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CHAPTER I

CHAPTER II CONSTRUCTIVISM AND INFLUENCED CONSTRUCTIVISM A. EXPOSITION

1. Constructivism “ Constructivism is a theory of knowledge ( epistemology ) which argues that humans generate knowledge and meaning from their experiences. Constructivism is not a specific pedagogy, although it is often confused with constructionism, an education theory developed by Seymour Parert” ( http://www.answers.com/topic/constructivism-learning-theory ). Constructivism is theory which said that human knowledge acquired through their experiences, but it is not a specific science of teaching. This theory of knowledge has a big impact on learning theories and teaching method in education. 2. Influenced Constructivism These are some historical figure who influenced constructivism: Giambattista Vico (1668 – 1744) Immanuel Kant (1724 – 1804) John Dewey (1859 – 1952) Maria Montessori (1870 – 1952) Wladyslaw Strzeminski (1893 – 1952) Jean Piaget (1896 – 1980) Lev Vygotsky (1896 – 1934) Heinz von Foester (1911 – 2002) Jerome Bruner (1915-) Herbert Simon (1916 – 2001) Paul Watzlawick (1921 – 2007) Ernst von Glasersfeld (1917) Edgar Morin (1921) They are the thinkers who had influenced constructivism; however, “ formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners” ( http://www.answers.com/topic/constructivism-learning-theory ). 3. Life and Works of Jean Piaget Jean William Fritz Piaget was born on August 9, 1896 in Neuchatel, Switzerland. He died on 16th of September 1980 at the age of 84. His first interests were philosophy and zoology, and in 1918 he earned his doctoral degree at the University of Neuchatel with a thesis on the distribution of the different varieties of molusks in the Valaisian Alps. By then he had come to believe in the necessity of learning about intellectual processes, and he therefore turned to psycology, attending the lectures that Jung gave in Zurich. From 1919 to 1921 he studied in Paris, where he was associated with Theodore Simon, co-author of Binet-Simon intelligence tests, he became professor of philosophy at the University of Neuchatel in1926, professor of psychology at the University of Geneva in 1929, and professor of general psychology at Lausanne University in 1937. His first book, The Language and Thought of the Child, was published in Switzerland in 1923. it was followed by many other works, all widely admired for their brilliant investigation of how children form the concepts of space, time, velocity, force, and chance. Professor Piaget is himself the father of three children, who have sometimes served as subjects for psychological studies.

4. Assimilation-Accommodation Piaget as philosopher questioned on the nature of human knowledge he investigated it as a biological scientist, observing knowledge as a living and growing; in the child. “ His claim to originality is to have turned a philosophy epistemology into scientific one” ( Silverman, 1980, p.101). As a scientist, “ he suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences” ( http://www.answers.com/topic/constructivism-learning-theory ). Accommodation and assimilation are the twin processes of knowing. “ Assimilation, is the incorporation of the new experience into an already existing framework without changing that framework. Accommodation is the process of reframing ones mental representation of the external world to fit new experiences. Accommodation can be understood as the mechanism by which failure leads to learning” ( http://www.answers.com/topic/constructivism-learning-theory ). “ Piaget adapted the term assimilation from biology, and it can be thought of as the cognitive counterpart of digestion – food is taken in, in changed by digestive enzymes into usable substances, and then it absorbed or assimilated by the digestive track................... In the process of accommodation, on the other hand, the child will either modify an existing schema in light of the characteristics of the stimulus he is trying to assimilate, or he create a new schema that will allow him to assimilate the new stimulus” ( Sutton-Smith, 1973, p.161 ). In short, “the concept of assimilation is deformed to mean habitual knowledge and accommodation the construction of new knowledge” ( Silverman, 1980, p.7).

