Is Non-ideological Education Possible? Didactics from a Constructivist Perspective
DOI:
https://doi.org/10.12775/PCh.2023.009Keywords
constructivism, ideology, didactics, deliberation, critical thinkingAbstract
In this article, I discuss the assumptions of constructivism and how it can influence teaching practices in promoting critical thinking and empowering students to become active and engaged citizens. I emphasise the role and significance of constructivist education in minimising the possibility of shaping students with submissive, uthoritarian and ideologically susceptible personalities. In the article, I argue that constructivism can be a powerful tool for dealing with any manifestation of ideological thinking and promoting a liberal attitude among students, making it an effective strategy for promoting freedom, a deliberative attitude, and critical thinking.
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