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PSE4801 Assignment 1
(COMPLETE GUIDELINE)
2025 - DUE May 2025
NO PLAGIARISM
[Year]
, Book
A Reader in Philosophy of Education
PSE4801 Assignment 1 (COMPLETE GUIDELINE) 2025 - DUE May 2025; 100%
TRUSTED Complete, trusted solutions and explanations. Ensure your success
with us...
1. African Philosophy and Education
1.1 Define African philosophy. (5)
African philosophy is the study and articulation of ideas, beliefs, and values rooted in African
cultural and historical contexts. It involves critical reflection on the experiences, traditions, and
practices of African people, often emphasizing communalism, ubuntu (human
interconnectedness), and indigenous knowledge systems. It seeks to validate African ways of
knowing and provide philosophical insight that is relevant to African realities.
1.2 Explain why Waghid and Higgs (2017) adopted the view of “mutual attunement”. (5)
Waghid and Higgs (2017) adopted the view of “mutual attunement” to emphasize dialogue,
understanding, and connection between educators and learners. This concept supports the idea
that education should be relational and grounded in shared humanity and ubuntu, where both
teacher and learner contribute to knowledge creation. It also challenges hierarchical and
authoritarian teaching methods by promoting reciprocity, openness, and empathy in
educational settings.
2. Pragmatism and Education
2.1 Show how “experience” of pragmatism has been challenged by pragmatists such as
Rorty. (5)
Richard Rorty challenged traditional notions of experience in pragmatism by arguing that truth
is not objective or fixed, but instead arises from language, culture, and historical context. He
emphasized that knowledge is a product of social interaction and interpretation, rather than
individual experiences alone. Rorty promoted neo-pragmatism, which questions the reliability
of experience as a foundation for knowledge and encourages a focus on practical consequences
and usefulness of ideas.
2.2 Name a former educator whom you consider to be a pragmatist in his or her teaching
approach and explain why. (5)
John Dewey is a notable example of a pragmatist educator. He emphasized learning through
doing, problem-solving, and experiential education. Dewey believed that education should
prepare learners for democratic participation and real-life challenges. His methods encouraged
active engagement, reflection, and adaptability—key principles of the pragmatic approach.
, 2.3 Distinguish between “knowledge by acquaintance” and “knowledge about something”.
(5)
“Knowledge by acquaintance” refers to direct, personal experience with something (e.g.,
knowing a person or a place firsthand), whereas “knowledge about something” is indirect and
descriptive, based on facts, theories, or second-hand information (e.g., knowing about gravity
through textbooks). The former is experiential; the latter is conceptual.
3. Rationality and Education
3.1 Write a short paragraph in which you argue why critical thinking (rationality)
can/should be fostered in learners. (5)
Critical thinking equips learners with the ability to question, evaluate, and make informed
decisions. In a world filled with complex problems and diverse perspectives, fostering rationality
helps learners develop independent thought, creativity, and ethical reasoning. It enables them
to challenge assumptions, solve problems logically, and engage responsibly in democratic
societies.
3.2 Discuss practical rationality as the “ability to stand back from one’s initial
judgement…” (MacIntyre, 1999). (5)
Practical rationality refers to the capacity to reflect on one’s decisions, beliefs, and actions
before committing to them. According to MacIntyre (1999), it involves the willingness to re-
evaluate and adjust one's judgments in light of new evidence, ethical considerations, or
broader understanding. It emphasizes humility, openness, and self-awareness in reasoning.
3.3 Refer to page 34 of your prescribed textbook and indicate how educators and learners
can, by implementing critical thinking, “release [their] imagination”. (5)
On page 34, it is suggested that critical thinking encourages learners to move beyond rote
learning and fixed ideas, enabling them to explore alternative perspectives and imagine new
possibilities. By questioning existing knowledge and reflecting creatively, educators and learners
can engage in innovative problem-solving and transformative learning, thus releasing their
imagination.
4. Phenomenology and Education
4.1 Existentialism (5)
Existentialism is a philosophical movement that emphasizes individual freedom, responsibility,
and meaning-making. It holds that humans are free to choose their paths and must define their
own existence in a world that may seem meaningless. In education, it promotes personal
authenticity, learner agency, and a deep connection between one’s identity and learning journey.