5. Knowledge “ Knowledge is taken in its broadest possible sense and potentially includes any reciprocal contacts between an organism and an event through which this event becomes something known by the organism. As a living dialectical relation between knower and known, Piaget describes knowledge in terms of three basic concepts: (1) assimilation, the ingoing process of adopting data; (2) general schemes, the organism's internal capacity to assimilate; and (3) accommodation, the outgoing process of applying general schemes to particular contents. These are three conceptual perspectives of the one phenomenon, namely, knowledge in all its various stages” ( Silverman, 1980, p.1). “ The various manifestation of knowing as touched upon above participate in this all-encompassing principle and reflect it in its dialectic terms, such as assimilation-accommodation or subject-object. This concept is crucial if one asks the obvious question as to what brings about intellectual development” ( Silverman, 1980, p.7). However, “ our knowledge stems neither from sensation nor from perception alone but from the entire action, of which perception merely constitutes the function of signalization” ( Rosin, 1971, p.67). There are biological factors affect intelligence – hereditary physical structures and inherited behavioral reactions, but “ Piaget's theory adds another biological factors that affects intelligence. All species, he maintains, inherit two basic tendencies: Piaget calls them the tendencies to adaption and organization” ( Sutton-smith, 1973, p.161). Adaption is very common to all organisms, according to Sutton-Smith (1973), “ all organisms, without exception, tend to adapt to their environments, through the methods of adaptation vary from species to species and among individuals within each species. Adaptation consists of two complementary processes: assimilation and accommodation. In the cognitive process of assimilation, the child modifies a new stimulus in his mind so that it will fit into the appropriate schema he has at the time” (p.161).

B. SUMMARY Constructivism, this theory of knowledge is generally ascribed to Jean Piaget. This theory underlie in Piaget's view of the nature of intellectual development. Jean Piaget is known as a child psychologist, zoologist, and a philosopher, but perhaps, above all, he is a genetic epistemologist. Regarding the question of Piaget on the nature of human knowledge, he investigated it as a biological scientist, observing the knowledge of a child started from birth to adolescence. He had a thought called assimilation-accommodation. Assimilation which is the process of the new stimulus is integrated into the existing schema, and accommodation which is the process of the existing schema is changed to fit the new stimulus. This assimilation-accommodation theory of him implied that knowledge constantly forms through process. Piaget's theory did not only consider the two biological factors that affect intelligence; however, he added more biological factors that could affect intelligence. Through the information about the environment, a child develop his intelligence by the help of his experiences in the environment.

C. ANALYSIS Constructivism as a theory of knowledge means that we human generate our knowledge from our experiences. Jean Piaget made a theory on this as a biological scientist. Though many people from the past influenced constructivism; however, Piaget the one who formalized the theory of knowledge. He said that the process of accommodation and assimilation, individuals construct new knowledge from their experiences. Intellectual adaption is an equilibrium between assimilation and accommodation; these twin processes assimilation-accommodation are permanent features of our working intelligence, and they are present in the stages of intellectual development. Adaptation to the environment to form new knowledge when the two processes are in balance. So when the child grows older, the scope of adaptation becomes greater because he already has more experiences, and intellectual development requires the plication of  what is already understood. Jean Piaget mentioned the twin processes, the assimilation and accommodation. Assimilation, this is the application of the past to the present, and the accommodation is the adjustment of that experience to take account of the present. Example,if a child already knew what dog is – which has four legs, bigger than the cat, and it has also a tail. And when a child would encounter an animal which has four legs, bigger than the cat, and it also has a tail, the child would said that the animal he has encountered is a dog. The child concludes that it is a dog, for it has the qualities of the dog whom he has met before. This process which Jean Piaget said the assimilation. But when the child recognized that the animal he has encountered has something in the head – the horns – the child would judge that the animal is not a dog, and that's the time the new knowledge will form in the mind of the child, and that process is the accommodation which Jean Piaget said.

