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Chapter III: Seductive Illusions: Von Glasersfeld and Gergen on Epistemology and Education

Constructivism is the new rallying theme in education. Its popularity derives from its origins in a variety of disciplines, notably philosophy of science, psychology, and sociology. The implications of a constructivist perspective for education differ depending on its disciplinary foundation, but professional education groups as diverse as the National Association for the Education of Young Children and the National Council of Teachers of Mathematics have based revisions of their standards for practice on the constructivist assumption that learners do not passively absorb knowledge but rather construct it from their experiences.1