About Social Reconstructionsim
Social Reconstructionism advocates that schools have the responsibility to help learners understand the world they live in. Social reconstructionists want educational institutions to motivate students to challenge societal norms in an effort to be a more humane, tolerant, accepting society. As students learn about themselves, they can apply their values and beliefs towards changing society. These values and morals are learned as the school engages the learner in societal situations and community experiences. The learner recognizes that they have the knowledge, power, and ability to implement positive change within their community and on a global stage.
A Psychologist's Perspective on One Dimension of Social Reconstructionism
Clark Moustakas was an American psychologist during the mid to late 1900’s and was one of the leading experts on humanistic and clinical psychology. He helped establish the Association for Humanistic Psychology and the Journal of Humanistic Psychology. He is the author of numerous books and articles on humanistic psychology, education and human science research. He published many books and articles including Heuristic Research: Design, Methodology and Applications (1990); Rhythms, Rituals and Relationships (1981); and Turning Points (1977).
Of Moustakas’ many relevant concepts, the one that sticks out the most and aligns with Social Reconstructionism is his concept of labels. Moustakas believes that labels are destructive to an authentic relationship involving freedom, responsibility, trust, care, encouraging climates, acceptance, confirmation and respect for uniqueness. Labels are destructive to this atmosphere in the classroom because it deprives learners of a sense of possibility, of potentiality, and of opportunity. Furthermore, Moustakas believes that labels should be cast aside, and this thought process aligns with Social Reconstructionism because labels are at the base of society. Society runs on labels, and getting rid of them in a classroom setting teaches learners to look past the labels and change the way they think, which coincides with Social Reconstructionism. Furthermore, if you have a classroom of 20 learners (or up to 120 in secondary classrooms) and you change the way each of those learners think about labels and society, those learners will go on to change and shape society.
Of Moustakas’ many relevant concepts, the one that sticks out the most and aligns with Social Reconstructionism is his concept of labels. Moustakas believes that labels are destructive to an authentic relationship involving freedom, responsibility, trust, care, encouraging climates, acceptance, confirmation and respect for uniqueness. Labels are destructive to this atmosphere in the classroom because it deprives learners of a sense of possibility, of potentiality, and of opportunity. Furthermore, Moustakas believes that labels should be cast aside, and this thought process aligns with Social Reconstructionism because labels are at the base of society. Society runs on labels, and getting rid of them in a classroom setting teaches learners to look past the labels and change the way they think, which coincides with Social Reconstructionism. Furthermore, if you have a classroom of 20 learners (or up to 120 in secondary classrooms) and you change the way each of those learners think about labels and society, those learners will go on to change and shape society.
Our Take on Social Reconstructionism
LucianaIn my Environmental science class my teacher taught us through action. She oriented our learning to help those in disadvantaged situation especially inform about global warming and environmental degradation. Every month she organized beach clean ups to better the environment, through this she wanted to teach us about civil inequity, and related problems and injustices about the environmental damage. Every community project involved service that directly applied to our curriculum stimulating our capacity for empathy and compassion. Overall social reconstructionism allowed us to develop socially and personally and I hope to do this by proving student with opportunities to stimulate their understanding of real world problem and correct them.
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CeciliaI attended a small parochial school that required each high school student to complete 200 community service hours before graduation. At first, I did not understand why we had to complete so many hours. I was bitter towards my school before completing these hours. By the end of my senior year, I was glad that I volunteered at various places. I built new relationships and bettered the community through this experience.
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MeganI have personally always had an issue with labels. They have always made me think that I was defined, and therefore confined to this little box with that label on it. I always hated those labels, and I do not think they have helped me much through my schooling. It would have helped the way I thought about myself, as well as society, if I had just had someone to tell me that labels do not matter. Therefore, based on Moustakas’ idea of ditching labels in the classroom, I will refrain from using them in my future classroom. I do not want my students to feel confined, and I want to change the way we as a society look at people and think about them. We do not need any more young learners to feel as I had felt in my schooling, and we need more people to bust out of those little boxes that society wants to put everyone in.
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PatrickAs I look back on my school experience, I actually did experience a time of social reconstructionism. In 1989, Hurricane Hugo struck the city of Charleston, South Carolina. I was a junior in high school and had never seen such destruction. One of my teachers took it upon themselves to organize a few of us students so that we could help others. We spent the next several days patching roofs, removing debris, and delivering fresh water. Our teacher inspired us with words of wisdom about society and a collective community. All of us recognized that our actions would help others see that good people exist and that they were not alone in this disaster. My school did not necessarily practice social reconstructionism, but lucky for me I had one teacher who motivated us to make a difference.
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An Example of Social Reconstructionism in the Media
This clip from Dead Poets Society (1989) illustrates social reconstructionism, and the breaking down of societies views due to Mr. Keating's teachings. In the clip, Mr. Keating has a few of the students start marching and describes to them how conformity works, then advises them to find their own walk and own style. Through his teachings, he urges students to destroy the labels people puts on them, and hopes that this will help to change society.
