Before attempting to understand knowledge and constructivism, we can begin by considering how we perceive the world around us – we can recognize that each of our perceptions are exactly that, our own. It is impossible for someone else to understand reality exactly as I do as no one else shares my memories, has a direct understanding of my complete lived experience, or can see through my eyes, hear through my ears, etc. In fact, my perceived reality is itself removed from actual reality. As Pritchard (2018) explains when describing Kant’s transcendental idealism, “what we are immediately aware of in sensory experience is not the world itself…we are required to suppose that there is an external world that gives rise to this sensory experience since, without this supposition, we would not be able to make any sense of such experience.” Kant’s epistemology positions individuals’ perceived realities as utterly separate and consequently, inherently subjective. If we use this lens to contemplate knowledge acquisition and communication, we face discord against the realization that information is not simply relayed – instead, information must be internalized, interpreted, adapted, and therefore built, or constructed in the learner; an internal process that Piaget called equilibration, “a nonlinear, dynamic “dance’ of progressive equilibria, adaptation and organization, growth and change” (Fosnot and Perry, 2013, p. 18). These ideas form the basis for constructivism, the notion that individuals construct their knowledge internally, “…perspectives shared by others are not “transmitted”; even the shared perspectives are interpreted and transformed by the cognizing individual” (Fosnot and Perry, 2013, p. 31).
It is important to note that a view of constructivism that focuses only on personal cognition is incomplete as the essential aspects of sociocultural influence must also be considered. Nonaka, Toyama, and Konno (2000), remind us that “knowledge is dynamic, since it is created in social interactions amongst individuals…” (p. 7). When we interact with others and the world, and internalize our experiences, we engage with the active and dynamic process of constructivism. Cobb (2013) explains that constructivism is, “both a process of self-organization and a process of enculturation that occurs while participating in cultural practices, frequently while interacting with others” (pp. 50-51). Throughout his writing, he asserts that cognitive constructivism and sociocultural constructivism are often at odds with each other, but when we look closely it is clear that both processes are integral to constructivism as a whole.
Now that the basic tenets of constructivism have been established, we can work to apply this understanding to individuals’ learning processes in the workplace. Initial considerations might be the design of training methods and digital tools that support a constructivist perspective of learning, or the creation of a learning environment that incorporates the ongoing cultivation of a constructivist-informed workplace culture. In this workshop we ask the question: How can we apply the constructivist lens to locate and develop active learning environments from existing communities of practice in the workplace?
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