems of the future because it is grounded in some of the most influential learning theories of the twentieth century. Practical considerations for constructivist school leaders, are identified, including suggested curricular revisions and dealing with philosophical dualism.