CHAPTER III RELATIONSHIP BETWEEN CONSTRUCTIVISM AND SOCRATIC METHOD

A. EXPOSITION

1. Constructivism “ The theory of constructivism suggest that learners construct knowledge out of their experiences. However. Constructivism is often associated with pedagogic approaches that promote active learning, or learning by doing” ( http://www.answers.com/topic/constructivism-learning-theory ). this theory of knowledge which has been attributed to Jean Piaget is emphasizing the important of experiences in learning process. “ A certain belief underlying Piaget's theory of intelligence is that the infant's actions are essential to his development. It is solely through his own physical actions, Piaget contends, that the infant discover and construct his knowledge of reality” ( Sutton-Smith, 1973, p.161 ). However, “ Piaget is arguing that knowledge about reality is not attributable entirely to experience ( the action of things upon us ) but also to reason ( our mental actions upon things )” ( Elkind, 1981, p.4 ). with regards to the knowledge, “ there is no rock bottom knowledge datum which comes from outside and on which the child builds. Rather at the very lowest level the infant is already biologically equipped with internal schemes which give structure to what becomes a 'known' content. The growth of these schemes is the development of knowledge” ( Silverman, 1980, p.3). Knowledge is already innate within us; what we need is only to develop it. “ if one looks for the answer outside the system – environment events, physiological states – one violates the self regulatory principle and knowledge becomes the organism's copy of the empirical world” ( Silverman, 1980, p.7 ). “ the essence of the theory can be simply stated: the child discovers conservation - permanence across apparent change – with the aid of reason. It is by reasoning about his experience that the child is able to overcome illusions ans discover how things really are” (Elkind,1981, p.4 ). This theory of knowledge, Piaget gives the terms, “ assimilation and accommodation are the invariant modes of knowing that occur at the age levels of mental development” ( Elkind, 1981, P.6 ). The terms mean, “ assimilation, the basic mode of knowing, transforms incoming information so that it can fit into existing forms of knowledge................. accommodative mod e of knowing reflects a failure of assimilation” (Elkind, 1981, p.6 ). 2. Socratic Method Socrates who was influenced the founder of moral philosophy; he was also the philosopher who established the Socratic method of trying to get at truth by persistent questioning. “ the method of Socrates then was talk, question and answer; and here again differing from our conception of a philosopher, he talked not only with ordinary people but also ordinary subject” ( Livingstone, 1938, p.xx ). according to him,we already have knowledge since our birth, but we need midwife to help us, the instruments used are question and answer. “Socrates called the universal ideas by the name of concepts and intimated that they were inborn in the understanding, having been stored there by the Creator” ( Glenn, 1929, p.73 ). Thus, “ the knowledge with which Socrates thus identifies virtue is not anything and everything to which the name knowledge can be given; it is definitely knowledge of what is nowadays  called 'moral values', knowing what is good” ( Taylor, 1953, p.145 ). the good tutor is the midwife of whom Socrates speaks to acquire knowledge and that is through question and answer. “ For him ( and here we can learn from him ) discussion was the way to knowledge. It is an unfamiliar road to us who pursue it through books and lectures, both of which Socrates held in low esteem” ( Livingstone, 1938, p.xviii ). In addition, of what he said, “ the true approach to knowledge was not through lectures or books, but through conversation, discussion, question and answer, two or more persons beating a subject up and down, till the chaff is winnowed from the wheat” ( Livingstone, 1938, p. xix ). Moreover, “ real knowledge of what is good for the soul will display itself in a right attitude to all the situations in life” ( Taylor, 1953, p.144 ). According to Livingstone (1938), Socrates is speaking of the philosophical, political, and moral subjects in which he was interested. But in the paradox is concealed a truth which is continually forgotten – that the fundamental thing in education is the activity of the learner's mind, and that nothing is learnt which does not become part of his experience (p. xx). Socrates had a problem regarding knowledge,.....”does a man learn the one kind of knowledge which it steads him most to have, knowledge of good? It is not clear that Socrates had ever reached the final solution of the problem. But we can perhaps discover the general character of the answer he would have given. According to Plato, he had been struck by the Orphic doctrine that there are means by which the soul can be restored to remembrance of her forgotten divine origin, and from this hint had developed the conviction that the acquisition of knowledge generally is in reality a process of 'recollection' or 'recognition' ( anamnesis ) in which particular sensible facts prompt or suggest the assertion of a universal principle which transcends the facts themselves” (Taylor, 1953, p.147 ). In the method of Socrates, question and answer, when he asked a question “ what is justice?” he was not asking the verbal definition, to apply the word “just” to all sorts of different people, decisions, and laws. “ the important rule of method is that the question what consequences follow from the hypothesis, and the question whether the hypothesis itself is true, must be kept distinct. So long as we are still concerned with the former question, that of the consequences, the hypothesis itself must be left unquestioned” (Taylor, 1953, p. 158). According ti Magee (1998), Socrates used to say that he had no positive teaching to offer, only questions to ask. But this disingenuous. From the certain cherished beliefs that underlie much of what he says (p.21). “ he wrote nothing himself, he mistrusted books because they can neither ask nor answer questions and are apt to be swallowed whole, and he said of their readers that they hear much and learn nothing, appear full of knowledge, but for the most part are without it, and have the show of wisdom without its reality” ( Livingstone, 1938, p. xviii).

