Publication 5289

Griffiths D. (2018) A Constructivist Curriculum? Constructivist Foundations 13(3): 323–324. Fulltext at https://cepa.info/5289
Open peer commentary on the article “Heterarchical Reflexive Conversational Teaching and Learning as a Vehicle for Ethical Engineering Curriculum Design” by Philip Baron. Upshot: To work with institutional curricula, it is necessary to adopt practices that conflict with a radical constructivist philosophy. This conflict can generate contradictions that are often left uninspected, and which are particularly hard to disentangle in a post-colonial society.

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