Knowing, Acting & Being 711: Knowing (Section A)
Jayson-Lee Jansen [22733310] Lecturer: Prof Y Waghid
Introduction
Education has been conceptualized through various iterations, for the purpose of this essay, it is
necessary to position education as a process that occurs among individuals or a social practice
through which rational thought is engaged. Subsequently, education should be thought of as an
educational practice. That is, the constant oscillations between the poiesis (making) and praxis
(doing) within an educative environment. Education creates a space where individuals are able to
come together, engage with one another and achieve individual potential (Arendt, 1958).
This essay serves to critically unpack notions of educational theory, practice, and action. In
addition, it considers the interrelationship of educational theory and practice, educational theory
as a mode of human action as well as the
Educational theory and practice: Disconnected or Not?
Educational theory and practice are often viewed as two distinct entities, however can it be
separated? In order to determine if educational theory can be disconnected from practice, it is
important to gain an understanding of what the two concepts, educational theory and practice,
denote to and how they inform one another.
Scholars say that theory is an imprecise, ambiguous term and often used “abused” (Shaw, 1981,
Thomas, 1997). The meaning of theory originates from the Latin noun theoria and Greek noun
theōria which is translated to “to look at,” “to observe” or a form of contemplation (Abend,
2008:180). The connotation thereof concerns the views of a spectator that is engaged in a practical
and critical theory.
According to Shaw (1981:20), practice refers to an activity that is directed to a certain end. This is
concerned with the implementation of such observations or contemplations in the teaching-
learning processes. Thus, it may be contended that practice of teaching-learning as an activity
directed towards the end of education.
Furthermore, Poppers (cited in Bereiter, 2012), theories are devices to resolve issues. This
therefore means that in the process of theorizing, an individual begins to contemplate, understand,
and therefore put these processes into action. An action in this sense relates to an ‘endeavour’ one
embarks upon through engaging with something or someone. This view is maintained by Davids
1
, Knowing, Acting & Being 711: Knowing (Section A)
Jayson-Lee Jansen [22733310] Lecturer: Prof Y Waghid
and Waghid (2017) who postulates that through theorizing an action takes place – this does not
happen independently from this undertaking. Therefore, theory is inherent in practice.
As elucidated to earlier, educational theory according to Thomas (cited in Davids and Waghid,
2017:2) may be considered as a tool to strengthen the actions within education. Thus, educational
theory should be considered to be the manifestation of the prevailing actions and practices in
education. This intimation already implies that practices and methods of education are somewhat
impoverished if they are not guided by the idea of an educational theory (Davids & Waghid,
2017:2). It is therefore the educational theory that enables education to be what it is, as it informs
and validates. Davids & Waghid (2017:2) describe educational theory as "abstract rather than
concrete, general rather than particular, context-free, rather than context-dependent". To theorize
one starts the chance to get acquainted.
Davids and Waghid (2017:2), contend that through avoiding theory is to become unmindful of
what is constituted by practice. Essentially, educational theory provides the foundation for
educational practice, and educational practice informs and shapes the theory thereof. That is,
theory and practice create a nexus and contingently rests upon one another. Theory and practice
are therefore never disconnected.
Educational practice as modes of human action
Having discussed the phenomenon of education practice it is therefore necessary to consider it as
a form of human action. As the abovementioned discussion leads, educational theory is
inextricably linked to educational practice. Scholars in Waghid (2023) expounds the following:
Through participating and engaging with the other, they bring their individual pasts to a collective ‘world’ – which
allows them to engage with the ‘world’ – thereby ensuring that the ‘world’ is sustained. Education has the function of
enabling human beings, especially the ‘newcomers’ in the chains of generations, to actively participate in the
maintenance and continuance of ‘world’ and thereby realize their human potential.
Furthermore, human action is described as practice, praxis (doing) and vita activa, that involves,
labour, work and action. These all refer to emancipatory and undeterminable action (Davids &
Waghid, 2017). According to Davids and Waghid (2017:7), “human action is boundless, has an
uncertain outcome and is ever- recurring”.
