LEARNING AS AN ACTIVE AND REFLECTIVE PROCESS: ERNST VON 1

GLASERSFELD AND CONSTRUCTIVIST TEACHING

Thought Paper #3

Learning as an Active and Reflective Process: Ernst von Glasersfeld and Constructivist
Teaching

Karina Zanrosso

ETEC 512-66A

University of British Columbia

Prof. Sunah Cho

July 9, 2017
LEARNING AS AN ACTIVE AND REFLECTIVE PROCESS: ERNST VON 2
GLASERSFELD AND CONSTRUCTIVIST TEACHING

The goal of learning, from a constructivist perspective is to understand something

deeply by constructing knowledge in an active manner through interaction with ones

environment. Knowledge is built; it is constructed based on personal experience and

understanding and is not a transferable commodity to simply be passed from teacher to

student. Instead, constructivist teaching values learning as an active process, and one that

places the teacher in the role of a facilitator. By fostering student engagement and

inquiry, constructivist teaching allows students to make meaning and arrive at their own

conclusions through questioning and experimentation. This active process of learning

involves talking, and as Glasersfeld suggests, talking fosters reflection; reflection fosters

understanding; understanding fosters reflection. This reflective cycle is one that

supports his statement in order to assess the truth of your knowledge you would have

to know what you have come to know before you come to know it (Glasersfeld, 2008).

This very idea is one that emphasizes the importance of reflection in the construction of

knowledge and deep understanding; an understanding that goes into the why of it all.

Considering both of Glasersfelds aforementioned notions, constructivist teaching should

encourage students to take an active role in their learning to ensure not only a deep level

of understanding, but also an awareness of their own learning process. This can be

fostered through collaboration, inquiry-based teaching, peer critique, reflection, and goal

setting. Perhaps the most impactful and lasting influence that constructivist teaching has

is that it enables what Glasersfeld reminds us is key, that is, for students to learn how to

learn. Constructivist teaching values learning as an active and individual process; one to
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GLASERSFELD AND CONSTRUCTIVIST TEACHING
be used throughout a learners lifetime as they navigate ever-changing environments,

situations, and challenges, and as they make sense of their world.

LEARNING AS AN ACTIVE AND REFLECTIVE PROCESS: ERNST VON 4
GLASERSFELD AND CONSTRUCTIVIST TEACHING

References

Lombardi, J. (2010). Ernst von Glasersfeld on teaching and radical constructivism.

Youtube, retrieved July 7, 2017 from: https://www.youtube.com/watch?v=YozoZxblQx8

Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-

49.