4.2 Curriculum interpretation as a phenomenological enquiry (5)
Phenomenological enquiry in curriculum interpretation involves exploring the lived
PSE4801 Assignment 1
(COMPLETE GUIDELINE)
2025 - DUE May 2025
NO PLAGIARISM
[Year]
, Book
A Reader in Philosophy of Education
PSE4801 Assignment 1 (COMPLETE GUIDELINE) 2025 - DUE May 2025; 100%
TRUSTED Complete, trusted solutions and explanations. Ensure your success
with us...
1. African Philosophy and Education
1.1 Define African philosophy. (5)
African philosophy is the study and articulation of ideas, beliefs, and values rooted in African
cultural and historical contexts. It involves critical reflection on the experiences, traditions, and
practices of African people, often emphasizing communalism, ubuntu (human
interconnectedness), and indigenous knowledge systems. It seeks to validate African ways of
knowing and provide philosophical insight that is relevant to African realities.
1.2 Explain why Waghid and Higgs (2017) adopted the view of “mutual attunement”. (5)
Waghid and Higgs (2017) adopted the view of “mutual attunement” to emphasize dialogue,
understanding, and connection between educators and learners. This concept supports the idea
that education should be relational and grounded in shared humanity and ubuntu, where both
teacher and learner contribute to knowledge creation. It also challenges hierarchical and
authoritarian teaching methods by promoting reciprocity, openness, and empathy in
educational settings.
2. Pragmatism and Education
2.1 Show how “experience” of pragmatism has been challenged by pragmatists such as
Rorty. (5)
Richard Rorty challenged traditional notions of experience in pragmatism by arguing that truth
is not objective or fixed, but instead arises from language, culture, and historical context. He
emphasized that knowledge is a product of social interaction and interpretation, rather than
individual experiences alone. Rorty promoted neo-pragmatism, which questions the reliability
of experience as a foundation for knowledge and encourages a focus on practical consequences
and usefulness of ideas.
2.2 Name a former educator whom you consider to be a pragmatist in his or her teaching
approach and explain why. (5)
John Dewey is a notable example of a pragmatist educator. He emphasized learning through
doing, problem-solving, and experiential education. Dewey believed that education should
prepare learners for democratic participation and real-life challenges. His methods encouraged
active engagement, reflection, and adaptability—key principles of the pragmatic approach.
, 2.3 Distinguish between “knowledge by acquaintance” and “knowledge about something”.
(5)
“Knowledge by acquaintance” refers to direct, personal experience with something (e.g.,
knowing a person or a place firsthand), whereas “knowledge about something” is indirect and
descriptive, based on facts, theories, or second-hand information (e.g., knowing about gravity
through textbooks). The former is experiential; the latter is conceptual.
3. Rationality and Education
3.1 Write a short paragraph in which you argue why critical thinking (rationality)
can/should be fostered in learners. (5)
Critical thinking equips learners with the ability to question, evaluate, and make informed
decisions. In a world filled with complex problems and diverse perspectives, fostering rationality
helps learners develop independent thought, creativity, and ethical reasoning. It enables them
to challenge assumptions, solve problems logically, and engage responsibly in democratic
societies.
3.2 Discuss practical rationality as the “ability to stand back from one’s initial
judgement…” (MacIntyre, 1999). (5)
Practical rationality refers to the capacity to reflect on one’s decisions, beliefs, and actions
before committing to them. According to MacIntyre (1999), it involves the willingness to re-
evaluate and adjust one's judgments in light of new evidence, ethical considerations, or
broader understanding. It emphasizes humility, openness, and self-awareness in reasoning.
3.3 Refer to page 34 of your prescribed textbook and indicate how educators and learners
can, by implementing critical thinking, “release [their] imagination”. (5)
On page 34, it is suggested that critical thinking encourages learners to move beyond rote
learning and fixed ideas, enabling them to explore alternative perspectives and imagine new
possibilities. By questioning existing knowledge and reflecting creatively, educators and learners
can engage in innovative problem-solving and transformative learning, thus releasing their
imagination.
4. Phenomenology and Education
4.1 Existentialism (5)
Existentialism is a philosophical movement that emphasizes individual freedom, responsibility,
and meaning-making. It holds that humans are free to choose their paths and must define their
own existence in a world that may seem meaningless. In education, it promotes personal
authenticity, learner agency, and a deep connection between one’s identity and learning journey.
4.2 Curriculum interpretation as a phenomenological enquiry (5)
Phenomenological enquiry in curriculum interpretation involves exploring the lived
