9 Chapter 9: Social Reconstructionism
Social Reconstructionism is an educational philosophy focused on reconstructing society. This educational philosophy was spear headed by a group of progressive educators known as the “Frontier Thinkers” in the 1920s and 1930s (Webb et. al., 2010). The goal of the Frontier Thinkers was to create a more “equitable” society. To achieve such a society, the Frontier Thinkers called for social reform because they believed the educational system was not adequately addressing critical societal issues like war, prosperity, and depression (Webb et. al., 2010).
This chapter will provide an overview of the key characteristics of Social Reconstructionism as well as key information related to how this philosophy of education approaches the curriculum. Information on the instructional methods used within this philosophy and a discussion of the role of the teacher and role of the learner will also be provided. Finally, key proponents of Social Reconstructionism and their contributions to this philosophy of education will be presented.
Characteristics of Social Reconstructionism
9.1 Essential Questions
By the end of this section, the following Essential Questions will be answered:
- Is the philosophy of Social Reconstructionism student-centered or teacher-centered? Why?
- What philosophies can Social Reconstructivism be traced to?
- This philosophy calls for a critical examination of two key things. What are they and what are the implications of exploring these issues?
- What does it mean to be a “change agent?”
The philosophy of Social Reconstructionism is a student-centered philosophy. This philosophy is rooted in the belief that education should be focused on reconstructing society. This emphasis is a result of the perceived lack leadership on the part of schools to create an equitable society.
According to Webb et. al. (2010), this philosophy of education can also be traced to the philosophies of both pragmatism and existentialism. Pulling from these philosophies, Social Reconstructivists call for a critical examination of all cultural and educational institutions (Webb et. al., 2010). Based on this examination,areas that are found to be lacking should be identified and recommendations for change and/or reform should be made according to this philosophy.
This philosophy is also very idealistic in nature, in that it encourages schools to teach students to dream about “what might be” rather than settle for “what is” (Webb et. al., 2010). As such, students are encouraged to be “change agents” by challenging the norm and seeking to make society a better place for everyone. In order to be a change agent, student are asked to look at inequities in society and think of ways to address these inequities by taking action. For example, students might discover that a local animal shelter is going to be shut down due to lack of funds so they might work together to raise the money to keep the shelter in business.
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