NAME: Seponye Ivan Makopo
Student No: 19820291
Module CODE: ESC3701
Date: 21 April 2023
Assessment1
653288
Question 1
Discuss the central ethical idea in African philosophy and its contribution to formal
schooling or education.
African Ethics provides an in-depth exploration of Ubuntu ethics which is defined as
a set of values based on concepts such as reciprocity, mutual respect, and working
towards the common good. Ubuntu ethics also strongly emphasize the place of
human dignity. The book engages with both theory and practice and how these
ethical ideas impact upon the actual lived experience of Africans.
It also includes important political considerations such as the impact of imperialism,
colonialism, and capitalism on African ethics as well as the negative impact of
apartheid and the renaissance made possible by the 'The Truth and Reconciliation
Commission' whose work was premised heavily on African ethical ideas.” Jonathan
O. Chimakonam, Luis Cordeiro Rodriques’”.
An African philosophy of education is a way of asking questions about education in
Africa. African philosophy it’s actually embedded with an energy and drive to change
undesirable situations and conditions. An African philosophy of education also allows
inquirers to look at how educational practices – teaching, learning, managing and
governing universities on the continent – can be made to feel real. Philosophy of
education is wrongly perceived as being some abstract exercise of the mind that’s
not connected to real-life issues. Africa’s institutions of higher learning should seek
to change this. The other key feature of an African philosophy of education is that it’s
invariably geared towards addressing the continent’s injustices and inequalities. A
university education that is guided by a concern for educational justice – an
advocacy for freedom, autonomy, democratic engagement and responsiveness to
the other – is one that takes African philosophy of education seriously.
Africa’s concerns to move beyond its subjugation to repression and exclusion will
gain considerably more momentum if its people can produce analyses and
responses to the legitimate concerns that confront humanity on the continent. If this
is allowed to happen, African philosophy of education would have acquired
significant potency in its educational quest for justice. “Author Yusef Waghid “.
, Question 3
Discuss Locke’s views on education
Education means shaping according to each individual’s temperament and skills,
exercised without brutality, but in a rigorous and pragmatic manner. Locke believed
that the purpose of education was to produce an individual with a sound mind in a
sound body so as to better serve his country. Locke thought that the content of
education ought to depend upon one’s station in life. Education plays an important
role in shaping moral development and social integration of a person. Education
would mean molding an individual character, temperament and skills, practice
without violence, it can be difficult but realistic and relevant and most importantly it
should be attainable. To Speak about education, it talks about discipline, morally
good and the ability to reject immoral act, appreciate personal values of what is good
and what is bad. Student should be taught to master and listen to instinctual side.
People are not equal, as they do not benefit from the same education. Although the
mind is the most important part of our being, it is not a good idea to neglect the body:
through his robust physical constitution man may successfully cope with the daily
activities and fatigue, bravely facing all sorts of hardships and adapting to his
environment M. Androne (2014). [1] Adamson JW. (ed.) The Educational Writings
of John Locke. Cambridge: University Press. 1922.
[2] Marshall J. John Locke: Resistance, Religion and Responsibility. Cambridge:
Cambridge University Press. 1994
Question 4
How would you implement a phenomenological philosophy of education in the
classroom?
when a phenomenological approach is applied to education, students' learning relies
on their own perspectives. They focus on their own knowledge, freedom, thought,
creativity, choices, and behaviors from their perspective. This improves their self-
awareness and self-esteem. Education must be meaningful in this mundane sense,
and usually it is. But, when a student takes a look at his older friend's algebra book,
the very one he'll be using next year, the meaninglessness he sees, the mumbo
jumbo, is now threatening, anxiety-arousing. Although meaningless in the mundane
sense, it is now meaningful in a personal sense: highly relevant and loaded with
affect. I'll call it personal meaning. As long as you are conscious, there is some
degree of "feeling tone" or interest, which has a positive, drawing-toward, quality or a
negative, pushing-away, quality. Usually this is in the background, hardly noticeable
other than as "attention" to something. When more intense, we notice these feeling
tones as delightful or distressful in some way.
