HED4804
ASSIGNMENT 4 2025
UNIQUE NO.
DUE DATE: 4 AUGUST 2025
, Philosophy in Education
Title: Critical Examination of Self, Agency, and Ethics in the Educational Context
Introduction
Education is more than the transmission of knowledge; it is a space where identities are
formed, agency is exercised, and ethical values are negotiated. In the contemporary
educational context, the interplay between self, agency, and ethics becomes crucial for
understanding how learners and educators navigate their roles. This essay critically
examines these three interrelated concepts, drawing on relevant theories and examples
to show how they shape educational experiences and outcomes.
1. The Concept of Self in Education
The self in education refers to the learner’s or educator’s identity, shaped by personal,
social, and cultural experiences. According to Mead’s theory of the social self (1934),
identity develops through interaction with others, which makes the classroom a dynamic
site for identity construction.
From a constructivist perspective, learners bring their own lived experiences and prior
knowledge into the learning process. This means education must be responsive to
diverse identities. The recognition of the self in curriculum design and pedagogy
enhances learner engagement and inclusivity. For educators, professional identity
influences their teaching philosophy and relationships with learners.
However, challenges arise when educational systems promote standardisation and
testing over individual expression. When the self is marginalised or ignored, learners
may disengage, and educators may feel constrained by institutional expectations.
2. Agency in the Educational Context
Agency refers to the capacity of individuals to act independently and make choices that
influence their learning and professional practice. Bandura (2001) defines agency as the
ASSIGNMENT 4 2025
UNIQUE NO.
DUE DATE: 4 AUGUST 2025
, Philosophy in Education
Title: Critical Examination of Self, Agency, and Ethics in the Educational Context
Introduction
Education is more than the transmission of knowledge; it is a space where identities are
formed, agency is exercised, and ethical values are negotiated. In the contemporary
educational context, the interplay between self, agency, and ethics becomes crucial for
understanding how learners and educators navigate their roles. This essay critically
examines these three interrelated concepts, drawing on relevant theories and examples
to show how they shape educational experiences and outcomes.
1. The Concept of Self in Education
The self in education refers to the learner’s or educator’s identity, shaped by personal,
social, and cultural experiences. According to Mead’s theory of the social self (1934),
identity develops through interaction with others, which makes the classroom a dynamic
site for identity construction.
From a constructivist perspective, learners bring their own lived experiences and prior
knowledge into the learning process. This means education must be responsive to
diverse identities. The recognition of the self in curriculum design and pedagogy
enhances learner engagement and inclusivity. For educators, professional identity
influences their teaching philosophy and relationships with learners.
However, challenges arise when educational systems promote standardisation and
testing over individual expression. When the self is marginalised or ignored, learners
may disengage, and educators may feel constrained by institutional expectations.
2. Agency in the Educational Context
Agency refers to the capacity of individuals to act independently and make choices that
influence their learning and professional practice. Bandura (2001) defines agency as the
