Habermas's communicative theory and Kantian limited objectivity as grounding for objective standards in Constructivism¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper argues that Habermas's communicative theory of meaning, in which claims of validity and truth are decided by resolving normative rightness through discursive argumentation, supports Constructivism threefold: it bridges theory and practice, connects rationality and morality, and connects the individual and the collective. Combined with Kant's notion of objectivity grounded in shared rational nature rather than objective knowledge of the external world, this yields a limited brand of objectivity that allows objective standards to be pursued as an essential part of Constructivist instruction without externally imposed standards controlling learning.

Design Implications¶

Context¶

Requirements¶

• Objective standards must be treated as prescriptive standards to be progressed toward but never fully obtained

Constraints¶

• This brand of objectivity differs from the Objectivist claim that knowledge representations correspond to the external world, which Constructivism opposes

Target Learners¶

• learners and instructors in educational settings

Target Learning Objectives¶

• rationality
• moral reasoning
• discursive argumentation

Claims¶

Related Theories¶

• Constructivism as a theory of knowledge and learning with individualistic, social, and combined branches
• Constructivist prescriptive principles for learning environments
• Siegel's broad rationality: critical thinking as an educational and moral ideal grounding Constructivism

Examples¶

• Integrate evaluation into the learning process with learners participating in creating and understanding standards

Key Sources¶

• Luppicini, Rocci; Schnackenberg, Heidi. (2000). In Support of Constructivism: Utilizing Rational, Moral and Communicative Frameworks to Address Frequently Posited Criticisms. https://eric.ed.gov/?id=ED455777