The concept of "learning-by-making" is fascinating to me. Papert’s article, “Situating Constructionism,” clearly defines the difference between Constructivism and Constructionism. This distinction offers a powerful framework for examining and improving modern education. Constructivism (the "V word") focuses on the internal process. Its core idea is that learners actively construct new knowledge structures within their minds. They are not passive receivers of information. This theory primarily concerns the process of learning—the intrinsic formation of knowledge. Papert describes one facet of this as "serious." Constructionism (the "N word") is an extension of Constructivism. It accepts the internal building process but adds a critical condition. Papert states that learning occurs "especially felicitously" when the learner is consciously creating a "public entity" or "artifact." This artifact is a tangible object that can be observed, discussed, and modified. Therefore, Constructionism is summarized as “learning-by-making.” It externalizes internal thought processes into a shareable work. Papert refers to this second facet as "playful."
This concept makes me reflect on the current educational system. Our system remains largely dominated by Instructionism, which focuses on knowledge transmission and standardized tests. To successfully implement Constructionism, we need changes in methodology and environment. Students, especially, have grown accustomed to this "instructional" mode—following directions to complete tasks and displaying specific classroom behaviors.
Having completed nine years of compulsory education in China before moving to the US for high school, Papert’s critique strongly resonates with me. Instructionism is the emphasis on passing knowledge from teacher to student, which dominates Chinese education. In the classroom, teachers lead the instruction, and students passively listen and take notes. The teaching model centers on “teaching” rather than “learning.” Papert's emphasis on "constructing a public entity" is a core idea that Chinese education could adopt, shifting the focus from “problem-solving” to “making.” For example, students in science class should be asked to design and build experimental devices, instead of just verifying textbook conclusions.