Constructivist learning theory is one of the conventional theories revolving around knowledge acquisition and comprehension. In my perspective, this is a valid theory whose assumptions can be experienced in practical learning. I believe children are born with knowledge about their environment. The teacher’s role in class is to reinforce what learners already know and instead of instilling a totally new concept to the learner’s world (Charmaz, 2017) . Therefore, I find myself on the pro-constructivist continuum since I believe the best way of learning is through active participation which is one of the constructivism assumptions.
The work of a teacher is to facilitate learning to build up on what learners already know about their environment. Hence it is practical to argue that teachers provide information to learners and leave them to make independent conclusions (Weimer et al., 2017) . Everybody perceives their immediate environment differently. The constructivist theory describes the essentiality of independent assumptions among leaners. I feel that the idea of letting learners conceptualize content and develop independent conclusion is the best way of solving problems within our environment. The theory gives a chance for a diversity of ideas without paying much attention to cultural orientations (McCourt, 2016) . Besides, I feel that this theory needs to be recognized and promoted in all learning institutions. Democracy is not only achieved on political grounds but starts to build up during the early stages of learning. Constructivist theory proposes the essence of a democratic learning environment when where a teacher is viewed as a guide rather than an authority figure enforcing knowledge to learners. The approach also promotes active interactions between learners and their facilitators. To me, a healthy relationship between teachers and learners contribute to learning (Kratochwil, 2017) . When learners are free with their facilitators, they are able to internalize the information delivered and ask for clarification where necessary.
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References
Charmaz, K. (2017). The power of constructivist grounded theory for critical inquiry. Qualitative inquiry , 23 (1), 34-45.
Kratochwil, F. (2017). Constructivism. In Oxford Research Encyclopedia of Politics .
McCourt, D. M. (2016). Practice theory and relationalism as the new constructivism. International Studies Quarterly , 60 (3), 475-485.
Weimer, A. A., Dowds, S. J. P., Fabricius, W. V., Schwanenflugel, P. J., & Suh, G. W. (2017). Development of constructivist theory of mind from middle childhood to early adulthood and its relation to social cognition and behavior. Journal of experimental child psychology , 154 , 28-45.
