HED4807 Assignment 7 2025: Philosophy in Education Test Paper
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2025
SECTION A
Question 1
Define "philosophising in education" and distinguish it from "common sense."
Philosophising in education refers to the deliberate and critical process of questioning
the fundamental assumptions, values, and purposes that underlie educational practices.
It involves reflective thinking about what education is for, how it should be organised,
what counts as knowledge, how learners ought to be treated, and what an educated
person should become. This form of inquiry goes beyond immediate practical concerns
and aims to uncover the deeper meanings and hidden assumptions that shape
everyday educational decisions. Philosophising in education encourages educators to
interrogate taken-for-granted beliefs, consider alternative viewpoints, and develop
coherent justifications for their choices.
In contrast, common sense consists of widely shared beliefs, assumptions, and
everyday wisdom that people accept without questioning. Common sense often appears
obvious and natural because it reflects dominant social norms and habitual ways of
thinking. In education, common sense might include unquestioned statements such as
“the teacher knows more than the learner,” “discipline creates good students,” or
“university education always leads to success.” Although common sense can be useful
for making quick decisions, it is limited because it does not examine the deeper reasons
behind practices or consider whether these beliefs remain valid in changing contexts.
,The key difference is therefore the level of reflection and depth of questioning.
While common sense accepts reality as it appears, philosophising deliberately
challenges these appearances, asking why educational practices are the way they are,
whose interests they serve, and whether alternatives might lead to more just or
meaningful outcomes. Philosophising in education thus opens space for critical
transformation, whereas common sense maintains the status quo.
Question 2 (10 Marks)
Explain how an event such as the #FeesMustFall movement can trigger a
rethinking of fundamental educational questions.
An “event” in philosophy refers to a moment or occurrence that disrupts ordinary
thinking and forces people to reconsider what they usually take for granted. The
#FeesMustFall movement in South Africa is an example of such an event because it
confronted society with urgent questions about access, equality, the purpose of higher
education, and the meaning of justice in educational institutions.
First, #FeesMustFall challenged the assumption that higher education is naturally
expensive and should be treated as a commodity. Students’ demands for accessible
and affordable education forced universities and policymakers to rethink who higher
education is for and whether current funding models exclude large segments of society.
This pushed educators and society to reflect on the deeper ethical question: Should
education be a public good or a private privilege?
Second, the movement highlighted historical inequalities that persist in the education
system. It made visible the structural barriers affecting Black and working-class
students, compelling educators and institutions to re-examine the legacy of apartheid
and the slow pace of transformation. The event therefore opened a philosophical space
to question what a truly equitable and decolonised education system should look like.
Third, #FeesMustFall raised questions about power, authority, and the role of students
in shaping their own educational environments. The active participation of students
, challenged traditional beliefs about who has the right to speak, who defines educational
priorities, and how universities should be governed. It highlighted the need to rethink
democratic engagement within institutions.
Finally, the movement forced a reconsideration of the aims of education itself. Students
questioned whether the system serves economic interests at the expense of social
justice, identity, and cultural relevance. This provoked deeper reflection about what
universities should be producing: workers for the labour market, critical citizens, or
agents of social transformation.
In these ways, the #FeesMustFall event acted as a catalyst for profound philosophical
reflection, exposing hidden assumptions and prompting a re-evaluation of fundamental
educational values and structures.
Question 3 (10 Marks)
Briefly explain the difference between intrinsic and extrinsic aims of education,
providing one example of each.
The aims of education can be understood in terms of intrinsic and extrinsic purposes.
The distinction lies in whether education is valued for its own sake or for the results it
produces outside of learning itself.
Intrinsic Aims of Education
Intrinsic aims refer to purposes that are valued within the activity of education itself.
These aims focus on the personal, intellectual, moral, or cultural growth of learners.
Education is seen as a process that enriches individuals by helping them develop
critical thinking, self-understanding, creativity, curiosity, and the ability to make informed
judgments. The intrinsic view holds that learning is worthwhile even if it does not lead to
an external reward or economic benefit, because it supports human flourishing and
personal development.
