Constructivist crap in Christian colleges: The indoctrination of teacher education

Educational Forum, The, Winter 2002 by Bull, Bernard F

CURRICULUM AND METHODOLOGY

Some fads that have passed as written in stone are whole language, Ebonics, multiculturalism, cooperative learning, and portfolio assessment. As a result, some students have not learned to read and some speak in any way they want. Students work in divisive groups, teaching one another and creating their own assessment tools. Stout (2000) noted that constructivist teaching seeks to help students actively understand subject matter with reference to their past experiences, personal purposes, and participatory democracy. This practice, along with grade inflation, social promotion, and ungraded reports cards, must come to a halt. As Stout (2000, 31) argued, "Our task as educators and parents" is to "return some structure to kids' lives."

Simpson (2001) recently asked, "Are all effective teachers constructivists?" From reading journals of the education elite-- steeped in pragmatism and existentialism-- for the past ten years, one's answer might very well be "yes." Yet realist, neoscholastic, and idealist teachers would declare a resounding "no." As Simpson noted, few could question the success of Roman Catholic parochial schools, especially in the inner city, or the success of the Socratic method in developing higher-order thinking skills. Teacher educators must learn that other philosophies can be effective. Idealism surpasses them all for the total student, especially in church-related colleges.

As Neatherton (2001, 7-9) stated, "To strive for excellence in both spiritual and mental development is a daunting challenge, yet Jesus encourages us to love God with all our heart, soul, and MIND. A committed faith and the ability to think deeply and critically can nurture and strengthen each other... to blend the heart of Jerusalem and the mind of Athens." To the extent that Christian education fails the mind of Athens, it is diminished-and to the extent that secular education fails in moral education, it is diminished. Constructivist epistemology diminishes both.

In the game of craps, rolling 2, 3, or 12 is a loss. In this sense, teacher educators, especially in Christian colleges, must stop gambling on an educational methodology that is inconsistent with and harmful to the educative process. Administrators must examine the language in accreditation standards and national board certification requirements and recognize the influence of constructivist epistemology. National organizations should not dictate methodology and philosophy but verify academic success.

Constructivists should not be allowed to give a negative connotation to methods that have great possibilities. The Sermon on the Mount was not a cooperative learning experience. After more than 2,000 years, we are still learning from the Master Teacher's words. Great lectures are still effective, competition helps some students, and earned grades develop good self-concepts.

REFERENCES

Adler, M. J. 1977. Reforming education: The schooling of a people and their education beyond schooling. Boulder, Colo.: Westview Press.