Educational Psychology—Limitations and Possibilities

508 The Praeger Handbook of Education and Psychology
constructivist activity, individuals utilize diverse and multiple methodologies to uncover the deep
and hidden critical ramifications of the knowledge that they constructed. Among these methods
is a critical reflection not only on the knowledge that was produced and the processes employed
in the construction, but also on their own participation in the construction and the subsequent
consequences of their actions in relation to this constructed knowledge. The critical constructivist
process results in knowledge about knowledge, knowledge about self, and knowledge about one’s
critical interaction with others. Critical constructivists also understand that knowledge production
is connected to the actions that one takes. For instance, the idea of praxis involves a sequence of
action, critical reflection, and subsequent action based on this reflection. Critical constructivism
adds the imperative of an awareness of how power is manifested in a situation and how power
is potentially rearranged through our actions. Critical constructivists continuously reflect on how
power arrangements affect a concern for social justice, an ethic of caring, and participatory
democracy.
Finally, an important characteristic of reconceptualized teaching and learning is a continuous
emphasis on research by all educational stakeholders. In a reconceptualized environment,
teachers are researchers. They research their subject matter, their pedagogy, and their students.
As researchers, they understand the necessity to effectively and situationally employ diverse
research methods. As teacher researchers in a reconceptualized environment, they understand
that in addition to technical effectiveness they need to employ a pedagogy that is just, caring,
and democratic. Understanding the critical value of research, they promote the knowledge, skill,
and opportunity for their students to become student researchers. Through research that is based
on critical awareness, they and their students expand the complexity of teaching and learning. In
this critical constructivist context, research takes on an emancipatory goal—the liberation of both
teacher and student through greater critical understanding of the knowledge that they construct
and the actions that they take.
THE POLITICS OF KNOWLEDGE
Starting from the assumption that all human activity is political, the process of knowledge
production is the key to political control and the emancipation from oppression. Knowledge
production in both technical rational and reconceptualized educational systems is politicized. In
the former, a rigorous control over the validity of knowledge and the production process creates
an opportunity to exercise societal control through the education of children. If this control is
aligned with other efforts of control through economic, political, cultural, and social interests,
a powerful agenda can be constructed to implement a specific view of the organization and
functioning of society. Likewise, a reconceptual view of education can attempt to accomplish the
same. However, the significant difference between the two lies in the role of the individual.
In technical rational perspectives, individuals are seen as resources or entities that if properly
prepared will consciously or unconsciously support the agenda of the dominant group. Control
of knowledge production (i.e., curriculum, instruction, and assessment) creates the potential
for compliance with the canon of the dominant group. On the other hand, reconceptualized
teaching and learning facilitates the development of critically aware and literate individuals
who through the critical knowledge, skills, and dispositions acquired in a reconceptualized
educational environment experience a greater degree of intellectual freedom from the control of
special interests. In addition, this intellectual freedom creates the potential for action that can be
emancipatory and critical.
The different political agendas of technical rational and reconceptualized views of education
can be seen in the assimilation versus diversity issue in public education. Proponents of assimilation
see the purpose of education as the construction of a homogenized society that is grounded in