HED4804
Assignment 2
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June 2025
, HED4804
Assignment 2 Exclusive Answers
June 2025
Philosophy in Education: Conceptualising (African) Philosophy of Education as the
Creation of Concepts-in-Place
Introduction
In an era characterized by unprecedented cultural complexity, technological innovation,
and persistent socio-political upheaval, the imperative to philosophize about education
has never been more urgent. Education is not a neutral or mechanical enterprise—it is
inherently value-laden and deeply contextual, shaping individuals and societies through
its principles and practices. Philosophy, understood as the systematic inquiry into
fundamental questions of existence, knowledge, and values, provides a framework
through which educators can interrogate, refine, and reimagine the purpose and
practice of education.
This essay conceptualizes (African) philosophy of education as the creation of
concepts-in-place, a formulation that underscores the vital interplay between place,
philosophical concepts, and educational practice. Drawing on African philosophical
traditions—especially ubuntu—it argues for a situated, relational, and ethical approach
to education. By foregrounding the significance of context, this conceptualization
enables educators to become ethically responsible and contextually responsive,
equipped to navigate and transform the complexities of a diverse and dynamic world.
Philosophy and Its Importance in Education
Philosophy, derived from the Greek philosophia—the love of wisdom—is not merely an
abstract discipline; it is a reflective praxis that engages with foundational questions
about the nature and purpose of education. In diverse African contexts, where colonial
legacies still cast long shadows, philosophizing about education is essential for
reclaiming cultural agency and articulating locally meaningful educational visions. As
John Dewey (1916) emphasized, education is a social process that shapes the future of
Assignment 2
Exclusive Answers
June 2025
, HED4804
Assignment 2 Exclusive Answers
June 2025
Philosophy in Education: Conceptualising (African) Philosophy of Education as the
Creation of Concepts-in-Place
Introduction
In an era characterized by unprecedented cultural complexity, technological innovation,
and persistent socio-political upheaval, the imperative to philosophize about education
has never been more urgent. Education is not a neutral or mechanical enterprise—it is
inherently value-laden and deeply contextual, shaping individuals and societies through
its principles and practices. Philosophy, understood as the systematic inquiry into
fundamental questions of existence, knowledge, and values, provides a framework
through which educators can interrogate, refine, and reimagine the purpose and
practice of education.
This essay conceptualizes (African) philosophy of education as the creation of
concepts-in-place, a formulation that underscores the vital interplay between place,
philosophical concepts, and educational practice. Drawing on African philosophical
traditions—especially ubuntu—it argues for a situated, relational, and ethical approach
to education. By foregrounding the significance of context, this conceptualization
enables educators to become ethically responsible and contextually responsive,
equipped to navigate and transform the complexities of a diverse and dynamic world.
Philosophy and Its Importance in Education
Philosophy, derived from the Greek philosophia—the love of wisdom—is not merely an
abstract discipline; it is a reflective praxis that engages with foundational questions
about the nature and purpose of education. In diverse African contexts, where colonial
legacies still cast long shadows, philosophizing about education is essential for
reclaiming cultural agency and articulating locally meaningful educational visions. As
John Dewey (1916) emphasized, education is a social process that shapes the future of
