HED4804
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: JUNE 2025
, Philosophy in Education
Conceptualising (African) Philosophy of Education as the Creation of Concepts-
in-Place
In an increasingly complex and interconnected world, education is challenged to
respond to shifting cultural, political, and social dynamics. As such, the philosophy of
education must also evolve, drawing upon diverse traditions and situated
understandings of knowledge. One way to approach this is to conceptualise
philosophy of education as the creation of concepts-in-place—a perspective
grounded in the recognition that all knowledge is situated and that educational thought
must emerge from the specificities of local contexts. In this essay, I define philosophy
and discuss its relevance to education, explore the relationship between place,
concepts, and philosophy of education, and articulate how this understanding enables
me to be a responsible and responsive educator in a complex world.
Defining Philosophy and the Importance of Philosophising about Education
Philosophy, derived from the Greek word philosophia, meaning “love of wisdom,” is the
discipline concerned with questioning, reasoning, and seeking understanding about
fundamental aspects of life, existence, knowledge, and values (Higgs & Smith, 2017).
Philosophy does not provide definitive answers but opens up reflective spaces for
dialogue, critique, and meaning-making. In the context of education, philosophy helps
us interrogate assumptions, purposes, methods, and values underpinning educational
systems and practices.
Philosophising about education is crucial in a complex world because it enables
educators to move beyond technical and procedural knowledge and grapple with moral,
cultural, and political dimensions of teaching and learning (Biesta, 2020). In South
Africa, for instance, historical injustices and present inequalities necessitate a critical
rethinking of educational aims, practices, and knowledge systems. By engaging in
philosophy of education, we can question whose knowledge counts, who benefits from
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: JUNE 2025
, Philosophy in Education
Conceptualising (African) Philosophy of Education as the Creation of Concepts-
in-Place
In an increasingly complex and interconnected world, education is challenged to
respond to shifting cultural, political, and social dynamics. As such, the philosophy of
education must also evolve, drawing upon diverse traditions and situated
understandings of knowledge. One way to approach this is to conceptualise
philosophy of education as the creation of concepts-in-place—a perspective
grounded in the recognition that all knowledge is situated and that educational thought
must emerge from the specificities of local contexts. In this essay, I define philosophy
and discuss its relevance to education, explore the relationship between place,
concepts, and philosophy of education, and articulate how this understanding enables
me to be a responsible and responsive educator in a complex world.
Defining Philosophy and the Importance of Philosophising about Education
Philosophy, derived from the Greek word philosophia, meaning “love of wisdom,” is the
discipline concerned with questioning, reasoning, and seeking understanding about
fundamental aspects of life, existence, knowledge, and values (Higgs & Smith, 2017).
Philosophy does not provide definitive answers but opens up reflective spaces for
dialogue, critique, and meaning-making. In the context of education, philosophy helps
us interrogate assumptions, purposes, methods, and values underpinning educational
systems and practices.
Philosophising about education is crucial in a complex world because it enables
educators to move beyond technical and procedural knowledge and grapple with moral,
cultural, and political dimensions of teaching and learning (Biesta, 2020). In South
Africa, for instance, historical injustices and present inequalities necessitate a critical
rethinking of educational aims, practices, and knowledge systems. By engaging in
philosophy of education, we can question whose knowledge counts, who benefits from