2
Jayson-Lee Jansen [22733310] Lecturer: Prof Y Waghid
Introduction
Education has been conceptualized through various iterations, for the purpose of this essay, it is
necessary to position education as a process that occurs among individuals or a social practice
through which rational thought is engaged. Subsequently, education should be thought of as an
educational practice. That is, the constant oscillations between the poiesis (making) and praxis
(doing) within an educative environment. Education creates a space where individuals are able to
come together, engage with one another and achieve individual potential (Arendt, 1958).
This essay serves to critically unpack notions of educational theory, practice, and action. In
addition, it considers the interrelationship of educational theory and practice, educational theory
as a mode of human action as well as the
Educational theory and practice: Disconnected or Not?
Educational theory and practice are often viewed as two distinct entities, however can it be
separated? In order to determine if educational theory can be disconnected from practice, it is
important to gain an understanding of what the two concepts, educational theory and practice,
denote to and how they inform one another.
Scholars say that theory is an imprecise, ambiguous term and often used “abused” (Shaw, 1981,
Thomas, 1997). The meaning of theory originates from the Latin noun theoria and Greek noun
theōria which is translated to “to look at,” “to observe” or a form of contemplation (Abend,
2008:180). The connotation thereof concerns the views of a spectator that is engaged in a practical
and critical theory.
According to Shaw (1981:20), practice refers to an activity that is directed to a certain end. This is
concerned with the implementation of such observations or contemplations in the teaching-
learning processes. Thus, it may be contended that practice of teaching-learning as an activity
directed towards the end of education.
Furthermore, Poppers (cited in Bereiter, 2012), theories are devices to resolve issues. This
therefore means that in the process of theorizing, an individual begins to contemplate, understand,
and therefore put these processes into action. An action in this sense relates to an ‘endeavour’ one
embarks upon through engaging with something or someone. This view is maintained by Davids
1
, Knowing, Acting & Being 711: Knowing (Section A)
Jayson-Lee Jansen [22733310] Lecturer: Prof Y Waghid
and Waghid (2017) who postulates that through theorizing an action takes place – this does not
happen independently from this undertaking. Therefore, theory is inherent in practice.
As elucidated to earlier, educational theory according to Thomas (cited in Davids and Waghid,
2017:2) may be considered as a tool to strengthen the actions within education. Thus, educational
theory should be considered to be the manifestation of the prevailing actions and practices in
education. This intimation already implies that practices and methods of education are somewhat
impoverished if they are not guided by the idea of an educational theory (Davids & Waghid,
2017:2). It is therefore the educational theory that enables education to be what it is, as it informs
and validates. Davids & Waghid (2017:2) describe educational theory as "abstract rather than
concrete, general rather than particular, context-free, rather than context-dependent". To theorize
one starts the chance to get acquainted.
Davids and Waghid (2017:2), contend that through avoiding theory is to become unmindful of
what is constituted by practice. Essentially, educational theory provides the foundation for
educational practice, and educational practice informs and shapes the theory thereof. That is,
theory and practice create a nexus and contingently rests upon one another. Theory and practice
are therefore never disconnected.
Educational practice as modes of human action
Having discussed the phenomenon of education practice it is therefore necessary to consider it as
a form of human action. As the abovementioned discussion leads, educational theory is
inextricably linked to educational practice. Scholars in Waghid (2023) expounds the following:
Through participating and engaging with the other, they bring their individual pasts to a collective ‘world’ – which
allows them to engage with the ‘world’ – thereby ensuring that the ‘world’ is sustained. Education has the function of
enabling human beings, especially the ‘newcomers’ in the chains of generations, to actively participate in the
maintenance and continuance of ‘world’ and thereby realize their human potential.
Furthermore, human action is described as practice, praxis (doing) and vita activa, that involves,
labour, work and action. These all refer to emancipatory and undeterminable action (Davids &
Waghid, 2017). According to Davids and Waghid (2017:7), “human action is boundless, has an
uncertain outcome and is ever- recurring”.
2
