Reconstructing Education for Social Justice: An Exploration of Reconstructionism in Contemporary Educational Philosophy.

¹ Joseph Okere
² Obinna Nwoko
³ Kingsley Obiukwu
⁴Maryjane Amadi
⁵ Aniegboka Uchechukwu
⁶Fabian Ikewuba

^1,2,3,4 Alvan Ikoku Federal University of Education, Owerri.
^5,6 Imo State University, Owerri.

Abstract
This study explored the philosophical underpinnings of reconstructionism in contemporary educational philosophy, with a focus on its implications for social justice. The research is motivated by the growing concern about the role of education in promoting social justice and addressing issues of inequality and marginalization in society. The purpose of this study is to critically examine the key principles and concepts of reconstructionism and its relevance to contemporary educational discourse. The issues discussed in this research include the nature of reconstructionism, its historical development, and its implications for teaching, learning, and educational policy. Employing a philosophical exploration approach, the researchers analyzed the works of prominent reconstructionist thinkers, including John Dewey, George Counts, and Theodore Brameld. The findings of the study revealed that reconstructionism offers a critical perspective on education as a tool for social change, emphasizing the need for education to be a transformative force in promoting social justice and democracy.Based on the findings, the researchers recommended that educators and policymaker should prioritize the development of critical thinking, problem-solving, and social responsibility skills in students, and create learning environments that promote social justice, equity, and inclusivity. The study concluded that reconstructionism remains a relevant and important philosophical framework for understanding the role of education in promoting social justice and democracy.

Key Words: Reconstructionism, social justice, education, critical thinking, democracy.

Reconstructing-Education-for-Social-Justice-An-Exploration-of-Reconstructionism-in-Contemporary-Educational-Philosophy