HED4804
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 2025
,Philosophy in Education
Philosophy of Education as the Creation of Concepts-in-Place
Introduction
Philosophy of education, particularly from an African perspective, plays a critical role in
navigating the complexities of the modern world. Education is never neutral; it always
embodies certain assumptions about knowledge, reality, and humanity. In Africa, where
colonial legacies and global influences continue to shape educational practices, it
becomes necessary to reflect philosophically on what education means in context. This
essay conceptualises philosophy of education—particularly African philosophy of
education—as the creation of concepts-in-place, meaning the generation of
educational ideas that are grounded in specific historical, cultural, and geographical
contexts. The essay defines philosophy and explores its relevance, explains the
relationship between place, concepts, and philosophy, develops the notion of concepts-
in-place, and finally discusses how such a conceptualisation shapes one’s identity as a
responsible and responsive educator in a complex world.
Defining Philosophy and Its Importance in Education
Philosophy is the systematic and critical examination of fundamental questions
concerning existence, knowledge, values, reason, and language. According to Higgs
(2012), philosophy allows for a deeper reflection on the assumptions and practices
underlying various human activities, including education. In the context of education,
philosophy encourages questioning the purpose of schooling, the nature of knowledge,
and the relationship between teacher and learner. Philosophising about education is
important because it ensures that educational practices are not simply mechanical or
imposed but are reflective, meaningful, and contextually appropriate.
, In today’s complex world—characterised by technological change, global inequality,
environmental crises, and shifting social norms—education must do more than transmit
content. It must help learners become critical, ethical, and adaptive citizens.
Philosophising about education equips educators to think beyond technicist solutions
and consider deeper values and long-term goals. As Le Grange (2016) argues,
education must engage with complexity through transdisciplinary and context-sensitive
approaches, and philosophy plays a central role in this engagement.
The Relationship Between Place, Concepts, and Philosophy (of Education)
Understanding philosophy of education as the creation of concepts-in-place requires
unpacking the relationship between place, concepts, and philosophy. Place is not just
a physical location; it encompasses the social, cultural, political, and historical
dimensions of where we live and teach. Concepts are abstract ideas that help us
interpret and give meaning to our experiences. Philosophy, then, is the process of
questioning and refining these concepts to deepen our understanding.
In African philosophy of education, place matters greatly. As Venter (2018) highlights,
African philosophy emphasises interconnectedness, communalism, and Ubuntu—
values that arise from the lived experiences and ontologies of African communities.
Concepts such as Ubuntu (“I am because we are”) are not universal abstractions but
are rooted in African worldviews and social practices. Therefore, to philosophise in the
African context means to generate educational concepts that are grounded in African
realities rather than imposed from elsewhere.
This approach challenges the dominance of Western philosophical traditions, which
often abstract ideas from their context and promote universalism. In contrast, African
philosophy insists on grounding educational thought in place—recognising that
different communities have different histories, struggles, and aspirations that shape
what education should be.
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 2025
,Philosophy in Education
Philosophy of Education as the Creation of Concepts-in-Place
Introduction
Philosophy of education, particularly from an African perspective, plays a critical role in
navigating the complexities of the modern world. Education is never neutral; it always
embodies certain assumptions about knowledge, reality, and humanity. In Africa, where
colonial legacies and global influences continue to shape educational practices, it
becomes necessary to reflect philosophically on what education means in context. This
essay conceptualises philosophy of education—particularly African philosophy of
education—as the creation of concepts-in-place, meaning the generation of
educational ideas that are grounded in specific historical, cultural, and geographical
contexts. The essay defines philosophy and explores its relevance, explains the
relationship between place, concepts, and philosophy, develops the notion of concepts-
in-place, and finally discusses how such a conceptualisation shapes one’s identity as a
responsible and responsive educator in a complex world.
Defining Philosophy and Its Importance in Education
Philosophy is the systematic and critical examination of fundamental questions
concerning existence, knowledge, values, reason, and language. According to Higgs
(2012), philosophy allows for a deeper reflection on the assumptions and practices
underlying various human activities, including education. In the context of education,
philosophy encourages questioning the purpose of schooling, the nature of knowledge,
and the relationship between teacher and learner. Philosophising about education is
important because it ensures that educational practices are not simply mechanical or
imposed but are reflective, meaningful, and contextually appropriate.
, In today’s complex world—characterised by technological change, global inequality,
environmental crises, and shifting social norms—education must do more than transmit
content. It must help learners become critical, ethical, and adaptive citizens.
Philosophising about education equips educators to think beyond technicist solutions
and consider deeper values and long-term goals. As Le Grange (2016) argues,
education must engage with complexity through transdisciplinary and context-sensitive
approaches, and philosophy plays a central role in this engagement.
The Relationship Between Place, Concepts, and Philosophy (of Education)
Understanding philosophy of education as the creation of concepts-in-place requires
unpacking the relationship between place, concepts, and philosophy. Place is not just
a physical location; it encompasses the social, cultural, political, and historical
dimensions of where we live and teach. Concepts are abstract ideas that help us
interpret and give meaning to our experiences. Philosophy, then, is the process of
questioning and refining these concepts to deepen our understanding.
In African philosophy of education, place matters greatly. As Venter (2018) highlights,
African philosophy emphasises interconnectedness, communalism, and Ubuntu—
values that arise from the lived experiences and ontologies of African communities.
Concepts such as Ubuntu (“I am because we are”) are not universal abstractions but
are rooted in African worldviews and social practices. Therefore, to philosophise in the
African context means to generate educational concepts that are grounded in African
realities rather than imposed from elsewhere.
This approach challenges the dominance of Western philosophical traditions, which
often abstract ideas from their context and promote universalism. In contrast, African
philosophy insists on grounding educational thought in place—recognising that
different communities have different histories, struggles, and aspirations that shape
what education should be.
