TPS 2601 ASSignment 50 ITU_compressed.

TPS 2601 ASSignment 50 ITU_compressed. TPS2601/103 ASSIGNMENT 50 MODULE CODE: TPS2601 STUDENT NUMBER: UNIQUE NUMBER: DUE DATE:15NOVEMBER 2020 ITUMELENG MMUSI TPS2601/103 1.1 AN AFRICAN PHILOSOPHY OF EDUCATION To improve education in South Africa, teachers need to be aware of the contextual factors that affect life and education. The lived realities as experienced by our society or communities provide a background to understand challenges from their unique contexts. An African philosophy of education based on these realities, that articulates the lived reality is needed. This philosophy could become a useful tool that provides a perspective to define and address problems. This approach can improve education and life on different levels. (Higgs, 2003) The reality experienced by a diverse African community suggests a spirit of communality as expressed in an indigenous African knowledge system. General unifying themes describe concepts in African philosophy that are related to education. To complete this portfolio, it is important that you understand these concepts. Read the information in the following table. The concept is explained first and the principles underlying or supporting the concept follows. To ensure that you understand the information, explain it in your own words in one sentence in the space provided. To complete this portfolio, it is important that you understand the concepts described below. General themes or concepts that are important for educators in South Africa 1. Decolonisation (Education) An active process to change the western-dominated philosophy and approach to education to a balanced approach where indigenous knowledge and pedagogies are acknowledged and genuinely incorporated into the formal educational system. Multiple perspectives are included to make education relevant and practical to address needs and challenges within specific contexts. (Owuor: 2007) Principles: Mkabela – An African approach to education Own understanding of concept and examples of implementation and teaching practice. - An African belief of an educational approach to modern ways of knowledge that enlightens teachers, learners and parents about accountability within the educational approach in a way of addressing obstacles/problems which include common challenges such as abuse, violence and many more. 2. African communalism: Community and belonging to a community is an important aspect of African life. An individual is conceptualised in terms of her/his connectedness in a community. Letseka (2000). Principles: Individuals are interdependent. Human relationships are important. Content and knowledge must be useful for practice. Own understanding of concept and examples of implementation and teaching practice. - A way that Africans been living/functioning through the past years, commonly known as traditional resemblance. It is a value or worth to human dignity, rights and responsibility. This is whereby people live and are part of the community, and are involved within community activities of building relationships with community members and passing knowledge and opportunities to one another. 3. Ubuntu (Humanness) A philosophy that promotes the common good of society. It focuses on ethical standards that a person acquires throughout his/her life and therefore education plays a very important role in transferring the African philosophy of life. The values of caring, sharing and dignity are important. Letseka (2000) Principles: Understanding the uniqueness of all persons. Recognising the humanity of others to affirm your own humanity. Welfare of others is important. Fairness and humanness are crucial to personal well-being. In a fulfilled and flourishing life persons are reasonably well fed, well clothed and housed, in good health, loved, secure, and able to make a conscious effort to treat others with fairness and humanness. Fairness and communality; individuals are interdependent. Human relationships are important. Therefore, respect, interpersonal skills and cooperative skills are important. Own understanding of concept and examples of implementation. What does this mean in your practice as a teacher? - Ubuntu in simple terms is “Humanity”. It is the connection or bond between people and sharing of various things in life that makes us as people united and connected. As a teacher, I am responsible to share information and knowledge to learners in order for them to have better enlightenment and motivation to prepare for life and building a future from the fundamentals teachers pass to them as learners. In school, there are Ubuntu objectives which have value and meaning to Ubuntu, which include forgiving, sharing, empathy, respecting, tolerance, caring, compassioning, and harmony for others (Learners, teachers, parents) 4. Africanisation: Using an African point of departure to change or incorporate the African outlook and character in all aspects of an education grounded in a South African context. TPS2601/103 Principles: Our schools are situated in the South African context. Principles that guide African ways of thinking, which might be invaluable in making education more accessible to South African learners: Examples: Respect different ways of learning, (Letseka); use different processes and methods of assessment (Beets & Le Grange). Use examples from South Africa and other countries. Own understanding of concept and examples of implementation. What does this mean in your practice as a teacher? - Africanisation is to transform something and apply indigenous African ways/approaches/solutions/principles by defining African identity and culture. Examples: name of areas (Mahikeng, Gauteng, Kuruman, Taung), name of streets of Africans (Steve Biko, Nelson Mandela). - As a teacher, is to apply indigenous methods in teaching by using languages as translation for learners to understand further. Most learners need translation emphasis. E.g. when teaching something in English and most learners use Tswana as their home language, translating to their language makes them understand. 5. Indigenous Knowledge (IKS) A complex set of activities, values, beliefs and practices that evolved over time and is still actively practiced. IKS is developed and sustained through traditional education. It provides skills, trade and training and socialisation avenues. It is a process of knowledge transmission that occurs within the context of family, community and cultural age groups. A lifelong learning process involving progression through age groupings, seniority and wisdom of others. Principles: Knowledge and wisdom advance with the age and life experiences of individuals. Knowledge is acquired through interaction with daily experiences and reflects the community’s value systems. The purpose of IKS is to place knowledge within the context of the user. It is handed down from one generation to another. It involves the expertise of multiple teachers. Mazrui refers to pillars of wisdom in integrating indigenous knowledge – tolerance, social justice, etc. Lave & Wenger – situated learning, Ubuntu values such as respect, ways of learning – Letseka Own understanding of concept and examples of implementation. What does this mean in your practice as a teacher? - IKS is a system used to facilitate information, communication and decision making within the necessity of socio-cultural and communication values. It is a process of obtaining knowledge outside a formal educational platform then sharing it with people within/of the community.