Learning Theories and Social Constructivism Presentation

1. Social Constructivism

2. Definitions • Social constructivism posits that knowledge and “facts” are not simply discovered, but constructed through social processes and context​. • In this view, even scientific truths are shaped by historical, cultural, and political factors rather than purely objective observation​

3. Other Major Learning Theories Bloom’s Domains of LearningFramework that categorizes different levels of learning into 3 domains: Cognitive, Affective and Psychomotor ConstructivismLearning is an individualized process where each learner learns uniquely based on their background and prospectives Critical Theory Encourages learners to question assumptions, challenge dominant narratives, and develop critical consciousness about societal issues and their own positionality Socio-Cultural Theory / Social Constuctivism Learning is a collaborative process that occurs through shared activities, conversations within a specific cultural context and language use Psychosocial Theory Iindividuals go through eight stages of development, each characterized by a specific psychosocial crisis or challenge HumanismLearning should be student centric, focused on the whole person and their personal growth and self-actualization Multiple Intelligences Theory individuals possess a range of intelligences, including linguistic, logical-mathematical, spatial, and others Kolb's Experiential Theory Suggests that learning occurs through a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Adult Learning Theory (Andragogy)Adults are self-directed, bring a wealth of life experiences, and are motivated by internal factors Behaviorism Learning is occurs through the reinforcement of desired behaviours and the supress of undesired behaviours

4. Theoretical Foundations and Key Contributors • Thomas Kuhn (1922–1996) • Introduced the concept of scientific paradigms and paradigm shifts. • “The Structure of Scientific Revolutions (1962)”, Kuhn showed that scientists operate within paradigms – shared frameworks of theories, methods, and assumptions – that define “legitimate” research in a given era. • A paradigm shift occurs when the scientific community collectively changes its framework (after anomalies accumulate), illustrating that what counts as truth depends on the consensus of a community.

5. Theoretical Foundations and Key Contributors • Paul Feyerabend (1924–1994) • Advocated “epistemological anarchism,” arguing there is no single universal scientific method. • In Against Method (1975),he famously asserted that no fixed rules govern scientific progress – historically, scientists have succeeded by sometimes breaking methodological rules, hence his slogan “anything goes”​ • Feyerabend’s work highlights that science is influenced by human creativity, cultural context, and even political forces, not just rational procedure. “Worse Enemy of Science”?? [Paul Feyerabend: The Worst Enemy of Science]

6. Core Concepts of Social Constructivism • Knowledge as Socially Constructed • Knowledge and truth emerges through social interactions, discourse, even disagreement and ideas challenge/debate. • Scientists (or other knowers) build knowledge together, negotiating meanings; facts are “made” in this collaborative process, not merely “found.” • Cultural context • Facts and lessons within a culturally influenced framework, ring. • Knowledge is context-dependent on culture, civilization, era. What is true in one might be questioned in another • Language • Language helps to shape the perceived reality • No absolute objective truth • Knowledge is gained via social processes and can vary depending on the context of the community e.g. gender position, religion

7. Examples of Social Construct • Differently than phenomena that are determined or biologically set, these social constructs are formulated by the social contexts and language in which they exists and the interaction of the members of those social contexts.

8. No single flavour of Constructivism Cognitive Sociocultural Radical As part cognitive development Knowledge through interaction Own expeirences • Radical Constructivism • Emphasizes the subjective construction of reality by each individual person. • Knowledge is strictly the product of an individual’s own experience – we can never truly know an objective reality, but our personal mental visualization of it (Ernst von Glasersfeld). • Knowledge is not transmitted but built in the mind and is inherently subjective • Teachers should focus on helping students construct their own understanding • Cognitive Constructivism • Individuals cognitively develop and construct understanding • Based on Jean Piaget’s work, it holds that people (especially children) build new knowledge by connecting it to their existing cognitive frameworks​ • The individual mind is active in making sense of information; learning depends on one’s prior knowledge and cognitive development • Social/Sociocultural Constructivism • Knowledge through interaction with others and the influence of culture (Lev Vygotsky’s) • Zone of Proximal Development – the gap between what you can do alone vs. with guidance from someone more knowledgeable • Social context and language are integral to learning

9. The Case of Organizational Culture • A clear example of social constructionism in action is organizational culture in today’s workplace. • It encompasses the shared values, everyday practices, and even a collective mindset among employees (like the sense of urgency, adhering to timelines etc). • Instead of being shaped by formal policies or hierarchical structures, this culture develops organically through the ongoing social interactions between people within the organization. • New team members • When someone new joins a company, understanding the culture goes far beyond reading the employee handbook. • It’s through day-to-day interactions and riduals such as grabbing coffee/frappe with colleagues, attending meetings, or casual conversations • These moments reveal the unspoken expectations, like whether it’s normal to question a manager’s decision or how the team handles staying late. • Culture is Always Evolving • Organizational culture isn’t fixed but changes over time through everyday interactions. • Example of a company merger: at first, you’ve got two distinct cultures coming together. As people start working side by side, they begin to ask practical questions like, “How do we run meetings now?” Through these conversations, a new, blended culture gradually forms. • The same happens when there’s a change in leadership or shifts in the external environment

10. Google’s Collaborative Culture

11. Source: https://fourweekmba.com/google-organizational-culture/

13. Netflix Culture – Social Constructivism in Action • Freedom & Responsibility • Employees are trusted with autonomy to make decisions and take smart risks within a shared set of values • Context, Not Control • Leaders focus on setting clear vision and context—empowering teams to innovate and align independently • Candid Feedback (keeper test) • Honest, ongoing feedback is part of daily work, shaping better ideas and a shared understanding of success • Team shared values • Collaboration, trust, and adaptability matter more than individual brilliance—"no brilliant jerks" allowed. • Evolving Together • The culture is fluid, shaped by learning from wins and missteps—growing through collective experience.

15. Opposing Theories • Cognitivism (Jean Piaget) • learning as an individual mental process— how we take in, organize, store, and recall information. • In contrast, social constructivism highlights the social nature of learning, where understanding is built through interaction, dialogue, and shared experiences. • Behaviorism (B.F. Skinner) • learning as a change in behavior that results from external stimulous. Emphasizes conditioning and reinforcement, portraying the learner as reactive to their environment. • In contrast, social constructivism sees learners as active participants who construct knowledge through social interaction and shared experiences. • Instructivism • The teacher is the authority who transmits knowledge directly to students. • Instructivism is about delivering content; social constructivism is about dialogue, inquiry, and mutual meaning-making.

16. How does it affect us as PhD researchers/students? 01 Knowledge via Collaboration • Research not done is isolation, but ideas are shared, published and challenged Learning is Ongoing 05 02 Dialogue and Co-Creation Context matters Critical reflection • Knowledge is not static, but own learning and deeper understanding of a subject is achieved through not just research, interactions with colleagues and supervisors – including publications and presenting to the community • process of co-constructing meaning and sharing of ideas and via dialog their refinement • Understanding and analysis of our subject/area is influenced by the culture, language and environment we are living, working and operating in • Encourages us to question what we read, analyze and engage multiple different disciplines and ideas and be aware of our own biases 03 04