Abstract

This chapter presents an argument about constructivism, schooling and reason. A central argument of the chapter is that the representationalist paradigm referred to by Brandom underpins much of the discussion of Vygotsky, with consequences for the way in which sociogenesis is theorised. It plays a decisive if undeclared role in the conceptualisation of pedagogy in contemporary schooling and has decisive consequences for the way that constructivist positions are taken in relation to the active participation of learners, both in their learning and also more radically in the constitution of knowledge. This is considered in the latter part of the chapter. The chapter talks about Robert Brandom whose work is especially relevant to the distinction between causes and reasons. Constructivism is influential in the appropriation of Vygotsky, yet at the same time a tension arises as a result of the importance Vygotsky attached to instruction.