Social
Improvement through Reconstructionism
Social
Improvement Learning Theory (SILT) is one which conceptualizes every learner as
having distinct needs, and distinct potential strengths by which they could
ultimately make productive changes to the community in which they reside. Reconstructionism
provides the baseline by which the rationale for this learning theory is to be
understood. Reconstructionism is based
on the premise that humanity can control its destiny through education to
reform society to its desired outcome (Hill, 1997). In this regard, and considering that it is a
critical approach to learning, its application here is based on the normative
goal of rendering the world a better place, and creating structures of mutual
respect in relation to individual and collective self-actualization. With this in mind, the purposes of a
Reconstructionist approach to teaching and learning are to create educational
structures which make improving social conditions possible.
Education
within a SILT framework is always reform and focused on purpose. From this aspect, the needs and capabilities
of each individual are to be taken into account, as are their places in the
collective and personal interests to derive an approach to learning which is
symbiotic to needs, desires, and potentials.
By conceptualizing education in such fashion, it becomes possible to
begin the work to achieve macro-scale social goals through micro-level learning
processes. The SILT approach is oriented
to bringing about social change. It
takes into account the needs of both the collective and the individual learner
in terms of charting relevant educational pathways.
Grounding itself in
Reconstructionist theory, SILT is one which predicates the rationale underlying
learning, either in the context of childhood learning or continuing adult
education, as being oriented towards improving the structures of the social
world which surround us. In this respect, it adopts a critical approach which
bridges the gap between the macro and micro level structures of learning
through the combination of Reconstructionism and Vygotsky’s approach to
pedagogy. Beginning with the former, this theory is predicated upon the notion
that the end goal of learning is always to empower learners so that they may think
critically in a manner conducive to improving the structures of social life
which surround them. As such, the core
of Reconstructionism, which is at the foundational core of this theory of
knowledge, deems optimizing the social world as the logical extension of
learning, and as this personal theory’s macro level raison d'être.
Shifting to
the micro level and engaging in an overview of Vygotsky’s approaches to
cultural-historical psychology as well as the zone of proximal development,
perhaps there are respective and bifurcated roles for each within SILT. Beginning with the cultural-historical
contingency, which lies at the heart of Vygotsky’s work, factors associated
with globalization require that the cultural contingency inherent to learning
be expanded so as to include a truly global component. On this basis, critical thinkers and
innovators of the future will absolutely need to be able to master
cross-cultural differences to ensure success in a globalized and networked
society. In turn, the theory of proximal
development informs SILT inasmuch as the scaffolding which emerges from it
presents a graduated structure of learning germane to maximizing the potential
of all individuals. Writ-large, the
combination of these elements can then emerge as a structure that facilitates
maximizing the potential of learning in the twenty-first century’s demanding
context.
Reconstructionism
and the Baseline of Learning
Reconstructionism embodies the baseline of SILT in that it provides an
important macro level rationalization for the purpose of learning, itself. In this regard, Multicultural Education: Reconstructionism Coming of Age Author T.
Mathai Thomas (Teacher Education
Quarterly, 1994) argues that the Reconstructionist approach is one which
privileges the optimization of social structures, and the creation of
structures of egalitarianism as the normative baseline of its approach to
education. With this in mind, the
curricula derived from the Reconstructionist approach are ones which are
premised on reforming the educational question so as to achieve social justice,
equality, and other connected end-states. Thomas (1994) proposes that, as a philosophy
of learning, Reconstructionism is most important in that it provides an
ultimate goal for the educational enterprise in the form of both individual and
social betterment through the learning process.
The utility
of Reconstruction in this context derives from the rationale that it provides
for education. Thomas (1994) notes that
in any educational context it is crucial to reconcile the macro level purposes
of education with the micro level processes by which education and learning occur.
As such, Reconstructionism is of great
utility here in that it provides a macro level rationale for educational
enterprise. By focusing on the
betterment of society, and the manifold stakeholders, the Reconstructionist
approach is one which is capable of not only encapsulating the pedagogical
approaches by which learning takes place, but also of bringing about a common
purpose for teachers and learners, alike.
Its embodiment of a macro level rationale for the purposes and end goals
of education represents a necessary component of SILT.
