Excerpt: The remainder of this chapter will be devoted to presenting a brief overview of the perspectives set forth by the various authors, knowing full well, of course, that such an exercise brings into play our understanding of their viewpoints and our capacity for locating distinctions and particularities therein. In short, it is clear we will be presenting our own understanding of constructivism.

Excerpt: I would like to show how the constructivist point of view makes it possible to develop a vision of the whole of educational phenomena which is comprehensive and penetrating and which, at the same time, is both viable and even fertile. This kind of vision would embrace education as much in terms of its psychological, developmental, socioaffective, and psychopedagogical aspects as of its cognitive and didactic aspects. By the same token, I would also like to show what occurs when the constructivist approach is widened to include all educational phenomena: It is possible at that point to contextualize and delimit application of the approach in relation to more specific problematics involved with schooling and teaching – two areas that, after all, form only a subset of the entire educational field.