,# 2009 University of South Africa
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
EDC1015/1/2010±2012
98473980
3B2
A4 6pica style
, (iii) EDC1015/1/2010±2012
Contents
Unit Page
INTRODUCTION iv
1 THINKING CLEARLY AND LEARNING FROM EXPERIENCE:
THE BEGINNING OF OUR NEW WORLD 1
2 ASKING QUESTIONS: CHALLENGING WHAT THE WORLD TELLS US 7
3 HOW IN THE WORLD CAN WE GIVE OUR LIVES MEANING? 12
4 WHAT OF AN AFRICAN WORLD? 17
5 CAN WE CHANGE OUR WORLD? 22
6 RETHINKING A WOMAN'S WORLD 30
7 WHO IN THE WORLD AM I? 34
8 IS THERE A WORLD THAT SPEAKS TO US? 38
9 WHERE IN THE WORLD ARE WE GOING? 43
, (iv)
Introduction
We want to welcome you to this module in Theoretical frameworks in
Education. We sincerely hope that you will enjoy working through the
prescribed book with its interactive text, with the additional assistance of
this wrap-around guide. We hope you will find the content interesting and
informative. Above all we hope that this module will inspire you to think
about yourself, your teaching, your own context and the wider world
around you.
We use a pluralistic (more than one), problem-centred approach to expose
you to several life views and the practical application of these frameworks
in your specific situation. We want to emphasise that there is not one single
solution to life's problems and questions; and there certainly is not one
person with all the answers.
In the introduction to your prescribed book, Philip and Jane tell us that
philosophy wants us to rethink, recreate and transform. Philosophy starts
when people start asking questions. We want you to ask questions while
you work through this module. Play around with ideas, and include fellow
students in your journey. If you want to contact your lecturers, use the web
page (myUnisa), email or telephone to continue with the conversations
started in the prescribed book and the study guide.
In this study guide we literally guide you through the nine units of your
prescribed book; you should therefore use this guide in conjunction with the
prescribed book. We give learning outcomes at the start of each unit. We
will give the outcomes of the whole module, as well as the assessment
criteria in your Tutorial letter 101.
Good luck with your studies
Your Lecturers
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
EDC1015/1/2010±2012
98473980
3B2
A4 6pica style
, (iii) EDC1015/1/2010±2012
Contents
Unit Page
INTRODUCTION iv
1 THINKING CLEARLY AND LEARNING FROM EXPERIENCE:
THE BEGINNING OF OUR NEW WORLD 1
2 ASKING QUESTIONS: CHALLENGING WHAT THE WORLD TELLS US 7
3 HOW IN THE WORLD CAN WE GIVE OUR LIVES MEANING? 12
4 WHAT OF AN AFRICAN WORLD? 17
5 CAN WE CHANGE OUR WORLD? 22
6 RETHINKING A WOMAN'S WORLD 30
7 WHO IN THE WORLD AM I? 34
8 IS THERE A WORLD THAT SPEAKS TO US? 38
9 WHERE IN THE WORLD ARE WE GOING? 43
, (iv)
Introduction
We want to welcome you to this module in Theoretical frameworks in
Education. We sincerely hope that you will enjoy working through the
prescribed book with its interactive text, with the additional assistance of
this wrap-around guide. We hope you will find the content interesting and
informative. Above all we hope that this module will inspire you to think
about yourself, your teaching, your own context and the wider world
around you.
We use a pluralistic (more than one), problem-centred approach to expose
you to several life views and the practical application of these frameworks
in your specific situation. We want to emphasise that there is not one single
solution to life's problems and questions; and there certainly is not one
person with all the answers.
In the introduction to your prescribed book, Philip and Jane tell us that
philosophy wants us to rethink, recreate and transform. Philosophy starts
when people start asking questions. We want you to ask questions while
you work through this module. Play around with ideas, and include fellow
students in your journey. If you want to contact your lecturers, use the web
page (myUnisa), email or telephone to continue with the conversations
started in the prescribed book and the study guide.
In this study guide we literally guide you through the nine units of your
prescribed book; you should therefore use this guide in conjunction with the
prescribed book. We give learning outcomes at the start of each unit. We
will give the outcomes of the whole module, as well as the assessment
criteria in your Tutorial letter 101.
Good luck with your studies
Your Lecturers
