Learning to Understand Reality through the Lens of Social Constructionism
As human beings, we are constantly in pursuit of understanding the world around us. We are curious beings who seek to make sense of our experiences and make meaning out of our lives. Our perception of reality is formed by a combination of various factors such as our societal and cultural influences, language, education, beliefs, and experiences. These factors help shape our beliefs, values, and attitudes towards ourselves, others, and the world. One theoretical framework that offers insight into how we come to know reality is social constructionism.
Social constructionism is a philosophical and sociological theory that suggests that our perception of reality is constructed through social and cultural interactions. It posits that people create meaning through interactions with each other and the world around them. Our understanding of the world is not fixed or objective but rather shaped by cultural norms, traditions, values, and beliefs. Social constructionism advocates that there is no one absolute truth or reality, but rather multiple truths constructed through social interactions.
The concept of social constructionism has been around for centuries, but it wasn’t until the 1960s that it gained widespread attention as a result of the works of several sociologists and philosophers such as Berger and Luckmann, Peter Berger and Thomas Luckmann authored their groundbreaking book “The Social Construction of Reality” in 1966, in which they explained how people create and maintain social reality through their daily interactions. They argued that reality is not discovered but rather created and maintained through social interactions, thus supporting social constructionism. In the years following the book’s release, social constructionism has become a core concept in many fields, including sociology, psychology, and education.
Understanding Social Constructionism
Social constructionism proposes that every individual constructs their own reality based on the interactions they have with others and the society they live in. Humans are social beings, and therefore, social constructionism posits that the meanings we attach to our actions or events are socially constructed. What this means is that the things that we see, taste, touch, and smell are not absolute but are rather interpreted and constructed through our social and cultural experience.
To understand how social constructionism shapes our reality, we must first accept that we are all products of our society and environment. For instance, our worldview, beliefs, and values are shaped by the culture that we are born into, the language that is spoken, the religion that is practiced, and the educational system that we grow up in.
An example of how social constructionism works in practice is the concept of gender. This is a fundamental aspect of our identity and is often used as a basis for social distinction and hierarchies. Social constructionism argues that gender is not a biological fact but rather socially constructed through language, culture, and society. For instance, what it means to be a man or woman, what roles and duties they should fulfill, and what behavior is acceptable is determined by the society in which one lives. These constructs may vary from one culture to another, displaying the fluid nature of social constructionism.
Another example of social constructionism is the way that different cultures view aging. In the Western world, getting old is often seen as a negative thing, and people are seen as “over the hill” when they reach a certain age. In contrast, in many traditional African cultures, aging is viewed as a positive thing and a rite of passage. Elders are respected and revered, and their wisdom and experience are valued. This displays the interactive nature of social constructionism, as different societies and cultures create different meanings for the same thing.
Implications of Social Constructionism in Education
The theory of social constructionism can have significant implications for education. When students enter the educational system, they come with their own bit of reality shaped by their unique upbringing and cultural background. For instance, they may believe that their value is tied to their grades, or that they are not as competent in a particular subject as their peers. Additionally, some students come from backgrounds that may not be seen as “mainstream,” such as those from indigenous or minority communities. They may have their own cultural beliefs and practices that may not fit into the “standard” curriculum.
Social constructionism emphasizes that it is essential to consider these different realities when designing educational systems. Education should not be a “one size fits all” system, but rather a place that acknowledges and respects the different cultural backgrounds that students come from. Teachers should be mindful of the fact that students’ realities are constructed through social and cultural experiences, and therefore, they should not impose their own version of reality on students but rather work to understand each student’s unique needs and perspectives.
Moreover, social constructionism can offer an alternative approach to teaching, an approach that is more collaborative and interactive. Students can work together to create knowledge rather than being passive recipients of information. Groups can collaborate to create meaning out of their experiences, ask questions and engage in critical thinking rather than passively accepting what they are told.
Conclusion
The theory of social constructionism has significant implications on how we perceive reality and how we design educational systems. It highlights the importance of understanding that social interactions and cultural norms shape our understanding of reality. This theory advocates for an alternative approach to teaching that is collaborative, interactive, and acknowledges the different cultural backgrounds that students come from. Understanding social constructionism can offer insight into how we come to know our reality, which is essential to promote mutual understanding and respect for others. Its insights have profound implications not only for the realm of education but for all fields which aim to improve our relationships and ways of living in society.