Throughout the history of education, knowledge has been encouraged through the discovery of ideas from textbooks and teachers. But, according to Kincheloe, Slattery & Steinberg (2000, p.76), knowledge that is constructed and invented is worth the most and should be the emphasis of today’s model of education. Constructed knowledge produces a classroom environment where students are free to question the content and validity of both the text and curriculum. The pursuit of knowledge in this fashion will not only gain and hold student interest, but also encourages the application of new knowledge to the student’s life and will lay a foundation for the continuation of critical thinking skills.
Astington (1997, p.95) discusses the importance of students constructing knowledge with the guidance and assistance of educators. Through this process, all groups of students can participate and will benefit individually and together, as a class. This knowledge is needed by all students in order to acquire learning skills and discovery of the various subject areas taught in the classroom.
In addition, when first entering school, students should have the knowledge given to them by their parents. Parents who instill and talk to their children about other “people’s thoughts, wants, and feelings” (Astington, 1997, p.96), will foster an understanding of other students and society. All students need this basic knowledge as they begin the primary years of education. With this basic knowledge instilled in the young student, an educator will be able to guide the young mind to the construction and invention of new knowledge and ideas.
Astington, J.W. (1997). Reflective teaching and learning: children's and teachers' theories of mind. Teaching Education 9(2). 95-103.
Kincheloe, J.L., Slattery, P., & Steinberg, S.R. (2000). Contextualizing Teaching: Introduction to Education and Educational Foundations. New York: Longman.