B. SUMMARY The theory of knowledge which called constructivism which attributed to Jean Piaget said that learners construct knowledge from their experiences. In Piaget's theory of intelligence stated the importance of child's actions in his intellectual development, for through actions or experiences the child discover and construct his knowledge of reality. However, Piaget said that knowledge about reality is not only attributed through the experiences but also through our mental actions upon things. Knowledge is already innate within the child since his birth, that is why Piaget said that there is no knowledge comes from the outside and on which the child builds. A child since birth is already biologically equipped with internal schemes, and the growth of these schemes is the development of knowledge. The knowledge could develop through experiences, for through experience that the child is able to overcome illusions and discover how things really are. Socratic method which is the method trying to get at truth by persistent questioning. This method of Socrates is about question and answer. According to Socrates with regards in this method that since our birth we have already possessed knowledge, what we need is the midwife to help us, and the instruments used are question and answer. Socrates called that knowledge as the universal ideas which is stored us by the creator. The midwife that said by Socrates is the good tutor that helps to acquire knowledge through question and answer because according to him, the true approach of knowledge is not through books nor lectures, but through conversation – that is question and answer. Thus, Socrates said that real knowledge of what is good for the soul will display itself in a right attitude to all the situations in life. For him, the activity of the learner's mind is the fundamental in education, and he said that nothing is learnt which does not become part of his own experience. In Socratic method, question and answer, it does not mean that the learner is only to give verbal definition of the question, for this is not what being asked in question and answer method, but how to apply the word to all sorts of different people, decisions, and laws. The important rule of this method is that the answer of the first question is being asked next until the answer itself must be left unquestioned. Socrates wrote nothing himself because for him, books could neither question nor give answer to the questions. He added that readers of books hear much and learn nothing, appear full of knowledge, but the most part are without it, and have show the wisdom without its reality.

