Konstruktywizm edukacyjny – niejednoznaczność, kontrowersje, dylematy

This article is a voice in the discussion on the reasons why the polemics on the essence and status of constructivism and on its significance for educational practices continues. The multiplicity of theoretical references, the ambiguity of evidence on educational outcomes, and the divergence of assessments of the effects of using constructivism in organizing learning processes have their various causes. This text undertakes to identify those reasons whose roots lie in the nature of pedagogical science and in the related peculiarities of the relationship between academic theory and teaching practice.