Social reconstructivism is one of the critical theories in the society. Education focuses on solving
existing social problems and transforming society. Developed in the 20th century, this theory
states that education also transforms knowledge and gives students the tools to assess and change
society. The premise is that education can and should serve as a primary agent of social
transformation to engender a more just society.
The connection between social reconstructivism and pragmatism can be seen in the practical
action and emphasis on the experience. Charles Sanders Peirce formulated pragmatism with the
help of William James and John Dewey, who stated that knowledge and reality are relative and
develop through interaction with the environment. Dewey especially considered education a way
to develop democratic values and social change. His view on education as enabling people to
participate effectively and meaningfully in societal issues matches the framework of social
reconstructivism. Thus, both theories call for a system of education that fosters critical thinking,
problem-solving, and respect for the democratic process.
On a lighter note, social reconstructivism has also borrowed heavily from Marxism to criticize
social injustice and a society without classes. Marxism is a political and economic theory by
Marxist thinkers Karl Marx and Friedrich Engels that focuses on social relations. Social
reconstructivism follows this critical outlook by making students analyze and question the
societal, economic, and political structures that perpetrate oppression and injustice. The purpose
is to raise students' critical awareness of how social systems oppress certain groups of people.
Social reconstructivism has drawn much positive influence from the following critical thinkers.
This theory was developed by George Counts, an American educator and social theorist. In his
book "Dare the School Build a New Social Order?" Counts believed schools should be involved
in reconstructing society by producing people with critical minds. Paulo Freire, a Brazilian
educator and philosopher, developed these ideas even further with his idea of "critical pedagogy.
" In the book "Pedagogy of the Oppressed," Freire focused on liberating oppressed groups
through critical consciousness and praxis.
In conclusion, social reconstructivism as an educational theory aims to integrate the practical
focus on learning through experience with Marxist concerns for social justice. The theory seeks
to make education the means of changing society where students are encouraged to analyze and
construct their society. Thus, the tradition of social reconstructivism, developed by George
Counts and Paulo Freire, further promotes educational practices to construct a democratic
society.