C. ANALYSIS Constructivism and Socratic method are both dealing the process of human knowledge, on how to develop knowledge which is innate in human since birth. Constructivism which is attributed to Piaget. His theory of knowledge is required experiences, Piaget called assimilation and accommodation. Assimilation is the knowledge already develop in human mind, and accommodation is the process to form new knowledge. So, it is implied in the theory of Piaget the importance of human experiences. In Socratic method which is the method of Socrates in get to the truth has the process of question and answer. Through continuous question and answer, a human could arrive to the unquestioned answer – the truth. This method is also required experiences in answering; these experiences are the activities of human mind by question and answer Both Piaget in constructivism and Socrates in Socratic method said that human knowledge is already possessed in him since he was born, and human needs only to develop it. Constructivism, this means to develop knowledge because as Piaget said that child is already biologically equipped with internal schemes. What human did in the process of assimilation and accommodation is only to develop or bring out the knowledge from within. The process of assimilation and accommodation as experience plays only as an instrument to develop the knowledge which is already stored in human mind in order that mind could understand of what is reality. This is an elaboration of Piaget said that there is no rock bottom knowledge which comes from outside and on which the child builds. So constructivism as theory of knowledge, and Piaget deals with the two terms – assimilation ans accommodation – as the process and the experience as an instrument in the development of knowledge. Socratic method deals on question and answer, for according to Socrates, since our birth we have already knowledge. Human only needs a midwife in the development of his knowledge and the question and answer are the instruments. So, through question and answer human could arrive to the reality when the answer of him is unquestionable. Simply means that human mind is only affirmed for what is reality. Therefore, both constructivism and Socratic method are uncertain, for they are simply affirming to the reality. That means there is a reality which is the certain knowledge hat being affirmed by the human mind, and human mind is drawn p knowledge out from that, in other word human mind is simply constructing knowledge from the pure knowledge. Constructivism and Somatic method are both concerned in human knowledge development, and said that experiences are needed in acquiring the new knowledge; however, the two have difference in the process in developing human knowledge: Constructivism is assimilation and accommodation; Socratic method is question and answer, but these two have in common in attaining new knowledge, and that through “experience”. CHAPTER IV CONSTRUCTIVISM AN AID TOWARDSINTELLECTUAL FORMATION OF SEMINARIAN

