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This article examines the implications of constructivist theory for university-level professional education. Constructivist approaches to instructional design promise desirable outcomes for pre-professional education: professionals who think independently, who can frame and define problems and who can evaluate their own choices. However, the trend to constructivism, when coupled with a parallel cultural trend toward the commodification of higher education may, if left unaddressed, lead to pedagogical paradoxes that undermine professional preparedness. We discuss three such paradoxes and conclude by suggesting how constructivist approaches might be reframed to promote a more authentic student-centeredness in higher education professional programs.
Schweitzer et al. (Fri,) studied this question.