Vygotsky
and Cultural-Historical Psychology
Moving forward to micro level
pedagogical structures, Vygotsky’s work represents one of the two foundational
cornerstones of the presented SI theory of learning. In this regard, Vygotsky’s (1978) concept of
Cultural Mediation is an essential cornerstone of any culturally-contingent
theory of learning. Vygotsky’s theory
proposes that the process of learning, always enshrined with a given cultural
space, is predicated upon the degree to which a child or other learner is
capable of gaining mastery of the intersubjective shared knowledge of their
community (Mayer, 2008). This process,
which Vygotsky (1978) refers to as internalization, is one which is based on
the development of practical knowledge allowing for the accomplishment of
important social functions (Kozulin, 1990). With this knowledge being
culturally-contingent in nature, Vygotsky (1978) proposes that the earliest and
most elemental stages of learning are those which allow a learner to develop
mastery of the baseline cultural functions which are necessary in their
cultural space. (Fox & Reisconscente, 2008)
Once internalization
has been completed, Vygotsky (1978) argues that the process of critical
thinking becomes enabled through appropriation of adult behavior and cultural
norms. In the context of
internalization, the next logical step of its completion is the development of
the critical thinking skills which requires a learner to innovate within the
context of the cultural space in which they live. With this in mind, Vygotsky’s insight,
vis-à-vis appropriation, pertains to the manner in which it represents the
juncture at which the learner moves from acting on the basis of internalized
cultural codes and schemas to innovating, in terms of their own behavior,
within the context of these structures.
“Only the mastery of abstraction, combined with advanced complex
thinking, enables the child to progress to the formation of genuine concepts”
(Vygotsky, 1986, p. 106). Therefore, the
appropriation phase, crucial to the development of the learner, is analogous to
the development of critical thinking skills which all learners require to
achieve the highest levels of cognition and development (Kozulin, 1990).
Moreover, these serve to bring about the critical thinking-based innovation required
in the context of any cultural or economic structure.
Vygotsky
and the Zone of Proximal Development
The theory
of the Zone of Proximal Development (Vygotsky, 1986) is central to the SILT
philosophy. Vygotsky uses this concept
to denote the significant gap in which a learner’s development can be
manifested between contexts where they are operating without assistance contra
to being under the tutelage of a skilled instructor. In this regard, Vygotsky (1986) rejects the
notions of Constructivism, Behaviorism and Gestaltism which would otherwise
create a critical and immutable relationship between development and learning
(Kozulin, 1990). Rather, Vygotsky (1986)
argues that it is possible for learners to develop skills which go beyond their
developmental level on the basis of the proposition that learning is imperative
prior to development.
Zone of
Proximal Development is a theory which leads to the concept of
scaffolding. At its base, it refers to
the fact that, in the development of any learning process, it is absolutely
necessary to adjust the level of support provided to a learner. There is no one “cookie cutter” method to
learning or instruction. Within the
context of the cultural contingency of learning, it becomes apparent that the
principle of scaffolding is one which implies that all learning activities must
be tailored to the specific situation and potential of the individuals involved
in the learning process. With
scaffolding relevant and applicable to both teachers and students in the nexus
formed by the zone of proximal development affects both student potential and
teacher capacity this graduated approach is one which takes into consideration
the wide heterogeneity of capacities (and cultural factors) associated with
both teaching and learning (Stone, 1998). Ultimately, the insights regarding gradualism
provided by the zone of proximal development are ones which dramatically affect
the micro-level elements of the interconnected teaching and learning processes.
A
Learning Philosophy in Practice
Moving from
the abstract to the pragmatic, the purpose of SILT is to reconcile the macro
level element of Reconstructionism with the micro-level insights of Vygotsky’s
work. In this regard, SILT as laid out
is one which seeks to build on the synergies existing between these two bodies
of scholarship as to bridge the micro-macro gap in a feasible fashion. In so doing, it deploys Vygotsky’s important
micro level insights in a manner germane to reconciliation with the macro level
purposes of Reconstructionism. In sum,
the focus on nexuses which is elaborated upon below is one which seeks to reconcile
the purposes of education and learning with the micro level tools which are
most ideal to maximizing the effectiveness of the learning process. The approach presented below, combining
Reconstructionism, cultural contingency and gradualism is one which seeks to
construct learning as something which occurs, on the basis of purposefulness
for the achievement of ultimate social and cultural goals.
Globalization
and Learning
Shifting to
Vygotsky and the micro level processes of education associated with this
approach, his work is incredibly important in the context of an emergent
globalized economy and culture. The
focus on cultural-historical psychology, which lies at the heart of his work,
is crucial to any modern theory of learning inasmuch as the cultural barriers
which previously created distance between cultures have disappeared, and left
behind great synergies of cross-cultural pollination. On this basis, Vygotsky’s (1978) chief
applicability to SILT pertains to the cross-cultural dynamics to which his work
is capable of bringing structure.