A. EXPOSITION 1. Constructivism Constructivism is a theory of knowledge also means epistemology. “ Epistemology is the theory of valid knowledge, and even if this knowledge is never in a state and always forms a process, this process is essentially the passage of a lesser to a greater validity” ( Rosin, 1971, p.7 ). A child could not form knowledge without process, and from that, Piaget said the four stages in the development of intelligence; first stage (0 – 30 years old, second stage (2 – 7) years old, third stage (7 – 110 years old, and the last stage (12 – 15) years old. “ As he grows, and as his world expands beyond home to school and community, the child repeatedly encounters new experiences and new challenges to his intellectual innocence. He is, moreover, himself a growing being so that he is progressively viewing the world from new heights and with increased sensitivity and activity” ( Elkind, 1981, p.3 ). As the child grows and encounters new experiences, he needs the process of assimilation – accommodation which are the two terms given by Jean Piaget. “ In its beginning, assimilation is essentially the utilization of the external environment by the subject to nourish his hereditary or acquired schemata” ( Cook, 1955, p.351 ). As the past chapter stated that assimilation is the knowledge that is already known by the child through his experiences, and accommodation is the new knowledge that forms in him through his new experiences. “ Assimilation and accommodation are obviously opposed to one another, since assimilation is conservative and tends to subordinate the environment to the organism as it is, where as accommodation is the source of changes and bends the organism to the successive of the environment” ( Cook, 1955, p.352 ). Though the two are opposed to one another, but still they are the processes which Piaget said for intellectual development, for “ they are the two poles of an interaction between the organism and the environment, which is the condition for all biological and intellectual operation, and such an interaction presupposes from the point of departure an equilibrium between the two tendencies of opposite poles” ( Cook, 1955, p.353 )< the two are opposed to one another, but there is an equilibrium which balances the two opposing processes. “ Equilibration can be regarded as a higher order regulatory process that governs the relationship between assimilation and accommodation” ( Elkind, 1981, p.6 ). In addition, “ equilibration, then. Leads to extend to expanded forms of thought and broader ranges of assimilation. It thus insures that new accommodation become integrated within existing forms of thinking” ( Elkind, 1981, p.7 ). This theory of knowledge is an examination of human intelligence. “ Intelligence is the ability to adapt to an environment, and second, that ability to adapt passes through a series of maturational stages as it develops” ( Sutton-Smith, 1973, p.160 ). “ Piaget discoveries of children's implicit philosophies or systems of beliefs, the construction of reality by the infant, and the stages of mental development have altered our ways of thinking about human intelligence” ( Elkind, 1981, p.12 ). However, “ by comparison with a child, an adolescent is an individual who constructs system and theories. The child does not build systems” (Elkind & Tenzer, 1967, p.61 ). Therefore, the development of intelligence in child and in adolescent are different, but in a child, “ the more the child becomes aware of the truth inherit in the saying, 'always changing, always the same', the more he will look upon new experience as a challenge to his intelligence rather than a treat to his existence” ( Elkind, 1981, p.5 ). In intellectual development, a child needs teacher to help him to develop his intellectual capacities; however, in this theory of knowledge – constructivism – there are some differences between the teacher and facilitator. In fact in this theory, the child needs facilitator in developing his intellect and not the teacher because of these reasons: “ A teacher gives a didactic lecture which covers the subject matter, a facilitator helps the learner to get his own understanding of the content......... a facilitator needs to display a totally different set of skills than a teacher........... a teacher tells, a facilitator asks; a teacher lectures from the front, a facilitator supports from the back; a teacher gives answer according to a set curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive at his own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous dialogue with the learners” ( http: // en. wikipedia.org/ wiki/ Constructivism_(learning_theory) ). 2. Seminarian Intellectual Formation According to PPPF (2006), In college, a seminarian needs to grow in the appreciation of learning as an integral part of his human and vocation life. This is to be done at a time in his life when experience and action are often romanticized and one-sidedly exalted to the detriment of intellectual pursuits (p.23). The seminarian himself is the first agent of his intellectual formation. “ The college seminarian himself is the first agent of his own intellectual formation. He alone can cultivate healthy study habits, as will as clarify his motivations for studying” (SFXCS Academic Manual, 2009, p.12 ). Intellectual formation is very important in a seminarian, for “ the most characteristic aspect of man is that which makes him God's image and likeness, namely his intelligence and his will” ( Suarez, 1979, p.96). Moreover, “ in aid of college seminarians' need to search for identity and mission in life, intellectual formation seeks to develop not only academic excellence but also his capacity to face intelligently whatever state in life he may pursue” ( PPPF, 2006, p.232 ). besides, “ on the subject of intelligence, it must be never be forgotten that he is an instrument of salvation, and one of his duties is to give doctrine, to teach the gospel, to provide the minds of the faithful with adequate and suitable material relating to their faith. Since no one can give what he does not possess, he can hardly teach something unless he has first learned it himself” ( Suarez, 1979, p.96 ). The intellectual formation of seminarian has purpose - “...... the training he has received in the seminary during his years of study is precisely to give him knowledge he needs to carry out his ministry” ( Suarez, 1979, p.97). But “ intellectual formation in the college seminary should be preparatory to an in-continuity with that in a theology seminary, It should develop knowledge and skills necessary for theological studies” ( PPPF, 2006, p.233 ). Some examples that seminarian should develop, for his theological studies are appreciation for the natural and human values, deeper understanding in society, consciously pursued in the context of Christian faith, etc. Very clear that college formation in the seminary is only a preparatory for theology, for in college, seminarians are getting the major in philosophy because philosophy and theology have connection to one another in their purpose in life of man; philosophy is the handmaid for theology. “ Faith and reason are like two wings on which the human spirit rises to the contemplation of truth; and God has placed in the human heart a desire to know the truth – in a word, to know himself – so that, by knowing and loving God, men and women may also come to the fullness of truth about themselves” ( John Paul II, 1998 ). “ Every candidate for priesthood must be take this aspect of his preparation very seriously, realizing that his objection is to be useful to be of service. And 'the best service we can do for the Church and for humanity is to give doctrine” ( Suarez, 1979, p.100 ). In the intellectual formation of seminarian, “ the team of formators, teachers and staff is corporately responsible for the intellectual growth of the seminarians. Through their scholarly lectures, wide reading, intelligent conversations and wise counsels, they give witness to a vibrant and dynamic intellectual life” ( SFXCS Academic Manual, 2009, p.12 ). Development of knowledge is really required for the candidates for priesthood because “ if a deep spiritual life of prayer and practice of the virtues converts this knowledge into actual wisdom, then the whole of his ministry will have an unmistakable seal which derives from the truth, not just learned, but lived” ( Suarez, 1979, p.98 ).

