A Bold Step Forward: Juxtaposition of the Constructivist and Freeschooling Learning Model

Introduction Education necessitates a bold step forward towards innovative learning practices. This article examines the juxtaposition of learning within the parallel structure of the constructivist- and freeschooling-learning models of education. This parallel structure provides an opportunity for inquiry and further reflection on the nature of learning and the different roles within this process. Henceforth, this article will: (1) describe characteristics of the constructivist-learning model, (2) summarize elements of the freeschooling-learning model, (3) provide a parallel structure between the constructivist-learning and freeschooling-learning models, and (4) conclude with considerations toward a bold step forward for learning practice. Constructivist-Learning Model The constructivist-learning model is a major framework guiding educational practice. A core idea of constructivist learning is that: ... every learner has a unique perspective... [therefore] students are empowered to make choices about how and what they will learn [and a shift occurs from] having all learners learning the same thing, [to] allowing different learners to learn different things. (Karagiorgi & Symeou, 2005, p. 18) In the literature, constructivism as a philosophy reflects variations and degrees of learning. However, as a learning model of education, constructivist learning generally embodies six attributes. They are: Learners construct their own meaning--learning is an active process whereby learners exercise a high degree of social freedom to explore their own interests and construct their own meaning by interacting with the environment, participating in problem-solving, and engaging in critical thinking within meaningful contexts. New learning builds on prior knowledge--learners make connections between old knowledge and new information through a process of comparing, questioning, challenging, and investigating. Adults are learning facilitators--the adult's role is one of a facilitator/coach in the learning process. Social interaction enhances learning--the social setting provides learners with the opportunity to compare and share their ideas with others. Meaningful learning develops through authentic tasks--activities are within a meaningful context that is designed to stimulate real-world, case-based learning environments, instead of a predetermined sequence of instruction. Reflective Practice--the learner is given time to reflect on what he or she has discovered for purposes of collaboration, discourse, and building connections (Brooks & Brooks, 1993; Christie, 2005; Cooperstein & Kocevar-Weidinger, 2004; Draper, 2002; Fosnot, 1996; Grant, 1998; Honebein, 1996; Jonassen, 1994, 1999, 2000; Murphy, 1997; Noddings, 1993; Ward, 2001; Van De Walle, Karp, & Bay-Williams, 2014). Table 1 lists each of the six attributes within a constructivist-learning model, a general description of each, and a summary of the roles of the learner and facilitator within the learning process. Thus, within a constructivist-learning model, emphasis is on the learner through an active, self-directed process. The learner exercises a high degree of freedom to explore his or her own interests while interacting with the environment and engaging in authentic, real-life tasks. The adult role is one of a facilitator/coach in the learning process (Noddings, 1993; Fosnot, 1996, p. 10; Murphy, 1997, pp. 11-14; Grant, 1998; Ward, 2001; Draper, 2002, p. 521). The freeschooling-learning model parallels similar characteristics with constructivist learning. The next section outlines important elements of the freeschooling-learning model, after which the parallel structure between the constructivist-learning and freeschooling-learning model follows. Freeschooling-Learning Model Freeschooling-learning proponents (Lister, 1974; Neil, 1960; Readhead, 1996; Reimer, 1971; Mercogliano, 1999; Miller, 2002; Morrison, 2005) argue that learning is the construction of knowledge or meaning through activities that stem from an individual's choices and interests, a process called individualization (Morrison, 2005, p. …