Concerning this point, and under the premise that children increasingly
require frameworks of learning which will be beneficial to integration within a
global culture, Vygotsky’s concepts of internalization and appropriation become
incredibly relevant to teaching and learning.
Indeed, it will be crucial that teachers increasingly work to build
pedagogical structures that are imperative to integrating multiple sources of
culturally-contingent knowledge into their pedagogies.
It is
specifically the linkages between integration and appropriation which will be
of the greatest importance to the SILT learning process.
Should the next generation of learners be
able to think critically within the context of a globalized economy and
culture, it will be vital that its members be able to draw on a multitude of
cultural schemas and constructs. The
tasks of teaching and learning will grow in their holism, through the lens
provided by Vygotsky as to attain a peak wherein the concept of learning,
culturally-contingent in nature, sees its boundaries expanded to include a
holistic and global component. From this
foundation, it will become possible for a new generation of learners, immersed
in a global culture, to procure the most relevant elements of their
surroundings as well as their learning, and innovate through the appropriation
which lies at the core of Vygotsky’s theory. In optimizing the fortunes of the collective
and the conditions within it, it becomes crucial to enlarge the cultural spaces
in which teaching and learning efforts take place so as to reflect the
heterogeneous realities of undertaking teaching and learning programs in a
globalized world.
Scaffolding
and Proximal Development
Based on
Zones of Proximal Development (and the scaffolding approach which emerges from
it), SILT is one which is graduated in its core nature. In the context of the purpose orientation and
cultural contingency discussed above, it remains imperative that individual
learners are provided with the structures of pedagogical intervention most
germane to their success. As such, the
tailored approach of scaffolding, associated with the notion of proximal
development, is one which seeks to provide all individual learners with the
specific interventions they may require on the basis of the combination of
their life goals, abilities, and societal needs. Therefore, the use of scaffolding is meant to
reverse the dynamics associated with the anonymity which seems to currently
pervade society’s assembly line educational structure. So that every individual can be allowed to
reach their full potential, it becomes necessary that educational interventions,
designed to optimize learning, be specifically tailored to those who are
receiving them.
The
importance of knowing the learner and their needs is of the utmost importance
within the SILT micro level educational paradigm. Due to the specificity of the approach
proposed herein, it emerges as crucial that educational platforms be distinctly
tailored to both the specific needs of the individual and the collective. Given the latter’s relevance to the pro-social
mission of Reconstructionist pedagogy, reconciling individual and collective
needs, within the context of scaffolding, is absolutely critical to the success
of this approach. To achieve success in
this regard, educators must work to consistently evaluate and adjust the
interventions which they make use of in dealing with specific learners. In seeking to optimally adjust these
interventions, it becomes clear that the connections between teachers and
learners must be continual, and constantly updated.
Ultimately,
and with critical thinking skills and abilities pertaining to pro-social innovation
lying at the core of SILT, the scaffolding approach used here and mimicking
Vygotsky’s transition from internalization to appropriation must be designed to
optimize learners’ abilities to make use of their culturally-contingent
information in a sophisticated fashion. Ultimately
leading to the type of innovation which is necessary for both social progress
as well as self-actualization, this continuous approach to developing critical
thinking skills, and the ability to appropriate, represents the principal micro
level focus of the learning theory advocated in favor of, here. With this, continuous evaluation and
adjustment must be the norm if individuals and the groups which they make up
are to be the subjects of the types of innovation-driven reform which the
Reconstructionist approach is so stringently focused upon achieving. (Thomas,
1994, p.74)
SILT
in Practice
My familiarization with students is
relatively limited as Classified Staff and as a Coach (1st year in
higher education). However, I envision
SILT being responsive to the individual academic needs of each student-athlete while
allowing for cultural awareness and an educational perspective/experience
outside of maintaining academic eligibility and developing athletic performance
(My primary coaching duties). Due to the
lack of preparedness of most incoming athletes (48 of 65 in remediation),
Vygotskian methods from a Reconstructionist perspective can be a method for
amelioration. Specifically, scaffolding
the knowledge and skills on campus and within the athletic program can prepare
students, academically.
As a Head Coach, ideally, I would
propose a system where students requiring remediation would redshirt (sit out a
year from athletic participation) and focus on academics before devoting any
time to athletics. The systems are in
place to apply the aforementioned method by way of National Collegiate Athletic
Association rules, California Community College Athletic Association and West
Hills College Coalinga policy (via redshirting); however, the pressures of
college football make it a tough sell.
For example, a potential recruit can choose to go to another school that
guarantees the chance to play immediately as a true freshman versus subjecting
one’s self to an academics first philosophy as I am proposing.
