Amor D.

Dulce
BSED-III
REFLECTION PAPER
Education Theory
Constructivism and Social Constructivism
Through the article in Education Theory, I have learned a lot about Constructivism and
Social Constructivism.
Constructivism, as an active learning process tells us that knowledge is constructed rather
than acquired. We construct knowledge best through real life experiences thats why its been
said that experience is the best teacher. Environment also plays a salient role in the learning
process. Learners are taught to construct mental models to facilitate an understanding of the
world around them which depicts the real world. Real world offers real life experiences and
gives a comprehensive effect to a person. All aspects of the person have been constructed
physical, emotional, and psychological. One becomes able to reflect on things around him which
adds to knowledge reproduction. We learn best through application, through practical tasks. In
conducting a research, researchers do not stop their quest for undiscovered truth. They keep
doing systematic attempts to provide answers to new questions and they keep searching for
answers to unanswered questions. This is because knowledge construction is based on personal
experiences and the continual testing of hypotheses, and those contribute a lot in knowledge
constructivism.
But everyone has different perspectives in life and this is the reason why there are also
various ways of knowledge construction. These are the reasons why teachers should have variety
in the teaching methods because of the different kinds of learners. An auditory learner, for
example, constructs knowledge through listening, a visual learner constructs knowledge through
seeing, while a tactile learner constructs knowledge through doing.
Constructivist learning environments contribute in the interpersonal communication skills
of a person. It offers collaborative construction of knowledge through social negotiation. For
instance, discussions can be easily set up and observed, assignments can be posted, shared,
commented on by peers through social media. It allows students to work cooperatively even
when they are not in the same area. Tools such as the chat, blogs, and the Facebook encourage
interaction and collaboration among peers in a virtual environment. Similarly, in our EdTech
class, we practiced online discussions, exams, and activities. Recently, we had an online
discussion in our Teaching of Literature class. We were asked to watch a video on Facebook
posted by our Instructress and we shared our thoughts through comments. Because it was
posted online, we were able to know the ideas of everyone unlike in a classroom discussion
wherein only few thoughts were heard.
There are many cognitive constructivists who proposed theorists about constructivism.
Dewey, for one, believed that students should really engage in collaborative tasks because it
builds teamwork and enables students to share their thoughts to others. Teachers should be very
creative in the strategies that they will use to ensure collaborative learning. As Dewey said, "If

you have doubts about how learning happens, engage in sustained inquiry: study, ponder,
consider alternative possibilities and arrive at your belief grounded in evidence." I have learned
through this that theres no harm in asking and trying. Inquiry helps us clarify things that are
vague to us. Also, we should not stop looking for other options. I believe that there will always
be another way out.
Another constructivist, Piaget, believed that learners should construct knowledge on their
own. My understanding about his theory was that teachers should not force or push the learners
in constructing knowledge, rather they should just facilitate learning and allow them achieve it at
their own opportunity and convenience - that learners should drive their own journey discovering
the world.
Bruner, on the other hand, stressed the significance of the teachers, the language, and the
instruction. From then, it occurred to me that while learners are trying to build knowledge on
their own, the dialogues of the teachers still play a big contribution to the learners knowledge
construction. The curriculum which was initiated by Bruner becomes the key component in the
learning process and we all know that teachers are the purveyors of knowledge based on the
curriculum.
Aside from Constructivism itself, another idea about Social Constructivism was
developed by Vygotsky. It was based on social interaction that plays a fundamental role in the
development of cognition. The parents, for instance, are the ones who first help the infants in
language acquisition through their first interaction with the family. Culture also affect the
cognitive development. For example, some of the native people and local tribes remain
uncivilized because they are preserving their culture and traditions that hinder them to construct
higher level of knowledge. The level of knowledge that the contemporary world demands.
From this, I have also learned about ZPD which stands for zone of proximal
development and that learning takes place with it. This is the difference between what learners
can achieve with help and what they cant achieve without help. Full development of the ZPD
depends upon social interaction. In that the extent of skill can be improved with social guidance
or collaboration, thus it frequently exceeds what can be accomplished alone. Guidance, therefore,
ensure development in the ZPD through intersubjectivity, scaffolding, and guided participation.
Closing this, I would like to say that I have really learned a lot from the article presented
in the website. Ive already constructed knowledge through this.

Amor D. Dulce
BSED-III
REACTION PAPER
Value Judgments vs. Emotions
by Joseph Rowlands
The topic presented in the website is very interesting for me. It is very relatable and I
believe that many of my classmates or even readers can relate to it.
I definitely agree with the article. Like what has been said there that if you feel you
should do something, it doesnt mean you should. It is very true. It even happened to me couple
of times. One similar thing is when you feel you have to talk to the person, but then you
eventually ask yourself why would I talk to her, were not even close. But then it will occur to
you that you will never get to know her if you will not talk to her. Right?
For me it is right to always analyze the situation and determine if our emotions are proper
or not. For instance, when you are angry, too angry that you feel like ranting, follow a very good
tip and that is to count one to ten in your head. That will lessen your anger because as you count,
your anger decreases. I believe that it is a very good way of keeping your emotion proper. On the
other hand, I disagree with the statement about defining the concept by an emotion. The example
prior to that was the view about self-esteem, feeling good about yourself, not whether these
emotions are proper. Having self-esteem is good, but ignoring whether it is proper or improper,
that, for me, is being selfish and too proud. I have always valued the importance of humility, of
being down-to-earth and low profile. Take for instance, a girl posting her photos wearing
undergarments only, to show her 24-36-24 body stats, just to show off, for me is improper.
Unless, otherwise she is an undergarments model. The emotion should only be secondary, the
evaluation should be primary. I believe that we, women, should always respect ourselves for us
to be respected.
The statement about the public school teachers working desperately not to hurt the
feelings of the students by telling them theyre wrong, I have to somehow agree with that.
Teachers are known to be the second parents of the students. We are fully aware that a teacher
can make or break a student. Thats why the teachers should be careful in expressing what they
feel towards the students. I have heard a lot of stories wherein the words of the teacher did break
or make students. For instance, a student who was called an idiot in front of the class never
showed up again. On the other hand, a student who was praised for a job well done, strived
harder to do better and better. Thats why I agree that yes, teachers should work desperately
never to hurt the feelings of the students.
Having said there that the important point is that the evaluation is the primary, and the
emotional response is secondary is totally approvable. It is just that emotions are automated
responses to value-judgments, its the value judgment itself thats crucial to our understanding.

A typical understanding of happiness focuses on the positive emotion. This is a fact. And
because of that, value judgments have been ignored. People are good at choosing heart over
mind. Thats one of the problems of people. Mistresses are good examples of that. Like what was
stated in the article, "Well, who are we to judge, if it makes them happy?" And I strongly
disagree with that. In achieving happiness, one should consider, too, if that happiness is proper or
improper. Because happiness is not always on the positive side.
I agree that people often try to make judgments of art based on the emotions that the art
makes them feel. When people see something pleasant to the eyes, the emotion becomes primary.
Like, when a man sees a beautiful woman, his tendency is to admire the womans physical
characteristics. He will develop admiration, inspiration, and the like. The statement about
painting caused more impact to me because I paint a little bit, also. The statement given there
was true, meaning people tend to be affected with what the painting depicts, rather than how it
was painted and for what purpose.
In all cases discussed in the article, I agree that we have to examine first the value
judgments at the root of those emotions. We should be rational. I therefore agree that it is the
value judgment that leads to knowledge and understanding, and not the existence or nonexistence of an emotional reaction.