Constructionism is the foundational concept underpinning my own research. Proposed and developed by Seymour Papert and others at MIT, constructionism holds that “people actively and collaboratively construct knowledge when they are engaged in creating things that interest them.”
Here, “making things” does not refer solely to creating physical objects. It encompasses the broader act of ‘creating’ in its entirety. For example, writing this very text can be considered a form of creation. Looking at daily life, it includes cooking or preparing meals, coordinating one’s fashion for the day, and even applying makeup. In work, activities like drafting proposals or planning schedules might also be included under the act of “creating.”
What’s crucial in constructivism isn’t just making things, but creating Personally Meaningful Artifacts (PMI) – things that hold personal significance and interest. We’ve all likely experienced moments of insight emerging while deeply engrossed in a creative endeavor we genuinely care about. Psychologist Csikszentmihalyi describes this state of being so absorbed that time seems to fly by as Flow. Knowledge is constructed during these periods of creation where one feels, “Wow, time just flew by.”
Furthermore, this knowledge is diverse for each individual. Considering that new knowledge is built where each person’s prior knowledge overlaps with their creation experience, no two people have exactly the same experiences. Therefore, it is only natural that the knowledge constructed differs for each person. I also feel that the very fact knowledge itself differs between individuals is a crucial element when considering constructivism.
Let me return to the topic of student graduation research. The graduation thesis is also one of the objects to “create.” Every year around this time, I struggle with what support I can offer students who are writing their theses toward the submission deadline after the New Year. What can instructors do to help make the graduation thesis a Personally Meaningful Artifact?
Of course, we cannot design a person’s interests themselves. What instructors can provide is ultimately only a “trigger.” Beyond seminar time, I consciously create opportunities: offering practical experiences like workshops, providing chances to participate in projects I’m pursuing, facilitating dialogue with people involved in those projects, or conducting individual research consultations with students.
However, writing this far, the very expressions “creating opportunities” or “establishing chances” feel rather presumptuous. After all, it is the students and learners themselves who turn these into opportunities; they are not unilaterally provided by others. Thinking this way, perhaps through my efforts to create opportunities for students’ PMIs, I am ultimately learning about constructivist thinking, PMIs, and even university education itself.
That said, the very existence of these “learning opportunities” stems from working at a university, having seminar students, and being within the university environment. As I think about and practice supporting constructionist-based graduation research, I feel I am continuously learning about constructionism and graduation research support myself.
I am grateful to the students who provide me with these learning opportunities.