As a Head Coach or Athletic
Director, I would require athletes to devote hours to study hall (limited by
NCAA rules) and require sophomores to mentor incoming freshmen. The Zones of Proximal Development concept
will be utilized to socialize remedial student-athletes to the discipline that it
takes to handle the rigors of college athletics combined with the expectation
of academic success. 38 of the incoming
65 freshmen class have goals of transferring to a Division I university to
continue their athletic careers (according West Hills College Coalinga
Eligibility Data Sheets). 45 student-athletes
are in remediation requiring them to either attend summer school to have a
chance at graduating in 2 academic years or attending another semester after
exhausting community college athletic eligibility. To give West Hills College football players a
realistic chance at realizing goals of Division I football from the standpoint
of academic eligibility, an academic focus from admittance gives them a
realistic chance (students athletes have 5 consecutive years to complete 4
seasons of Division I eligibility).
The role of the instructional core
in athletics is slightly different from the traditional sense in
education. It consists of student
athlete, coach, and course load.
Ideally, all the pieces must work in conjunction to the benefit of the
student-athlete. In current application,
it is geared towards the athletic program.
Students attending class and maintaining a minimum level academic
performance allows for optimal results on the football field. Using Reconstructionist perspective, the
coach and course load can improve the student athletes in areas outside of
athletics. Team policy can be the
catalyst to addressing remediation.
SILT can also be a Reconstructionist
method to a (my) desired end-state of de-emphasizing athletics in higher
education. Perhaps, wins and economics
may be drivers of decision making in college athletics but what about the wellbeing
of the student-athlete? More
importantly, what about the academic success of the student? With SILT, the focus would not just be on the
de-emphasis of athletics merely for academic altruism but for better student-athlete
academic outcomes. The goal would be not
just staying eligible to play on Saturdays, but being a true asset to the student
body and developing life skills. West
Hills College is a very small community college of 1200 students
(westhillscollege.com/coalinga/about/why_choose_whc.asp) in rural Fresno
County. Realistically, cranking out
future NFL talent is not feasible due to the dynamics of location, size of the
program, and a less than stellar history wins and losses but producing
student-athletes that can transfer as “fully academically qualified” and while
being people of character is
possible. SILT is a way to reach out to
academically challenged student-athletes while also attempting to reform the
current dynamics of college athletics.
Conclusion
In
the end, the educational framework laid out here is an ambitious one. Due to SILT having both macro and micro level
aspirations, respectively pertaining to pro-social change and individual
self-actualization, it seeks to form a nexus between the needs of the
individual and those of the collective.
In this regard, the baseline of a macro level rationale set about by
Reconstructionist Theory is one which serves the fundamental purpose of
anchoring this learning theory, and of ultimately deriving the micro level
approaches most convivial to successfully implementing its corollaries. Reconstructionism gives SILT a unified purpose
in that it seeks to reconcile individual learning objectives and achievements
with the most important social goals which themselves serve to create
conditions germane to economic, political, and social harmonization.
With the
micro level component inspired by the work of Vygotsky contributing to the
achievement of this broader project, through the expansion of cultural referent
objects and the gradualist approach to pedagogy elaborated above, SILT is also
one which is virtuous because of its profound egalitarian connotations. Adapting education and learning to the needs
of different individuals, all the while considering the needs of the
collective, this approach is one which pays heed to the full gamut of goals set
forth by Reconstructionist pedagogy. As
such, it is an approach which has the potential to contribute to improving the
world as much as it will serve to improve the learning outcomes of those
studying under it.
References
Fox,
E., & Riconscente, M. (2008). Metacognition and self-regulation in James,
Piaget, and Vygotsky. Educational
Psychology Review, 20(4), 373-389. Chicago
Hill,
A. M. (1997). Reconstructionism in technology education. International Journal of Technology & Design Education, 7(1/2),
121-139.
Kozulin,
A. (1990). Vygotsky's psychology: A
biography of ideas. Cambridge, MA: Harvard University Press.
Mayer, S. J. (2008). Dewey's
dynamic integration of Vygotsky and Piaget. Education
and Culture, 24(2), 6-24.
Stone,
C. (1998). The metaphor of scaffolding: Its utility for the field of learning
disabilities. Journal of Learning
Disabilities, 31(4), 344-364.
Thomas,
T.M. (1994). Multicultural education: Reconstructionism coming of age. Teacher Education Quarterly, 21(4),
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Vygotsky,
L. (1986). Thought and language.
Cambridge, MA: MIT Press.
