Tyler Ferrusi

Document Type

Thesis, Senior




Spring 2014


Education, Constructivism, Ferrusi






The Constructivist framework is an epistemology which posits that “knowledge is a compilation of humanmade constructions”1 not the “neutral discovery of an objective truth.”2 As a fairly broad concept that theorizes how knowledge is acquired, constructivism illustrates our conception of what knowledge is. This the classical framework of infallible truth. Hence, the individual learner is responsible for actively building Constructivism, as theorized by educational philosophers like Dewey, Piaget, Lewin, and Kolb, is the its application is certainly not limited to designated learning environments. Thus, any environment can be a learning environment takes place within that environment. The multiplicity of environments within which constructivism naturally advantage of incorporating teachable moments terms: moments that highlight observable natural phenomena, designed instruments which control interior freedom of association. These architectural of how they work, as well as the mode of effect they have on a given environment. Architecturalized is in a classroom, we also entertain the vast array of possibilities this design proposal could have on the interstitial school spaces that are not typically referred to as learning environments. Through these constructivist learning environments, we envision space which emboldens children to actively participate in changing the space they learn and socialize in. Our effort can only become fully realized when the school suited to the needs of the learner.

Additional Information

Thesis advisers: Terrence Goode

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Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

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