The andragogy education methodology involves several aspects of the understanding of knowledge, knowledge exchange, and delivery. It comprises insider paradigms such as epistemology which is concerned with creation, nature, and human knowledge.
Objectivism (instructivism) and constructivism are offered as opposites. Objectivism “epistemology” defines the structure of knowledge.
Constructivism relies on perceptions, so the learners can build and discover their structure of knowledge (Sadeghi, 2016, p. 21).
I believe that the constructivism paradigm focuses on the learner's cognition, and how they internalize what they have learned to implement it practically. They take the chance to construct knowledge from assimilation, where they can change their faulty understanding. Indeed, this is the mechanism of transforming failures into success factors. In other words, their failure leads to their learning and understanding.
Moreover, constructivism considers the individual learner as more responsible than the facilitator in centralized activities. That leads to building a learning culture where the learner's motivation is the majority.
Finally, we can compel the learners to reinvent the wheel by using the constructivism paradigm taking into account the arms of andragogy, content, technology, and how far the trainer and learners could cope with them.