ACADEMIA Letters The Constructivists’ Philosophy of Education Classroom Emmanuel Imiere This model ofers a perspective on philosophy of education from an instructional design view- point . The present study attempts to establish conditions in which constructivist principles and strategies can be adapted to teaching and learning of philosophy of education. Teaching role and methods Teaching methods are designed to give students the opportunity to observe, engage in, and invent or discover expert strategies in context. Such an approach will enable students to see how these strategies combine with their factual and conceptual knowledge and how they use a variety of resources in the social and physical environment. The teacher provides guidance in the learning process., directs learning by presenting the environment and technology that stimulates and encourages critical thinking and problem solving skills in learners. I considered methods that get students to articulate their knowledge, reasoning, or problem solving. Socratic Teaching The oldest, and still the most powerful, teaching tactic for fostering critical thinking is Socratic teaching. In Socratic teaching the focus is on giving students questions, not answers. The con- ceptual model incorporates the Socratic method of inquiring and probing mind by continually probing into the subject with questions. Fortunately, the abilities we gain by focusing on the elements of reasoning in a disciplined and self-assessing way, and the logical relationships that result from such disciplined thought, prepare us for Socratic questioning. The model presents dimensions of questioning that includes the following elements as predictable sets of relationship that hold for philosophy of education literature. Academia Letters, July 2021 Corresponding Author: Emmanuel Imiere, eimiere77@gmail.com Citation: Imiere, E. (2021). The Constructivists’ Philosophy of Education Classroom. Academia Letters, Article 2354. 1 ©2021 by the author — Open Access — Distributed under CC BY 4.0