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2025
SECTION A
Question 1
Define "philosophising in education" and distinguish it from "common sense."
Philosophising in education refers to the deliberate and critical process of questioning
the fundamental assumptions, values, and purposes that underlie educational practices.
It involves reflective thinking about what education is for, how it should be organised,
what counts as knowledge, how learners ought to be treated, and what an educated
person should become. This form of inquiry goes beyond immediate practical concerns
and aims to uncover the deeper meanings and hidden assumptions that shape
everyday educational decisions. Philosophising in education encourages educators to
interrogate taken-for-granted beliefs, consider alternative viewpoints, and develop
coherent justifications for their choices.
In contrast, common sense consists of widely shared beliefs, assumptions, and
everyday wisdom that people accept without questioning. Common sense often appears
obvious and natural because it reflects dominant social norms and habitual ways of
thinking. In education, common sense might include unquestioned statements such as
“the teacher knows more than the learner,” “discipline creates good students,” or
“university education always leads to success.” Although common sense can be useful
for making quick decisions, it is limited because it does not examine the deeper reasons
behind practices or consider whether these beliefs remain valid in changing contexts.
,The key difference is therefore the level of reflection and depth of questioning.
While common sense accepts reality as it appears, philosophising deliberately
challenges these appearances, asking why educational practices are the way they are,
whose interests they serve, and whether alternatives might lead to more just or
meaningful outcomes. Philosophising in education thus opens space for critical
transformation, whereas common sense maintains the status quo.
Question 2 (10 Marks)
Explain how an event such as the #FeesMustFall movement can trigger a
rethinking of fundamental educational questions.
An “event” in philosophy refers to a moment or occurrence that disrupts ordinary
thinking and forces people to reconsider what they usually take for granted. The
#FeesMustFall movement in South Africa is an example of such an event because it
confronted society with urgent questions about access, equality, the purpose of higher
education, and the meaning of justice in educational institutions.
First, #FeesMustFall challenged the assumption that higher education is naturally
expensive and should be treated as a commodity. Students’ demands for accessible
and affordable education forced universities and policymakers to rethink who higher
education is for and whether current funding models exclude large segments of society.
This pushed educators and society to reflect on the deeper ethical question: Should
education be a public good or a private privilege?
Second, the movement highlighted historical inequalities that persist in the education
system. It made visible the structural barriers affecting Black and working-class
students, compelling educators and institutions to re-examine the legacy of apartheid
and the slow pace of transformation. The event therefore opened a philosophical space
to question what a truly equitable and decolonised education system should look like.
Third, #FeesMustFall raised questions about power, authority, and the role of students
in shaping their own educational environments. The active participation of students
, challenged traditional beliefs about who has the right to speak, who defines educational
priorities, and how universities should be governed. It highlighted the need to rethink
democratic engagement within institutions.
Finally, the movement forced a reconsideration of the aims of education itself. Students
questioned whether the system serves economic interests at the expense of social
justice, identity, and cultural relevance. This provoked deeper reflection about what
universities should be producing: workers for the labour market, critical citizens, or
agents of social transformation.
In these ways, the #FeesMustFall event acted as a catalyst for profound philosophical
reflection, exposing hidden assumptions and prompting a re-evaluation of fundamental
educational values and structures.
Question 3 (10 Marks)
Briefly explain the difference between intrinsic and extrinsic aims of education,
providing one example of each.
The aims of education can be understood in terms of intrinsic and extrinsic purposes.
The distinction lies in whether education is valued for its own sake or for the results it
produces outside of learning itself.
Intrinsic Aims of Education
Intrinsic aims refer to purposes that are valued within the activity of education itself.
These aims focus on the personal, intellectual, moral, or cultural growth of learners.
Education is seen as a process that enriches individuals by helping them develop
critical thinking, self-understanding, creativity, curiosity, and the ability to make informed
judgments. The intrinsic view holds that learning is worthwhile even if it does not lead to
an external reward or economic benefit, because it supports human flourishing and
personal development.
