Le constructivisme radical et Socrate : aspects pédagogiques et idéologiques1

Abstract

This paper aims at pointing out the existence of a deep proximity between radical constructivism and the Socratic epistemology – this proximity being denied by prominent supporters of radical constructivism. It makes a criticism of the teaching method exposed in the Meno of Socrates. It shows that radical constructivism is a biased version of Kelly’s and Piaget’s constructivism. It also deals with the pedagogical consequences and formulations of constructivism, underlines their inconsistencies, and proposes a criticism of the ideological aspects of radical constructivism. Relevance: The article argues some critical points of view on radical constructivism.