Philosophical Foundations

of Education
SOCIAL RECONSTRUCTIONISM

Pedro A. Arongat, PhD

Professor
 Reconstructionism
Social reconstructionism, also called as
Critical Theory or Critical Pedagogy, is a
philosophy that emphasizes the
addressing of social questions and a
quest to create a better society and
worldwide democracy.
 Reconstructionism
Reconstructionism is an educational
approach that is not affiliated with any
one system of thought. When members
of a group are faced with racist, sexist,
homophobic attitudes, they speak up
and advocate for change
 Reconstructionism
Reconstructionism is a philosophy that
focuses on empowering the learner to take
control of their own learning. It has been
argued that this approach is most effective
for learners who struggle with more
traditional and linear styles of learning.
 Reconstructionism
Reconstructionism in education philosophy
is the belief that education should be
designed so that learners experience in an
environment where they are treated like
democratic participants. Teachers are there
to guide and help not to control.
Proponents:
Theodore Brameld (1904-1987) was the
founder of social reconstructionism, in
reaction against the realities of World War
II. He recognized the potential for either
human destruction through technology
and human cruelty or the capacity to
create a beneficent society using
technology and human compassion.
Proponents:
George Counts (1889-1974)
recognized that education
was the means of preparing
people for creating this new
social order.
Proponents:
Paulo Freire (1921-1997)
was a Brazilian whose
experiences living in poverty
led him to champion
education and literacy as the
vehicle for social change.
 Proponents:
- Freire saw teaching and learning as a process of
inquiry in which the child must invent and
reinvent the world. In his view, humans must
learn to resist oppression and not become its
victims, nor oppress others. To do so requires
dialog and critical consciousness, the
development of awareness to overcome
domination and oppression.
 Characteristics:
 It provides students with learning
requisite for altering social,
economic, and political realities
 Curriculum should foster social
action, aimed at reconstructing
society
 Characteristics:

 Encourages industrial & political

changes
 Students should be involved in
creating a more equitable society
 Characteristics:
 For social reconstructionists and
critical theorists, curriculum focuses
on student experience and taking
social action on real problems, such
as violence, hunger, international
terrorism, inflation, and inequality.
 Characteristics:
 Strategies for dealing with controversial
issues (particularly in social studies and
literature), inquiry, dialogue, and
multiple perspectives are the focus.
Community-based learning and bringing
the world into the classroom are also
strategies.
 Characteristics:
Most advocates of reconstructionism
are sensitive to race, gender, ethnicity
and differences in socioeconomic
status. It focuses upon the use of
revolutionary literature in classrooms
that is aimed at "liberation."
 Aims of Education

Reconstructionist educators focus

on a curriculum that highlights
social reform as the aim of
education.
 Aims of Education

Strengthen control of the

schools by and for goal-seeking
interests of the overwhelming
majority of mankind
 Aims of Education
Critically examine all cultural and
educational institutions and recommended
change and reform as needed
Teach students and the public not to settle
for "what is" but rather to dream about
“what might be”
 Aims of Education

Prepare students to become agents

for change
Social reconstructionists believe
that systems must be changed to
overcome oppression and improve
human conditions.
 RECONSTRUCTIONISM
AND CURRICULUM

 A reconstructionist curriculum would

include bringing students into their
community. Ideally, students would
spend half of their time in the
classroom and the other half outside of
the classroom in different settings.
 RECONSTRUCTIONISM
AND CURRICULUM

 The curriculum would encourage

students to directly apply what
they are learning through social
activism, reform and change.
 RECONSTRUCTIONISM
AND CURRICULUM
As part of the reconstructionism
model, the curriculum would use
service learning and discussion groups
to teach, while also bringing the world
into the classroom and the students
out into their community.
 RECONSTRUCTIONISM
AND CURRICULUM
 In the reconstructionist curriculum, it was
not enough for students to just analyze
interpret and evaluate social problems. They
had to be committed to the issues discussed
and encouraged to take action to bring
about constructive change.
 RECONSTRUCTIONISM
AND CURRICULUM
 The curriculum is to be based on social and
economic issues as well as social service. The
curriculum should engage students in critical
analysis of the local, national and international
community. Examples of issues are poverty,
environment degradation, unemployment,
crime, war, political oppression, hunger, etc.
 RECONSTRUCTIONISM
AND CURRICULUM

 In general, the curriculum emphasized

the social sciences (such as history,
political science, economics, sociology,
religion, ethics, poetry, and
philosophy), rather than the sciences.
 Roles of Teacher
 An educator who is also a social
activist
 Sees education as a tool for
solving the problems of society
 Roles of Teacher
 The teacher can inform others
about the nature and the extent of
the problem
 Can suggest what one can do
about these problems
 Roles of Teacher

Rather than being passive

dispensers of knowledge, teachers
should become facilitators for
analysis and change
 Roles of Teacher
 Teachers are considered the prime agents of
social change, cultural renewal and
internationalism. They are encouraged to
challenge outdated structures and entrusted
with the task of bringing about a new social
order which may be idealistic in nature.
 Evaluation of
Reconstructionism
 Reconstructionist’s analysis of social
problems and the accompanying
remedies suffer from shallowness
and superficiality.
 Evaluation of
Reconstructionism
 Often, in their strong desire for
change, reconstructionists are
precipitous in their
recommendations for reform.
 Evaluation of
Reconstructionism
 Reconstructionists have a romantic
notion of what schools can do.
 The views about democracy and
decision making are questionable.
 Advantage

It teaches student about

their own histories and
those of others around the
world
 Advantage

More engaging and allows

students to understand
better the material they
are learning.
 Advantage

 Believe that Bible is a reliable source of

knowledge. Reconstructionism
emphasizes the importance of
understanding God’s will for our lives
and how can we live in accordance with
it.
 Disadvantage

It can be difficult for teachers to

implement this teaching style
because they must change the
enite curriculum
 Disadvantage

It can be difficult for

teachers to find resources on
topics outside their
expertise.
 Disadvantage

Reconstructionism does not

have agreed-upon set of
beliefs, so there is no one way
to practice Reconstructionism.
 CONCLUSION
Reconstructionist philosophy has been
an antidote to the easy virtues of
materialism, traditional cultural values,
and social stability. Its theory is not
widely accepted but it can stimulate
and provoke critical thinking.
 CONCLUSION

Reconstructionism has provided

visions for a more perfect world
and suggested ways of obtaining
them.
 CONCLUSION
Concern for social values, humane justice,
human community, world peace,
economic justice, equality of opportunity,
freedom and democracy – are the
significant goals for reconstructionism.
Thank you!