PDU3701 Assignment 2 2024, Assignments of Philosophy

Download PDU3701 Assignment 2 2024 and more Assignments Philosophy in PDF only on Docsity! PDU3701 ASSIGNMENT 2 DUE DATE: 2024 9.5.2 Assignment 02: Paragraph type questions: Mandatory assignment Question 1 1.1 African philosophy is concerned with attempting to reassert distinctively African ways of thinking and of relating to the world. In the light of this, what issues need to be addressed in education? List 4 issues. Cultural Dominance and Supremacy: Challenge the dominance of Western cultural preferences and practices in education. Reevaluate the notion of cultural superiority, advocating for a more inclusive and balanced representation of African cultural values in the educational curriculum. Colonial Legacy and Identity: Address the impact of colonialism on African identity and knowledge systems. Reclaim and integrate indigenous African knowledge systems that were marginalized during the colonial period, fostering a sense of cultural pride and identity. Ubuntu and Ethical Values: Integrate the philosophy of Ubuntu into educational frameworks. Emphasize the ethical values associated with Ubuntu, such as compassion, kindness, generosity, and communal well-being, as essential components of the educational experience. Communal Education Perspective: Shift from an individualistic educational perspective to one that values communal aspects.Emphasize the importance of community, interconnectedness, and cooperation in the educational process, challenging the Western emphasis on individual flourishing detached from community relationships. This contribute to the development of an education system that goes more closely with the principles of African philosophy, fostering a more inclusive and culturally relevant learning environment. 1.2 In responding to the question in 1.1, discuss the significance of ubuntu and communality for education. (Refer to pages 14-17 of Philosophy in Education Today: An Introduction) 1.5 What impact would the integration of indigenous African knowledge systems with Western knowledge systems have on the school curriculum in South Africa? (Refer to page 29 of Philosophy in Education Today: An Introduction) As stated by the journal: Cultural Relevance: The integration would make the school curriculum more culturally relevant by incorporating aspects of African indigenous knowledge systems. This could enhance the students' sense of identity, belonging, and pride in their cultural heritage. Holistic Understanding: Students would gain a more holistic understanding of knowledge, encompassing both Western and indigenous perspectives. This approach promotes a well-rounded education that recognizes the interconnectedness of various knowledge systems. Diverse Perspectives: The curriculum would become more diverse, reflecting the richness of African cultures and traditions. Students would be exposed to different ways of knowing and understanding the world, fostering open-mindedness and cultural appreciation. Community Engagement: Integrating indigenous knowledge systems might involve community engagement and collaboration, bridging the gap between schools and local communities. This connection can enhance the practical applicability of knowledge and strengthen ties between educational institutions and the broader community. Language Preservation: The relevance of indigenous African languages in knowledge production and sharing, as mentioned in the provided text, could be emphasized. This integration may contribute to the preservation and revitalization of indigenous languages, addressing concerns about language loss. Critical Thinking Skills: Exposure to diverse knowledge systems encourages critical thinking skills. Students would learn to analyze, compare, and contrast different perspectives, fostering a deeper understanding of the complexities of knowledge. Global Perspective: The integration could contribute to a more global perspective by showcasing the unique contributions of African indigenous knowledge systems. This exposure may challenge stereotypes and contribute to a more inclusive representation of diverse cultures on the global stage. Sustainable Development: Given the holistic and community-based nature of indigenous knowledge systems, the integration could instill values related to sustainable development, environmental conservation, and community well-being. Question 2 Read Chapter 5: Hermeneutics and a hermeneutic philosophy of education in your prescribed textbook before responding to this question. 2.1 If, according to hermeneutics there is no ‘one right answer’ to a problem, given that answers are dependent on interpretation, can there ever be consensus on the quality thereof, of open distance e-learning? Yes, In the hermeneutical framework, where interpretation is subjective and context-dependent, achieving consensus on the quality of open distance e-learning may be challenging. Different stakeholders may interpret the effectiveness or quality of e-learning differently based on their perspectives, experiences, and cultural backgrounds. However, consensus could potentially be reached through open communication, dialogue, and an acknowledgment of diverse interpretations. It would involve considering multiple viewpoints and understanding that quality may be perceived differently by various individuals and communities. 