The epistemological position that knowledge is not received passively but actively constructed by the knower through interaction with the environment — foundational to developmental psychology and progressive education.
Knowledge as construction: the mind does not receive knowledge like a blank slate or a mirror — it builds knowledge through active engagement with the environment. Piaget's genetic epistemology: knowledge construction follows developmental stages. Educational implications: children learn through doing and discovery, not passive reception. Social constructivism (Vygotsky): knowledge is also socially constructed through interaction with more capable others. One of the most influential ideas in education theory.
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