B. SUMMARY There should be a process in forming knowledge, and Piaget mentions four stages sine birth up to adolescence. When the child grows, he goes to school and makes socialization to other children, so because of that a child encounters new experiences and new challenges to his intellectual development. That is the time that process of assimilation and accommodation helps him in his intellectual aspects because the more a child encounters new experiences, the more  he applies the process of assimilation and accommodation. Assimilation and accommodation are somewhat opposed to one another, but still they are the two poles of an interaction between the organism and the environment for child's intellectual operation. The two opposes by each other but there is an equilibrium which balances the two before forming new knowledge. However, this theory is more on education of a child from birth up to adolescence. If a child knows more, the more he looks upon new experiences as a challenge to his intelligence. In educating a child, he needs facilitator to help him in the development of his intellectual aspect. A facilitator is needed most than a teacher because the facilitator only help the child in forming knowledge. The facilitator does not the one who gives him knowledge like what has done by teacher. The duty of facilitator is only to facilitate, facilitator simply gives pattern to the child to form new knowledge. Intellectual capacity of a seminarian should grow, and this is done during hs life studies in seminary. The seminarian himself is the primary agent of his own intellectual formation, for he is the one who manages his own time in study periods and also in his study habits. Intellectual formation plays an important role in the life of seminarian because he needs to develop his academic excellence and also his capacity to face any state of life he may encounter. The seminarian is meant for priesthood, and he should possess more knowledge, for he is an instrument of salvation. He is the one who preach the Gospel; thus, if he does not have enough knowledge to preach, it is impossible for him to give the doctrine and preach the good news of salvation. He cannot give what he does not store in his own mind and heart. Intellectual formation of a seminarian is only a training for him to possess knowledge that is needed to carry out his ministry. In the college seminary, the intellectual formation of a seminarian is only a preparatory for his further studies in theology. In his studies in college, he is majoring philosophy, for philosophy is needed in theology. The philosophy and theology are inseparable to one another because philosophy is the handmade of theology. Pope John Paul II has mentioned of that, the relationship of reason and faith to arrive to the truth. In his intellectual formation, there are formators, teachers, and staff who are responsible for his intellectual growth. That is why development of knowledge for the candidate for priesthood, for it could be the the knowledge that form into wisdom that leads his whole ministry unmistakable seal.

C. ANALYSIS Constructivism is the aid of the seminarian towards his intellectual formation because a seminarian needs knowledge for his theological studies and for his future ministry, The theory of knowledge – constructivism – can be a direction of a seminarian in forming hid intellectual capacity. There are two functions of constructivism in the context of intellectual formation; first in experience; second the facilitator; these two could be the aid towards intellectual formation of the seminarian. Experience, Piaget talks about the experience in forming new knowledge. This experience is really needed of a a seminarian in forming knowledge – his experience during his childhood until he becomes in the present. His experience from the past plays an important role of him as a seminarian, for it could be the foundation of his knowledge. The knowledge that the child formed during his priesthood becomes a help for his intellectual formation when he enter the seminary. Facilitator, in the college seminary there are teachers, formators. As what the researcher said above that facilitator and teacher are different. Through facilitator, the seminarian form the new knowledge by his own process that is why he needs the facilitator to help him. But in the seminary, the teachers and formators are somewhat the same of the characteristics if the facilitator; they are also doing what the facilitator did; however it is not totally the same.

