Constructivism as an `energiser for thinking'! / Chronaki, Anna

This paper aims to re-examine recent criticism on radical constructivism as an inadequate research framework for discussing learning and teaching. A number of questions are raised in an attempt to focus attention not on the theory itself but on what the theory may imply for the learner's rights. Finally it is suggested that even though the theory cannot provide clear cut answers to issues related to learning as a contextualised practice in a social and political setting, it still challenges research theorising and contributes to an educational discourse.

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