Rivers and Fireworks: Social Constructivism in Education

Abstract

This chapter examines sociocultural theory and social constructivism as a framework for effective classroom practices. The author begins by suggesting that teachers examine their own beliefs about teaching and learning, in particular whether they align with a traditional teacher-centric model or a more student-centred one. The author briefly explains Vygotsky’s sociocultural theory with the metaphor of a river of social, cultural, political, historical, and religious factors that mediate and regulate individuals’ experiences. The Zone of Proximal Development is defined as the range between the comfort zone and the fight-or-flight zone, where all learning takes place with the scaffolded and guided support of a teacher. The chapter then turns to social constructivism, a learner-centred paradigm that encourages students to be engaged, reflective, and interactive with each other and with the teacher. The notion of schema is portrayed using the imagery of coat hooks where new knowledge is hooked onto the old—and fireworks, that explode in an exponential web of learning. The author suggests ideas for translating constructivism into practice and gives an example from a classroom in an Indian village. The chapter closes by reminding teachers to examine their beliefs with an open hand and to aim to build strong relationships with students through courage, humility, and respect for all learners.