, HED4804 ASSESSMENT TASK 2 2026:
ANSWERS
DUE DATE: 2026
1. CONCEPTUALISING (AFRICAN) PHILOSOPHY OF EDUCATION AS THE
CREATION OF CONCEPTS-IN-PLACE
Introduction
Philosophy of education is often misunderstood as an abstract and purely theoretical field with little
relevance to everyday teaching and learning. However, within the African context, it can be more
accurately understood as the creation of concepts-in-place—that is, ideas that emerge from specific
historical, cultural, and social contexts. This perspective challenges the dominance of universal or
Western models of education and emphasises the importance of grounding knowledge in lived
realities (Higgs, 2012).
This essay argues that philosophy is not merely a collection of abstract ideas, but an active and
critical practice necessary for navigating a complex and rapidly changing world. Philosophy of
education enables individuals to question assumptions, reflect critically on their own experiences,
and engage with the broader purposes of education. Drawing on my own experiences as a student in
South Africa, I will demonstrate how philosophical reflection allows for deeper engagement with
educational challenges. Furthermore, the essay will show that African philosophy of education,
through its emphasis on context and relationality, provides a valuable framework for rethinking
education in a meaningful and transformative way.
Defining Philosophy Beyond Abstract Thought
Philosophy can be broadly defined as the critical and systematic inquiry into fundamental questions
about knowledge, reality, and values (Biesta, 2017). However, such a definition risks presenting
philosophy as detached from everyday life. In practice, philosophy is not limited to abstract
reasoning but is deeply connected to how individuals interpret and make sense of their lived
experiences. It is an ongoing process of questioning assumptions and reflecting on the world.
From my own educational experience, I have often encountered situations where the content taught
did not fully reflect my social or cultural context. This led me to question why certain knowledge is
prioritised in the curriculum while other forms of knowledge are marginalised. Through engaging
with philosophical thinking, I came to understand that education is shaped by historical and political
forces, and that what is considered “valid” knowledge is not neutral (Higgs, 2012). This realisation
demonstrates that philosophy is not merely theoretical but has practical implications for how
education is structured and experienced.
ANSWERS
DUE DATE: 2026
1. CONCEPTUALISING (AFRICAN) PHILOSOPHY OF EDUCATION AS THE
CREATION OF CONCEPTS-IN-PLACE
Introduction
Philosophy of education is often misunderstood as an abstract and purely theoretical field with little
relevance to everyday teaching and learning. However, within the African context, it can be more
accurately understood as the creation of concepts-in-place—that is, ideas that emerge from specific
historical, cultural, and social contexts. This perspective challenges the dominance of universal or
Western models of education and emphasises the importance of grounding knowledge in lived
realities (Higgs, 2012).
This essay argues that philosophy is not merely a collection of abstract ideas, but an active and
critical practice necessary for navigating a complex and rapidly changing world. Philosophy of
education enables individuals to question assumptions, reflect critically on their own experiences,
and engage with the broader purposes of education. Drawing on my own experiences as a student in
South Africa, I will demonstrate how philosophical reflection allows for deeper engagement with
educational challenges. Furthermore, the essay will show that African philosophy of education,
through its emphasis on context and relationality, provides a valuable framework for rethinking
education in a meaningful and transformative way.
Defining Philosophy Beyond Abstract Thought
Philosophy can be broadly defined as the critical and systematic inquiry into fundamental questions
about knowledge, reality, and values (Biesta, 2017). However, such a definition risks presenting
philosophy as detached from everyday life. In practice, philosophy is not limited to abstract
reasoning but is deeply connected to how individuals interpret and make sense of their lived
experiences. It is an ongoing process of questioning assumptions and reflecting on the world.
From my own educational experience, I have often encountered situations where the content taught
did not fully reflect my social or cultural context. This led me to question why certain knowledge is
prioritised in the curriculum while other forms of knowledge are marginalised. Through engaging
with philosophical thinking, I came to understand that education is shaped by historical and political
forces, and that what is considered “valid” knowledge is not neutral (Higgs, 2012). This realisation
demonstrates that philosophy is not merely theoretical but has practical implications for how
education is structured and experienced.
