INTEGRATED, CONSTRUCTIVIST EDUCATION - CHALLENGE AND REALITY

Although the desire for an education that emphasizes depth of understa nding and meaningful learning has a long and distinguished history con structivist reforms have not led to a comprehensive and coherent refor m of educational practice in our schools. In fact, two previous ''grea t reforms'' based on constructivist principles have failed during this century. In this special issue of Educational Psychology Review, auth ors focus on specific challenges faced in the current constructivist r eform, including the need for viable intradisciplinary: interdisciplin ary, and cross-disciplinary integration. Exemplars of the reality of p rogress made in integrated, constructivist approaches in the classroom follow. Diversity in our schools and classrooms and the challenge of high standards for all students contribute to the need for an integrat ed, constructivist approach that does not fail our students.