Constructive Teaching and Its Meaning for Vietnamese Education Nowadays

Abstract

Constructivism is a concept that is rarely mentioned in Vietnam. However, another concept related to it is mentioned much, especially when discussing the issue of education reform in Vietnam recently, that is the phrase “Learner-centred Learning” or “Student-centered Learning” (Nguyen Thi Thu Hien, 2017; Thanh, N., 2014; Canh Toan, N., 2005; Tran Minh Hieu, 2018a, 2018b; 2019). Normally, in the field of education, the Constructivism model is usually placed next to the Instructivism model (Thanh, N., 2014). The second concept is what we have seen in the traditional learning model in Vietnam, and the first concept represents the new trend. If the traditional learning model emphasizes the monopolistic role of the teacher and his knowledge, the student is merely a passive object; constructive learning focus on the active, creativity of the student, and the role of the teacher and his knowledge is just relative. That distinction in the two models has resulted in different results, which impel or hinder social development.  In this report, the author wants to clarify the philosophical foundations of Constructive teaching, thereby finding out what it means for the education of Vietnam. While not completely denying the traditional education model, Vietnamese education needs to strongly select the constructive education model, not only as a solution to escape the current crisis but also as the philosophy of education. Because just at the philosophy level, it can help each reach out to the value of freedom – a basic value of humans – being the foundation of all development.