Abstract

Open peer commentary on the article “Heterarchical Reflexive Conversational Teaching and Learning as a Vehicle for Ethical Engineering Curriculum Design” by Philip Baron. Upshot: To work with institutional curricula, it is necessary to adopt practices that conflict with a radical constructivist philosophy. This conflict can generate contradictions that are often left uninspected, and which are particularly hard to disentangle in a post-colonial society.

Citation

Griffiths D. (2018) A constructivist curriculum? Constructivist Foundations 13(3): 323–324. http://constructivist.info/13/3/323

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