On Teaching #2
Constructivist learning techniques in politics and international relations?
What about security studies? In fact these cognate disciplines all benefit from this type of thinking in the lecture theater and workshop.
Constructivist learning theory emphasizes the learner's critical role in their own learning.
The idea of constructivism is that every student 'constructs' his or her knowledge and understanding by reflecting on their own experience. They make sense of their experience by forming 'mental models'. Therefore, when we learn, we are really finetuning and honing those models, to align to this new experience.
There are several guiding principles of constructivism, and whilst they are presented in the Health context, they are still insightful for our purposes:
Learning is searching for meaning. The aim is for the student to construct his or her own deep meaning, not just memorize the 'right' answers or quote somebody else's meaning. Therefore, teaching should start with looking at the issues for which the students are trying to construct meaning.
Real understanding means understanding the whole theory, the subordinate parts, and how they all fit together.
In order to teach well, we must understand what mental models our students use to view the world, and what assumptions they make to support those models.
Assessment needs to be part of the learning process, so that it gives students feedback on the quality of their learning.
What is an example of Constructivist Learning Theory in action? Since this approach posits that learners construct knowledge through experiences and reflections we make sure they are given the resources they need and the guidance to ensure students are approaching the learning outcomes of our degree. By asking students to question and analyze present-day ideas in a historical context for example they are actively constructing their understanding rather than passively receiving information. Or even the opposite, asking a historical question and posing it in the modern context.
To clarify further let’s look at two example questions for an essay:
Question: Power, rights and sovereignty changed with the Magna Carta, is there a case today where power, rights and sovereignty are presenting a need for a change?
This is a historical question that was once asked in England, but can it be asked today?
Or a contemporary question that could be applied historically, such as
Question: Does a country with great military power truly pose a threat to neighbouring nations?
As you can see both questions are quite broad and leave plenty of room for refining the process with the student.
This type of approach is crucial for critical thinking and analysis development of the cohort. As students learn to evaluate, interpret, and synthesize information they continue to develop their ability to think chronologically.
This historical thinking approach helps students in their understanding of the past in its own context rather than through the lens of present-day norms and values. However, that is not to say that other approach does not have its uses. Students learn to appreciate the complexity of historical events and ideas and their impact on the present with this inquiry based learning.
The inquiry helps with contextual learning. Because you can connect historical ideas to present-day concepts, students are able to see the relevance of history in their everyday lives. This helps in making learning more meaningful and engaging.
But it should be interdisciplinary where possible and incorporate diverse perspectives. It is assumed that intellectual traditions, histories, roots and origins of politics, international relations and the great ideas surrounding them are covered thoroughly. Integrating knowledge from politics, sociology, philosophy, and other related fields is a hallmark of a capable graduate.
However as important as it is that the student find their own way, the Socratic Method can be an inspiration to held ensure students reach their learning outcomes in their degree. For example consider how the role of the educator is to ask probing questions that stimulate critical thinking and dialogue. This type of approach is ideal if seminars, tutorials and so on.
That said you can guide as much as possible, but the student must also be given the opportunity to self reflect. By analyzing and questioning both historical and current political ideas, students engage reflect on their own beliefs, biases, and understandings. They can understand themselves, their point of view, begin to articulate that fully and determine what they need next.
However this active learning where students are engaged in discussions, debates, and critical analysis, making the learning process more dynamic and interactive should always be connected to a broader learning and development effort for the student. Learning as systematised, standardised and professionalised as it is becoming, is also a fluid and dynamic and deeply personal experience. There is balance to be struck and a great educator, lecturer, professor, teacher, leader, you know where I am going with this, will achieve that balance.