The Human Learning Process and Transformation
According to the laws of physics, no energy existing in the universe is lost; it merely transforms from one form to another. Similarly, human curiosity, the questions we ask, and the answers we find are like energy indicated by these physical laws—they never truly disappear but continually transform into something else.
What is learning, how do humans learn, how does the brain function, what do we remember, why do we remember certain things, do we actually exist, and where are we heading?
Considering the individual's active engagement and awareness of what they learn, we realize that all theories and the answers posed by thinkers seeking truth emerge from these questions. In philosophy, this is where "true" knowledge resides, while in psychology, the concept of "truth" is understood through how knowledge is structured and its impact on the individual.
Constructivism, translated into Turkish as "Yapılandırmacılık," has its roots in Latin but the concept itself means "to build" or "to construct." The theory is defined as individuals integrating new knowledge and understanding with what they already know to construct new insights and knowledge. In constructivism, knowledge is never independent of the individual; it is created individually. Therefore, individuality and personalization are fundamental in constructing knowledge.
The sophist philosopher Protagoras (c. 481-420 BC) argued that all knowledge comes from the senses, and these senses vary from person to person. In other words, knowledge is the measure of everything in human beings. This concept of "human relativity" laid the foundation for constructivism and can be considered the initial connection between constructivism and sophist thought. The subjective nature of knowledge, the power to elevate human beings to their highest potential, and the ability to relate theoretical knowledge to life are fundamental principles in constructivism as well as for the sophists.
When we look at history, we see that Socrates advocated that knowledge inherent in the human soul could be uncovered through mutual question-and-answer dialogues. In fact, his technique is regarded as the initial emergence of "Discovery Learning" in history. In this technique, the learner engages in dialogue and debate with the teacher. A topic believed to be well-known by the learner is brought up, and questions related to the topic are asked. Through these questions, the learner is encouraged to reflect on incorrect or inconsistent information they may have, aiming for them to eventually reach the fundamental idea of "I know that I know nothing." Subsequently, with the right clues, correct knowledge is discovered by the learner with the help of the teacher during the dialogue. Here, the goal is for the learner to construct knowledge themselves.
A similar approach can also be found in Aristotle. According to him, humans are not born inherently knowledgeable but acquire sensory knowledge, process it, and conceptualize it in a universal manner. Aristotle's epistemological approach, which views the mind as a blank slate at birth (Tabula Rasa) and asserts that knowledge is acquired through individuals' experiences, is also supported by Locke's perspective. Locke's assumption posits that learners, individuals, are nourished and influenced by their social environment, which is associated with the concept of social constructivism.
Furthermore, Vico's statement "One who knows a thing can explain it" tells us that learners are active in their mental processes and in their own learning. The constructivist understanding of "active learner capable of turning theory into practice" can also be considered a reflection of Vico's ideas. Rousseau also advocated for the development of curiosity and the desire for knowledge in children, emphasizing the need for knowledge and skills that enable a child to sustain themselves in various stages of life rather than rote memorization.
Another important concept highlighted by Rousseau is the willingness of the individual to engage in this process, or in other words, intrinsic motivation. While intrinsic motivation is important in cognitive constructivism, social constructivism emphasizes both intrinsic and extrinsic motivation in the learning process. In this regard, we can say that Rousseau's constructivism has influenced constructivist theories in various dimensions.
"Constructivism" has been shaped over time by the principles of human cultural, biological, linguistic, and social development articulated by Piaget and Vygotsky, as well as the views on learning and education by Ausubel, Dewey, and Bruner. However, this formation has never reached its final form.
Throughout history, influenced by constantly changing questions and forms, "constructivism" has evolved into its current structure. According to its philosophical foundation, it will continue to change, redefine itself, and transform as long as humans exist. Therefore, beyond being a learning theory, it will always appear as a philosophical way of thinking.
Just like a transformation, although calm and time-consuming, the impact of the constructivist approach is clearly visible in educational processes and learning-teaching practices. The constructivist perspective, which has been influential in shaping contemporary educational understanding, has differentiated the roles of teachers and students within the classroom, transforming the student from a "knowledge receiver" to a "knowledge constructor". Outcome-focused assessments in measurement and evaluation have gradually decreased in importance, giving way to process-oriented, authentic assessments that are aligned with real-life situations and focus on individual development.
"Constructivism" suggests that learning occurs at a higher level when the mind actively engages with questioning and when curiosity embraces challenging situations. In fact, in some minds, these questions linger for long periods, much like renowned Turkish mathematician Cahit Arf expressed in one of his recent interviews: "I have a question that I've been pondering since middle school. I've made considerable progress, but haven't solved it yet. I think I will."
So, how will these questions stay in our children's minds? We will explore together in the upcoming articles!
Deniz Baysura
Fide Schools Assistant Academic Coordinator
