Description: The concept of constructivism is strongly argued within Piaget's work about the intellectual development of children. But what happens when it is used outside the Piagetian background? This concept has, on the one hand, given birth to a pedagogical view which supports various teaching methods usually refered to as "non-direct" or "child-centered" ones. These methods are currently more or less undermined by researches pointing at their poor efficiency, especially considering pupils from disavantaged origins. Does this negative assessment doom the concept of constructivism to death? On the other hand, this concept of constructivism has been worked out by social sciences in its epistemological dimension and has been much discussed in the field of cultural studies as in the field of philosophy (J. Habermas, for instance, often discussed it). I would like to investigate this double interpretation of constructivism and ask whether it may be given a more comprehensive meaning and be refered to more general problematics concerning education and knowledge. Methodology: Thanks to a synthetic reading of classical and recent litterature , I intend to conceptualize, argue and problematize the question of constructivism as a whole by trespassing the disciplinary boundaries in which it is usually dealt with. Conclusions: I mean to argue that the concept of constructivism is worth being revisited and can be of some help in educational research and thinking.