Knowledge is Not transferred it is constructed

A Personal Experience:
Knowledge Is Not Transferred, It Is Constructed

By Mario deSantis, February 2, 1999

constructivists contend that knowledge and truth are constructed by the learner
There are different theories of epistemology, that is the way we learn and acquire knowledge. Though
.
I have been an educator for some years, I was never interested about them until 1998 when I stumbled on the works of Humberto Maturana⁽¹⁾. Maturana is a biologist and his work on the biological origin of cognition⁽²⁾ has provided additional support for the current Constructivism⁽³⁾ theory of epistemology as opposed to the Objectivism⁽⁴⁾ theory. Without going into the
.
philosophical details of such theories, constructivists contend that knowledge and truth are
.
constructed individually by the learners, while objectivists believe that knowledge and truth are external realities the learners are expected to replicate. Another major difference⁽⁵⁾ is that while
.
objectivists strive for one worldview, constructivists celebrate differences and debates. Therefore, in
.
a classroom setting, the constructivist teacher has the role of a facilitator for the learning of the
.
students, while the objectivist teacher has the role of transferring his knowledge to the passive
.
students. In my teaching years I have been a "constructivist" teacher for many reasons, one being
.
that I did not feel I had to be the sole source of the students' learning. This kind of realization, just
.
came to my mind today, as I reflected on my past teaching experiences in Weyburn in the late 80's.

I didn't stick with the subject

they stated they were
learning on their own
While in Weyburn, I had the opportunity to teach business classes with the Saskatchewan Institute
.
Arts Science and Technology (SIAST). One of the strongest criticisms I received while being
.
evaluated by my students was that I had a strong Italian accent, I didn't stick with the subject, and I
.
didn't dictate notes. Once the students were asked if they learned anything from my classes, they
.
stated they were learning but it was not because of me, it was because of their own effort. As I
.
received such unpleasant evaluations, I felt hurt and disappointed. Here I put my heart in my
.
teaching, I let my emotions follow my speaking, I walk up and down the classroom, talked about
.
Economics and marginal utility, drew graphs on the blackboard, made reference to the mathematical
.
concept of derivative, to the economic concept of interest, I make further analogies, questioned the
.
students, and, after all this, I get those unpleasantries. Such experiences were somewhat devastating,
.
however I had the consolation to know that my students were learning, and as they stated they were
.
learning on their own, what else?

the students were able to learn
The above story is a personal experience, but I find it socially relevant because it points out the
.
difficulties we have in trying to grasp what the Truth is or what Knowledge is. As a teacher, I had
.
no interest in following the "book" literally or "dictate notes", my interest was for my students
.
to learn no matter the circumstances; my students, instead, felt that I had to transfer my knowledge
.
upon themselves, either by regurgitating the "book" or by dictating notes. What was really
.
beautiful, aside my hurt feelings, was that the students were able to learn.

Knowledge is Constructed
The morale of this story, as I know now, is that Knowledge is not transferred, it is constructed,
.
though this is my experience and a new truth.

Endnotes:

1. What it is to be human - Notes by Humberto Maturana http://www.northnet .com.au/~pfell/notes.html

2. Need of Transformational Changes in Saskatchewan: The biological origin of cognition and implications for Education, by Mario deSantis, Sunday September 27,1998. Published in North Central Internet News

3. Constructivism & Relevant List of links http://www.tiac.net/users/lsetter/constr.htm An Overview of Semiotic/Constructivist Theories http://the-duke.duq-duke.duq.edu/notes/viz4/overview.htm Constructivism Relevant List of links, Site designed by Leslie Grightmire, University of Toronto http://www3.sympat ico.ca/lgrightmire/CONS.HTM

4. Introducing Objectivism, By Ayn Rand http://www.aynrand.org/de bate/io.shtml MonoRealism & Objectivism http://www.onthenet.com.au/~thinker/general/objectivism.html

5. Constructivism: Definition and Implications for Implementation, Research Synthesis, by Greg Swan and Billie Hughes, Maricopa Community College District http://m cmuse.mc.maricopa.edu/~swan/constructivism.html

