This paper examines the extension and application of core ideas of constructivist education to the whole process of upbringing with particular focus on ethical education and the acquirement of values. The constructivist view of learning is applicable to all aspects of socialization and education, if learning is understood in a wider sense. The acquirement of ethical ideas and values – the development of personality in general – is described as the construction of personality. The paper briefly presents the views of social and “moderate” constructivism, and compares these with the theses of radical constructivism, which are discussed more in-depth. The paper also explores the interpretation of “truth” and “adaptivity”, since the latter is closely related to the processes of ethical education as well as to the construction of values, the processes of construction, the provability of the expectations of society, and the role of schools and teachers. Furthermore, the paper presents how constructivist ideas have emerged or been overshadowed in ethical education since September 1, 2013 in Hungary. The paper also maps the possibilities of constructivist pedagogy in the course of upbringing by examining the prevailing principles of conceptual changes, the substantial role of structures developed earlier, and the principle of context.
Keywords: upbringing, ethical education, constructivist pedagogyDownload...