Thomistic Elements in Constructivism and Learner-Centered Teaching

Abstract

The main purpose of this study is to present the philosophical underpinnings of Learner-Centered Teaching (LCT) using the philosophy of education of St. Thomas Aquinas and determine the possibility of how a philosophy of education can expand the limits of learner-centered pedagogies. LCT is a teaching pedagogy based on the theory of Constructivism. This paper is an attempt to give a philosophical standpoint to the practice of LCT so that LCT could expand its function in academic institutions from classroom scenarios to a more profound role in a learning environment. In a nutshell, this paper will discuss the nature and practice of LCT—the essential premises of this practice that yield specific teaching pedagogies. The focus of LCT will be on the Five Dimensions of LCT by Maryellen Weimer. For this attempt to be successful, a discussion of Constructivism logically comes first to present the main epistemological theories behind LCT that made it one of the most dominant and talked about teaching pedagogies in educational psychology. After Constructivism and LCT have been presented, this paper will proceed to a discussion of the philosophy of education of St. Thomas Aquinas focusing primarily on commentaries on the Summa Theologiae and his De Veritate. Using Aquinas’ theory, this paper will demonstrate the Thomistic elements of Constructivism in general and LCT in particular. Most criticisms John Vincent P. Ignacio University of Santo Tomas