A Personal Experience: Knowledge Is Not Transferred, It Is Constructed
By Mario deSantis, February 2, 1999

constructivists contend that knowledge and truth are constructed by the learner	There are different theories of epistemology, that is the way we learn and acquire knowledge. Though . I have been an educator for some years, I was never interested about them until 1998 when I stumbled on the works of Humberto Maturana⁽¹⁾. Maturana is a biologist and his work on the biological origin of cognition⁽²⁾ has provided additional support for the current Constructivism⁽³⁾ theory of epistemology as opposed to the Objectivism⁽⁴⁾ theory. Without going into the . philosophical details of such theories, constructivists contend that knowledge and truth are . constructed individually by the learners, while objectivists believe that knowledge and truth are external realities the learners are expected to replicate. Another major difference⁽⁵⁾ is that while . objectivists strive for one worldview, constructivists celebrate differences and debates. Therefore, in . a classroom setting, the constructivist teacher has the role of a facilitator for the learning of the . students, while the objectivist teacher has the role of transferring his knowledge to the passive . students. In my teaching years I have been a "constructivist" teacher for many reasons, one being . that I did not feel I had to be the sole source of the students' learning. This kind of realization, just . came to my mind today, as I reflected on my past teaching experiences in Weyburn in the late 80's.


I didn't stick with the subject they stated they were learning on their own	While in Weyburn, I had the opportunity to teach business classes with the Saskatchewan Institute . Arts Science and Technology (SIAST). One of the strongest criticisms I received while being . evaluated by my students was that I had a strong Italian accent, I didn't stick with the subject, and I . didn't dictate notes. Once the students were asked if they learned anything from my classes, they . stated they were learning but it was not because of me, it was because of their own effort. As I . received such unpleasant evaluations, I felt hurt and disappointed. Here I put my heart in my . teaching, I let my emotions follow my speaking, I walk up and down the classroom, talked about . Economics and marginal utility, drew graphs on the blackboard, made reference to the mathematical . concept of derivative, to the economic concept of interest, I make further analogies, questioned the . students, and, after all this, I get those unpleasantries. Such experiences were somewhat devastating, . however I had the consolation to know that my students were learning, and as they stated they were . learning on their own, what else?


the students were able to learn	The above story is a personal experience, but I find it socially relevant because it points out the . difficulties we have in trying to grasp what the Truth is or what Knowledge is. As a teacher, I had . no interest in following the "book" literally or "dictate notes", my interest was for my students . to learn no matter the circumstances; my students, instead, felt that I had to transfer my knowledge . upon themselves, either by regurgitating the "book" or by dictating notes. What was really . beautiful, aside my hurt feelings, was that the students were able to learn.


Knowledge is Constructed	The morale of this story, as I know now, is that Knowledge is not transferred, it is constructed, . though this is my experience and a new truth.

Endnotes:
1. What it is to be human - Notes by Humberto Maturana http://www.northnet .com.au/~pfell/notes.html 2. Need of Transformational Changes in Saskatchewan: The biological origin of cognition and implications for Education, by Mario deSantis, Sunday September 27,1998. Published in North Central Internet News 3. Constructivism & Relevant List of links http://www.tiac.net/users/lsetter/constr.htm An Overview of Semiotic/Constructivist Theories http://the-duke.duq-duke.duq.edu/notes/viz4/overview.htm Constructivism Relevant List of links, Site designed by Leslie Grightmire, University of Toronto http://www3.sympat ico.ca/lgrightmire/CONS.HTM 4. Introducing Objectivism, By Ayn Rand http://www.aynrand.org/de bate/io.shtml MonoRealism & Objectivism http://www.onthenet.com.au/~thinker/general/objectivism.html 5. Constructivism: Definition and Implications for Implementation, Research Synthesis, by Greg Swan and Billie Hughes, Maricopa Community College District http://m cmuse.mc.maricopa.edu/~swan/constructivism.html

A Personal Experience: Knowledge Is Not Transferred, It Is Constructed

A Personal Experience:
Knowledge Is Not Transferred, It Is Constructed