Constructivism and representationism as a unity of alternative paradigms of the educational process

The problem of the epistemological paradigm in the educational process is considered. A comparison of constructivism and representationism as methodological antipodes in the process of cognition is given. The author focuses on the features of constructivism in didactics. This view will be of interest to specialists in the field of pedagogy. The work is interdisciplinary in nature, written at the intersection of philosophy and pedagogy.