RECONSTRUCTIONISM

in
Education
 Discussants:
Luzarraga, Ceres B.
Herradura, Jenny lyn
Solomon, Christine
Yanela, Rocelyn
Obog, Joyce

BSED 3-A

Submitted to:
Eduardo D. Abad, MAEd.
Instructor I

Summer 2017
RECONSTRUCTIONISM
INTRODUCTION

Theodore Brameld (1904-1987)

Theodore Brameld (1904-1987) was the foun-der

of social reconstructionism, in reaction against the
realities of World War II. He recognized the
potential for either human annihilation through
technology and human cruelty or the capacity to
create a beneficent society using technology and
human compassion.
George Counts (1889-1974) recognized
that education was the means of
preparing people for creating this new
social order. Social reconstructionism is a
philosophy that emphasizes the
addressing of social questions and a
quest to create a better society and
worldwide democracy.
Critical theorists, like social
reconstructionists,believe that systems must
be changed to overcome oppression and
improve human conditions. Paulo Freire
(1921-1997) was a Brazilian whose
experiences living in poverty led him to
champion education and literacy as the vehicle
for social change. In his view, humans must
learn to resist oppression and not become its
victims, nor oppress others.
For social reconstructionists and critical
theorists, curriculum focuses on student
experience and taking social action on
real problems, such as violence, hunger,
international terrorism, inflation, and
inequality. Strategies for dealing with
controversial issues (particularly in social
studies and literature), inquiry, dialogue,
and multiple perspectives are the focus.
Community-based learning and bringing the
world into the classroom are also
strategies.
Pragmatic Roots

Reconstuctionism in not a fully

developed philosophy of life or of
education. Many writers view it as only an
extension of progressivism, the
educational philosophy. Like
progressivism, it is based on the pure
philosophy of pragmatism. Therefore, its
answers to basic questions are the
same. In answer to the ontological
question of what is real,
reconstructionists agree that
everyday, personal experience constitutes
reality.
 Aims of Reconstructionist
Education
Reconstructionist education aims edu-
cation to be the instrument by which social
and cultural improvement is achieved. These
changes, according to reconstructionists are
necessary in the journey towards a good
future and a better world. The goal of
reconstructionist learning for students is
that they themselves may envision the good
future and spend their learning as a
preparation for their role in the future for
which they reach.
The aims of a reconstructionist education,
is an educational philosophy founded on the
belief in a review of prevailing
educational systems as corollary to the
unceasing need for social change. Is for
education to be the instrument by which
social and cultural improvement is
achived. These change according to
reconstructionists is necessary in the
journey towards a good future and a
better world.
Methods of Teaching
Instructional methods.

Cooperative learning, problem solving,

critical thinking
Focus on active learning and activities
outside of school
Students spend time in the community to
learn its problems
Would analyze research and link issues to
place in the community and large society
Take action or responsibility in planning
for change.
The teaching methods favored by
reconstructionists are:

1. The pupil-teacher dialogue

2. Praxis is effective action. In other
words, reconstructionists favor applying
the problem-solving method (scientific
method) of the progressives to real-life
problems. After one has reached an
intellectual solution to a problem,
reconstructionists favor carefully thought-
out social action to remedy or ameliorate
the problem.
Educational Methods

Reconstructionist believes that

students are shaped to fit the preexisting
models of living. Reconstructionist wants to
see people actively participating in the
educational methods than being passive.
Student should participate in service
learning to gain firsthand knowledge and
experience community life.
Role of Teachers
Reconstructionist want teachers to be
social activist. They believe the
improvement in society results from
continuous thoughtful change and the best
change agent is the educational process.

The teachers main role is that of a

resource person or a research project
director who guides the students
learning rather than being a dispenser of
knowledge.
Facilitate learning activities
Stimulate learning
Facilitating learning means that the
teacher avails opportunities to learners to
experience and work with subject matter in
question. We stimulate and facilitate
learning by; asking questions, probing
learners, compelling people to think, and
motivating learners to suggest what
they think about topical issues.
Sees education as a tool for solving the
problems of society
The teacher can inform others about the
nature and the extent of the problem.
Can suggest what one can do about these
problems.
Role of Students

The role of the student in the

reconstuctionist learning environment is to
be an active participant. Students are
encouraged to think critically about the
world in which they live in and how it can
be changed for the better. Students learn
how to be problem solvers and decision
makers. It is common for students to
be challenged on their thoughts and
feelings regarding topics.
Acquisition of strong moral values are
also encouraged through teaching.
Reconstructionism encourages social
activism among its students. It is not
uncommon for students to learn while
doing, such as organizing a food drive for
the local homeless shelter.
Strengths and Weaknesses
Strengths of Reconstructionism:

