not have import with regard to the larger issues of curriculum. There is, for example, no social vision promoted by this culture--therefore there is no concern for caring about others or for the environment, for combating oppression, or for making the world a better place. There are no incentives for learners in this culture to participate in the community or in the larger culture outside of school. Learners are given the intellectual tools to think effectively and autonomously, but there are no sustaining moral or social visions that members carry with them from this classroom culture. Constructivism also pays little attention to how politics and privilege affect meaning-making by learners; its pedagogy would clearly be richer and more transformative if students were compelled to consider the influences of race, class, and gender as they "construct" their own images of history, science, and literature ( Rivera & Poplin, 1995).
Developing autonomous learners--who believe in their own powers as creators of knowledge--is a start for creating a society in which authority is never blindly followed and individuals' worldviews are not controlled by miseducative influences of peers and popular culture. Autonomy, however, does not automatically translate into community or a shared vision of a better society. In truth, the constructivist culture may be a means, but not an end.
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