CHAPTER V GENERAL SUMMARY AND ANALYSIS

Constructivism, a theory of knowledge argues that human knowledge brings about from their experiences. In this theory, Jean Piaget known as psychologist, zoologist, and philosopher is the first who attribute in this theory. He investigated the intellectual development by being a biological scientist. He introduced the terms – assimilation and accommodation – as the processes to develop the knowledge of a child which is already possessed in him since birth. Through these two, a child forms new knowledge even though the two terms are opposed to one another because there is what Piaget called, equilibrium that balances the two in order that the child form new knowledge. In this theory, the presence of facilitator in learning is being required by the learner because a facilitator helps him to facilitate so that the learner could form new knowledge by his own; the facilitator is just only give him the pattern on how to acquire new knowledge. Thus, also experiences of the learner is required in forming new knowledge. The theory of knowledge like constructivism is somewhat related to the Socratic method, for Socratic method is about question and answer to arrive the true answer. As Socrates said since birth a child is already possessed knowledge, and he needs a midwife as the facilitator of the child to develop his knowledge. In addition of what he said that s child forms new knowledge through conversation and not through readings and lectures. This is the same in constructivism, for constructivism is also referring to conversation that a child form new knowledge. The two needs both facilitator of the child to help him; besides, the two theory of knowledge is required the same thing and that is experience. Constructivism could be an aid in the intellectual formation of the seminarian because seminarian needs to to become biologically equipped for it is required in his future ministry. But before that the seminarian's studies in college to form his intellectual is needed for his further studies in theology. Constructivism talks about the experiences and the facilitator as an instruments for the development of his intellectual aspect, by these two, constructivism could be an aid towards intellectual development of the seminarian because we could not deny the fact that seminarian needs his past experiences and teacher as facilitator in his intellectual formation.

CHAPTER VI CONCLUSION Based on the study of the researcher, we have found out the answer of the problems that being raised from the beginning of the study. The researcher comes up the conclusion based on the investigation he made. The theory of knowledge by Jean Piaget which is the pioneer study of intellectual development in the context of constructivism. The theory which deals with experience as the key to form new knowledge. In the other question being asked about the relationship between constructivism and Socratic method, and the researcher has proved that the two has similarity in dealing intellectual processes. Both of the two talks about experiences as the foundation of knowledge; the facilitator as the midwife for the learner that helps in his intellectual formation; and lastly the two said that knowledge is innate in the child since birth, the child needs only to develop it. Because of this last similarity they have, the researcher concludes that there is something or someone which or who stored that knowledge which is already possessed within the child during his first day on earth. Lastly, the researcher concludes that constructivism really an aid towards intellectual formation of seminarian, for we could see in the analysis of chapter four that constructivism plays an important role in the life of seminarian as pattern of his intellectual development so that seminarian himself would possess of knowledge which is used in his further studies in theology and especially in his future ministry as priest. Intellectual formation is one of the training for the candidate for priesthood, “ so when we speak of training for the priesthood, we mean the process through which a man must go in order that, when he is stamped with the seal of the priesthood, he will be prepared, he will have human and supernatural basis and foundation necessary, to be the instrument God wishes him to be, that is, another Christ” ( Suarez, 1979, p.83 ).

RECOMMENDATION The researcher aware that there are various limitations in his study. Because of that reason the researcher recommends that whoever people plan to conduct research about this topic, they should do an experimentation. Though it needs lot of times in doing such experiment, but it is better to do that as part of the research because there are some part of this research that needs to conduct an experiment with regards to the child possessing new knowledge. Another, the researcher recommends to expand the research especially in the part that mentioned the people who influenced constructivism because the researcher did not elaborate each of those thinkers that he had mentioned, in other word, to read more sources to expand the research is recommended. Lastly. The researcher recommends to investigate all learners not only in the context of seminary, but also in the other schools which trained people to become professionals.

REFERENCES

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