Critically examines the cultural heritage of a

society as well as the entire civilization
Is not afraid to examine cultural issues
Commit to bring about social and
constructive change
Cultivate a future planning attitude that
considers the realities of the world
Enlist students and teachers in a definite
program to enhance cultural renewal and
inter-culturalism.
Weaknesses of Reconstructionism:

Questions have been raised concerning

whether or not schools should become a
tool for re-making society.
Questions have also been raised as to
whether students at any age have the
intellectual and social maturity to
participate in social action.
Reconstructionists become precipitous
in their recommendation for reform (all
talk with little effect).
 Lack of popularity among mass of
people and educators
No new program sand goals to
capture the imagination of
contemporary activists
Evaluation
1. They believe that systems must be
changed to overcome oppression and
improve human conditions.
Social Reconstructionists
2. The teacher wants to emphasize to the
students social questions and questions about
society itself in a better effort to create a
more successful society in the future. What
philosophy can he/she use?
Social Reconstruction
3. He claims that truth is what works, and we
arrive at truth through a process of trial and
error.
Reconstructionist
4. Their main role is that of a resource person or
a research project director who guides the
students learning rather than being a
dispenser of knowledge.
Teachers
5. In the classroom, they do not favor any type of
ability grouping. They feel students should be
grouped only upon the basis of common
interests.
Reconstructionists
6. In an actual situation, they acknowledge the
rapidly changing conditions around us. But they
are content to just teach students how to cope
with change.
Progressives
7. They believe that young students should be
encouraged to act in a more limited setting than
older students, such as the classroom or
school, rather than the larger community.
Advocates of social action
8. It is an educational theory that advocates
change, improvement and the reforming of the
school and society.
Social Reconstructionism
9. It is like social reconstructionists, they
believe that systems must be changed
to overcome oppression and improve human
conditions.
Critical theorists
10. In his view, humans must learn to resist
oppression and not become its victims, nor
oppress others.
Paulo Freire
11. Recontructionism encourages _______ acti-
vism among its students.
a. political b. social c. historical
d. personal
12.The following are the roles of a student in a
reconstructionist learning environment
EXCEPT
a. to be an active participant
b. to be a decision maker
c. to be a problem solver
d. to observe scientific method
13.According to ____________ people are
confronted with mass confusion and
contradiction in modern culture.
George S. Counts
Karl Max
Theodore Brameld
None of the above
14. Praxis is ______________.
a. effective action
b. ineffective action
c. action
d. none of the above
15. A philosophy that is more concerned with
the broad social and cultural fabric in which
human exists. It does not seek to make
detailed epistemological or logical studies.
a. perrenialism
b. essentialism
c. reconstrctionism
d. pragmatism
16. They tend to think of themselves as a
radical educational reformer rather than a
reactional conservatives, timid moderates or
weak-hearted literals.
a. realist
b. essentialist
c. idealist
d. reconstructionist
17. Reconstructionists want _____ to be a
social activist.
a. student
b. principal
c. teacher
d. parents
18. What is the teachers main role in
reconstructionism?
a. resource person
b. facilitate learning
c. stimulate learning
d. ask question
19. Curriculum focuses on student
experience and taking social action on
real problems EXCEPT
a. hunger
b. education
c. inflation
d. inequality
20.He saw teaching and learning as a
process of inquiry in which the child must
invent and reinvent the world.
a. Lev Vygotsky
b Karl Marx
c. Paulo Freire
d. Theodore Brameld
References
https://oregonstate.edu/instruct/ed416/PP3.html
Dialogue in the Philosophy of Education by Howard Ozman
Philosophy and the American School by Van Cleve Morris
Contemporary Theories of Education by Richard Pratte
facstaff.elon.edu/simonl/rec.doc
Philosophy of Education: Social Reconstructionism by Emily
Reeves 2013
www.pangea.selu.edu.com
www.blog.education-africa.com
www.facstaff.elon.edu.com
www.slideshare.net
www.missreevesclassroom.weebly.com
https://reconstructionism.wordpress.com/2011/03/24/the-role-of-the-
student-in-a-reconstructionist-learning-environment/
http://jason-a-baguia.blogspot.com/2008/03/aims-methods-and-
curriculum-content-of.html
Reconstructionism and education by Stephen Goodley JRL
Enterprises, Inc.