I am interested in suspending for a moment my hesitation to accept Radical Constructivism and trying to imagine the pedagogical implications of Radical Constructivism in the classroom. It would seem that the Radical Constructivist viewpoint, if accepted, calls for a total overhaul of the system of institutionalized education we as a nation currently employ. A system that attempts to impart truth and knowledge would be discounted by radical constructivism. A system in which things are at best viable based on past experience would certainly make evaluating students more difficult, if not entirely impossible.Surely to attempt to change a students viable conception to that of your own would imply that you find yours superior, or that there was something subjective about your conception. Math appears, at least at first glance, to be a field which contains indisputable truths. 1+1 will always equal two. I'm uncertain as to how the Radical Constructivist would get around this as an indubitable knowledge claim.
Were it to seem 'viable' to a student that 1+1 came out to some other figure, would a teacher be in a position to correct them under RC theory?
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