2.2 From and open distance e-learning standpoint what would be the arguments for or against privileging the STEM subjects (science, technology, engineering and mathematics) over humanities and social science areas of study? Arguments for privileging STEM subjects in open distance e-learning might include the high demand for skills in these fields, the potential for technological advancements, and the economic benefits associated with STEM-related careers. On the other hand, arguments against privileging STEM might emphasize the importance of a well-rounded education that includes humanities and social sciences for critical thinking, ethical considerations, and a comprehensive understanding of societal issues. It could be argued that a balanced curriculum is essential for producing well-rounded individuals capable of addressing the complexities of the modern world. 2.3 Reflect on the ODeL context in South Africa, and say whether you think it offers a supporting and enabling environment for a hermeneutical practice? To evaluate whether the Open Distance e-Learning (ODeL) context in South Africa supports hermeneutical practice, one would need to consider the openness of communication, the recognition of diverse interpretations, and the encouragement of meaningful engagement. If the ODeL system fosters an environment where students, educators, and other stakeholders can openly discuss, interpret, and create meaning collaboratively, it could be supportive of hermeneutical practices. Additionally, if the curriculum acknowledges the importance of culture, tradition, and diverse perspectives in the interpretation of knowledge, it would align with the principles of hermeneutics. However, the actual implementation and effectiveness of these practices would require a detailed examination of South Africa's ODeL system. Question 3: Read chapter 9: Postmodernism and philosophy of education in your prescribed textbook in responding to this question. 3.1 Why has Postmodernism to date, had little impact on government education schemes? (Refer to pages 128 of Philosophy in Education Today: An Introduction) Postmodernism, with its emphasis on diverse perspectives and rejection of grand narratives, may not easily fit within the structures of traditional educational institutions. Additionally, policymakers may be resistant to adopting Postmodern ideas that challenge established norms and structures. 3.2 What does Postmodernism focus on? (Refer to pages 128 of Philosophy in Education Today: An Introduction) (Refer to pages 129 of Philosophy in Education Today: An Introduction) (Refer to page 130-131 of Philosophy in Education Today: An Introduction (Refer to page 132 of Philosophy in Education Today: An Introduction) arguing that they fail to adequately predict the future or explain the present due to their static views of reality. Acknowledgment of Chaos and Dynamism: Postmodernism takes chaos and dynamism seriously, particularly influenced by findings in quantum physics. It emphasizes the rejection of unifying life theories based on a static view of reality. 3.7 How can Postmodernism help teacher with their classroom practice? (Refer to page 138-139 of Philosophy in Education Today: An Introduction) Emphasis on Subjectivity and Multiple Perspectives: Postmodernism challenges the idea of eternal universal truths and values, emphasizing that reality is subjective and based on individual interpretation. Teachers influenced by Postmodernism may encourage students to explore and construct their own meanings from personal experiences, fostering an appreciation for diverse perspectives. Questioning Scientific Realism: Postmodernists question the objectivity and unbiased nature of scientific claims, including the scientific method. Teachers adopting a Postmodernist approach may encourage students to critically examine scientific knowledge, fostering a questioning attitude and an awareness of the limitations of scientific objectivity. Promotion of Diversity, Inclusion, and Multiplicity: Postmodernism advocates for the recognition of diversity, inclusion, and multiplicity as essential aspects of education. Teachers influenced by Postmodernism may create inclusive learning environments that celebrate diversity, address the needs of culturally diverse student populations, and provide support for students requiring additional assistance. Critical Inquiry and Political Awareness: Postmodernists emphasize the importance of critical inquiry and political awareness in education. Teachers embracing Postmodernism may encourage students to engage in critical thinking, question societal norms, and develop an awareness of political, social, and economic issues. Incorporation of Critical Pedagogy: Postmodernism is connected to critical pedagogy, which involves a process of analyzing and critiquing political, economic, social, and educational institutions. Teachers may adopt critical pedagogy by engaging students in discussions about power structures, social justice, and the impact of institutions on individuals and communities.