Student No: 19820291
Module CODE: ESC3701
Date: 21 April 2023
Assessment1
653288
Question 1
Discuss the central ethical idea in African philosophy and its contribution to formal
schooling or education.
African Ethics provides an in-depth exploration of Ubuntu ethics which is defined as
a set of values based on concepts such as reciprocity, mutual respect, and working
towards the common good. Ubuntu ethics also strongly emphasize the place of
human dignity. The book engages with both theory and practice and how these
ethical ideas impact upon the actual lived experience of Africans.
It also includes important political considerations such as the impact of imperialism,
colonialism, and capitalism on African ethics as well as the negative impact of
apartheid and the renaissance made possible by the 'The Truth and Reconciliation
Commission' whose work was premised heavily on African ethical ideas.” Jonathan
O. Chimakonam, Luis Cordeiro Rodriques’”.
An African philosophy of education is a way of asking questions about education in
Africa. African philosophy it’s actually embedded with an energy and drive to change
undesirable situations and conditions. An African philosophy of education also allows
inquirers to look at how educational practices – teaching, learning, managing and
governing universities on the continent – can be made to feel real. Philosophy of
education is wrongly perceived as being some abstract exercise of the mind that’s
not connected to real-life issues. Africa’s institutions of higher learning should seek
to change this. The other key feature of an African philosophy of education is that it’s
invariably geared towards addressing the continent’s injustices and inequalities. A
university education that is guided by a concern for educational justice – an
advocacy for freedom, autonomy, democratic engagement and responsiveness to
the other – is one that takes African philosophy of education seriously.
Africa’s concerns to move beyond its subjugation to repression and exclusion will
gain considerably more momentum if its people can produce analyses and
responses to the legitimate concerns that confront humanity on the continent. If this
is allowed to happen, African philosophy of education would have acquired
significant potency in its educational quest for justice. “Author Yusef Waghid “.
, Question 3
Discuss Locke’s views on education
Education means shaping according to each individual’s temperament and skills,
exercised without brutality, but in a rigorous and pragmatic manner. Locke believed
that the purpose of education was to produce an individual with a sound mind in a
sound body so as to better serve his country. Locke thought that the content of
education ought to depend upon one’s station in life. Education plays an important
role in shaping moral development and social integration of a person. Education
would mean molding an individual character, temperament and skills, practice
without violence, it can be difficult but realistic and relevant and most importantly it
should be attainable. To Speak about education, it talks about discipline, morally
good and the ability to reject immoral act, appreciate personal values of what is good
and what is bad. Student should be taught to master and listen to instinctual side.
People are not equal, as they do not benefit from the same education. Although the
mind is the most important part of our being, it is not a good idea to neglect the body:
through his robust physical constitution man may successfully cope with the daily
activities and fatigue, bravely facing all sorts of hardships and adapting to his
environment M. Androne (2014). [1] Adamson JW. (ed.) The Educational Writings
of John Locke. Cambridge: University Press. 1922.
[2] Marshall J. John Locke: Resistance, Religion and Responsibility. Cambridge:
Cambridge University Press. 1994
Question 4
How would you implement a phenomenological philosophy of education in the
classroom?
when a phenomenological approach is applied to education, students' learning relies
on their own perspectives. They focus on their own knowledge, freedom, thought,
creativity, choices, and behaviors from their perspective. This improves their self-
awareness and self-esteem. Education must be meaningful in this mundane sense,
and usually it is. But, when a student takes a look at his older friend's algebra book,
the very one he'll be using next year, the meaninglessness he sees, the mumbo
jumbo, is now threatening, anxiety-arousing. Although meaningless in the mundane
sense, it is now meaningful in a personal sense: highly relevant and loaded with
affect. I'll call it personal meaning. As long as you are conscious, there is some
degree of "feeling tone" or interest, which has a positive, drawing-toward, quality or a
negative, pushing-away, quality. Usually this is in the background, hardly noticeable
other than as "attention" to something. When more intense, we notice these feeling
tones as delightful or distressful in some way.
