, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
1. Write a 1000–1500-word essay in which you conceptualise (African) philosophy of education
as the creation of concepts-in-place. In your essay, you should:
Define philosophy and argue why it is important to philosophise about education in a
complex world
Discuss the relationship between place, concepts and philosophy (of education)
Conceptualise philosophy of education as the creation of concepts-in-place based on how you
understand the relationship between place, concepts and philosophy (of education)
Argue how your conceptualization of philosophy of education enables you to be (come) a
responsible and responsive educator in a complex world.
Conceptualising African Philosophy of Education as the Creation of Concepts-in-Place
Introduction
In a rapidly transforming and increasingly complex world, education faces numerous challenges that
are deeply embedded in the unique historical, cultural, and political contexts of different regions. In
the African context, these challenges are intensified by the legacies of colonisation, socio-economic
inequality, and ongoing struggles for transformation. As such, it becomes imperative to engage with
philosophy as a critical tool that enables educators to make sense of these complexities. African
philosophy of education, when understood as the creation of concepts-in-place, provides a situated
and responsive framework that allows for the development of educational practices rooted in African
realities. This essay explores how philosophy can be conceptualised as the creation of
concepts-in-place by discussing the importance of philosophy in education, the interrelationship
between place, concepts and philosophy, and how this perspective shapes educators into responsible
and responsive actors in a complex world.
The Meaning and Significance of Philosophy in Education
Philosophy can be broadly defined as the reflective inquiry into fundamental questions concerning
existence, knowledge, values, reason, and reality. As Horsthemke (2017) explains, philosophy is not
merely a theoretical or abstract exercise, but a practical tool that helps individuals critically engage
with their lived realities. It is concerned with uncovering assumptions, questioning norms, and
constructing new frameworks for understanding the world and our place within it.
Philosophising about education, therefore, involves probing deeply into the aims, values, ethics, and
implications of educational practices. According to Higgs and Waghid (2017), philosophy of
education allows educators to move beyond the confines of common sense—often influenced by bias
or misinformation—and toward a more reasoned, critical, and systematic understanding of education.
In a world marked by complexity and uncertainty, educators must develop the ability to engage with
difficult questions, challenge unjust systems, and imagine alternative possibilities. Philosophical
thinking nurtures such capacities by equipping educators with the conceptual tools to reflect,
deliberate, and act responsibly.
Furthermore, as outlined in the HED4804 Learning Unit (2025), philosophising about education
enhances the professional autonomy of educators. It empowers them to question prevailing practices
and assumptions, and to develop pedagogical approaches grounded in ethical and contextual
considerations. In the African context, where education has often been shaped by colonial legacies
and external models, this kind of philosophical engagement is crucial for developing locally relevant
and transformative educational practices.
1. Write a 1000–1500-word essay in which you conceptualise (African) philosophy of education
as the creation of concepts-in-place. In your essay, you should:
Define philosophy and argue why it is important to philosophise about education in a
complex world
Discuss the relationship between place, concepts and philosophy (of education)
Conceptualise philosophy of education as the creation of concepts-in-place based on how you
understand the relationship between place, concepts and philosophy (of education)
Argue how your conceptualization of philosophy of education enables you to be (come) a
responsible and responsive educator in a complex world.
Conceptualising African Philosophy of Education as the Creation of Concepts-in-Place
Introduction
In a rapidly transforming and increasingly complex world, education faces numerous challenges that
are deeply embedded in the unique historical, cultural, and political contexts of different regions. In
the African context, these challenges are intensified by the legacies of colonisation, socio-economic
inequality, and ongoing struggles for transformation. As such, it becomes imperative to engage with
philosophy as a critical tool that enables educators to make sense of these complexities. African
philosophy of education, when understood as the creation of concepts-in-place, provides a situated
and responsive framework that allows for the development of educational practices rooted in African
realities. This essay explores how philosophy can be conceptualised as the creation of
concepts-in-place by discussing the importance of philosophy in education, the interrelationship
between place, concepts and philosophy, and how this perspective shapes educators into responsible
and responsive actors in a complex world.
The Meaning and Significance of Philosophy in Education
Philosophy can be broadly defined as the reflective inquiry into fundamental questions concerning
existence, knowledge, values, reason, and reality. As Horsthemke (2017) explains, philosophy is not
merely a theoretical or abstract exercise, but a practical tool that helps individuals critically engage
with their lived realities. It is concerned with uncovering assumptions, questioning norms, and
constructing new frameworks for understanding the world and our place within it.
Philosophising about education, therefore, involves probing deeply into the aims, values, ethics, and
implications of educational practices. According to Higgs and Waghid (2017), philosophy of
education allows educators to move beyond the confines of common sense—often influenced by bias
or misinformation—and toward a more reasoned, critical, and systematic understanding of education.
In a world marked by complexity and uncertainty, educators must develop the ability to engage with
difficult questions, challenge unjust systems, and imagine alternative possibilities. Philosophical
thinking nurtures such capacities by equipping educators with the conceptual tools to reflect,
deliberate, and act responsibly.
Furthermore, as outlined in the HED4804 Learning Unit (2025), philosophising about education
enhances the professional autonomy of educators. It empowers them to question prevailing practices
and assumptions, and to develop pedagogical approaches grounded in ethical and contextual
considerations. In the African context, where education has often been shaped by colonial legacies
and external models, this kind of philosophical engagement is crucial for developing locally relevant
and transformative educational practices.
