, HED4804 ASSIGNMENT 5 2025 ANSWERS
DUE DATE:15 SEPTEMBER 2025
1. Introduction
The development of a teaching and learning philosophy in higher education is a critical
exercise that allows educators to reflect upon, articulate, and justify their pedagogical values,
beliefs, and practices. In the South African context, this process is not only a personal
intellectual journey but also a professional necessity, given the transformation agenda of
higher education since 1994. The legacy of apartheid left deep inequalities in access,
participation, and success rates in higher education, and institutions continue to be confronted
with the dual responsibility of producing skilled graduates while simultaneously advancing
social justice and inclusivity (Council on Higher Education, 2016). Therefore, engaging in
philosophical reflection about teaching and learning is essential for developing practices that
are both academically rigorous and socially responsive.
A teaching and learning philosophy can be understood as a written statement that explains
the assumptions, principles, and values underpinning an educator’s approach to curriculum
design, pedagogy, and student engagement (Brookfield, 2017). Such statements are not mere
formalities but serve as “living documents” that evolve alongside an educator’s professional
growth, contextual challenges, and broader institutional changes (Kreber, 2013). Importantly,
they provide clarity on the purpose of education, the role of the lecturer, and the responsibilities
of students in the learning process. In this regard, a philosophy of teaching aligns personal
convictions with broader pedagogical theories, allowing for coherence between practice and
theory.
Reflective practice plays a central role in shaping one’s philosophy of teaching and learning.
Schön (1983) highlights that reflective practitioners are able to critically analyse their own
experiences, question taken-for-granted assumptions, and adapt their methods in order to
improve learning outcomes. This is particularly significant in higher education, where student
cohorts are increasingly diverse in terms of culture, prior schooling, language, and
socioeconomic background (Leibowitz & Bozalek, 2016). For lecturers, reflective practice
enables the interrogation of traditional teaching methods that may not serve all students
equitably, while encouraging the adoption of transformative approaches such as student-
centred learning, critical pedagogy, and blended learning.
The introduction of reflective assignments such as this one in HED4804 serves a dual
purpose: it provides lecturers-in-training with an opportunity to refine their self-awareness as
DUE DATE:15 SEPTEMBER 2025
1. Introduction
The development of a teaching and learning philosophy in higher education is a critical
exercise that allows educators to reflect upon, articulate, and justify their pedagogical values,
beliefs, and practices. In the South African context, this process is not only a personal
intellectual journey but also a professional necessity, given the transformation agenda of
higher education since 1994. The legacy of apartheid left deep inequalities in access,
participation, and success rates in higher education, and institutions continue to be confronted
with the dual responsibility of producing skilled graduates while simultaneously advancing
social justice and inclusivity (Council on Higher Education, 2016). Therefore, engaging in
philosophical reflection about teaching and learning is essential for developing practices that
are both academically rigorous and socially responsive.
A teaching and learning philosophy can be understood as a written statement that explains
the assumptions, principles, and values underpinning an educator’s approach to curriculum
design, pedagogy, and student engagement (Brookfield, 2017). Such statements are not mere
formalities but serve as “living documents” that evolve alongside an educator’s professional
growth, contextual challenges, and broader institutional changes (Kreber, 2013). Importantly,
they provide clarity on the purpose of education, the role of the lecturer, and the responsibilities
of students in the learning process. In this regard, a philosophy of teaching aligns personal
convictions with broader pedagogical theories, allowing for coherence between practice and
theory.
Reflective practice plays a central role in shaping one’s philosophy of teaching and learning.
Schön (1983) highlights that reflective practitioners are able to critically analyse their own
experiences, question taken-for-granted assumptions, and adapt their methods in order to
improve learning outcomes. This is particularly significant in higher education, where student
cohorts are increasingly diverse in terms of culture, prior schooling, language, and
socioeconomic background (Leibowitz & Bozalek, 2016). For lecturers, reflective practice
enables the interrogation of traditional teaching methods that may not serve all students
equitably, while encouraging the adoption of transformative approaches such as student-
centred learning, critical pedagogy, and blended learning.
The introduction of reflective assignments such as this one in HED4804 serves a dual
purpose: it provides lecturers-in-training with an opportunity to refine their self-awareness as
