A.

P SHONGWE PDU3701 STUDENT NUMBER: 60515589

UNIQUE NUMBER: 899976

Philosophy of Education

PDU3701
NAME: ANGEL PRUDENCE
SURNAME: SHONGWE
ASSIGNMENT: 02
STUDENT NUMBER: 60515589
UNIQUE NUMBER: 899976
DUE DATE: 23 MAY 2023

2023

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A.P SHONGWE PDU3701 STUDENT NUMBER: 60515589
UNIQUE NUMBER: 899976

Question 1
1.1 Communality
Communality is defined as being involved in or being a part of a community.
Community and the notion of belonging to a community of people constitute the very
fabric of traditional African life. This stands in contrast to the Western liberal notion of
individual and sort of entity that is capable of existing and flourishing on the
unconnected to any community of other individuals. Community of individual is
defined by biological relationships or the socio-economic, political and cultural
relationships, obligations, duties, responsibilities and conventions. A sense of
common goals and values, a desire to further the common good, cooperation was
more than simply individuals working together. The value of communality is important
for education, because it is rooted in a welfare concern where the basis of
communality gives priority to the community and shows respect for the person. It
became a set of rules of conduct, of morals, an understanding of right and wrong in a
complex social system. It also involves sharing with others and helping them in a
spirit of cooperation. Ubuntu is a philosophy that promotes the common good of
society and includes humanness as an essential element of human growth. In
African culture the community always comes first. In African philosophy, the
community comes first, higher than the individual. A person is born out and then into
the community.
1.2 A fact
Facts may be understood as information, which makes a true sentence true. Facts
are useful to inform or make an argument. Fact also indicates a matter under
discussion deemed to be true or correct, such as to emphasize a point or prove a
disputed issue. A concept fact is considered in epistemology and ontology. A fact is a
thing that is known to be consistent with objective reality and can be demonstrated to
be true with evidence. A factual statement would be something like ‘‘It is raining
outside’’. Facts can be checked directly by our five senses.

1.3 Pragmatism
Pragmatism is a philosophical tradition that considers words and thought as tools
and instruments for prediction, problem solving, and action, and rejects the idea that
the function of thought is to describe, represent, or mirror reality. Pragmatists believe
that life is dynamic which is subjected to constant change. The aims of education are
bound to be dynamic it deals with human life to help children to fulfil their biological
and social needs. Education should enable a child to create values in his life and
help pupils to reconstruct his experience. Pragmatism claims that truth is found by a
community of human beings working together in the real world. All inquiry is down-to-
earth and practical, because human beings are constantly facing concrete problems
which need concrete solutions. It has brought democracy in education since students
learn the technique of managing their own responsibilities which would prepare them
to face the different challenges of real life. The Pragmatists do not believe in the
theory of any fixed aim of education. The teaching methods are based on learning by
doing. The project method is the contribution of pragmatism to modern education, it
is no longer bound to tradition. According to the philosophy of pragmatism, education
is about finding out what works and what doesn't.

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A.P SHONGWE PDU3701 STUDENT NUMBER: 60515589
UNIQUE NUMBER: 899976

1.4 Fundamental Pedagogics

Fundamental pedagogic is the relationship between learner and educator. This
relationship positions the learner as being a child and the educator is the one.
accompanying the child through the complex world. The learner, thus, does not have
enough understanding of the world and requires input to get through the dangers of
the world and therefore needs accompaniment. The learner is considered
inadequate and insecure. The educator plays the role of the accompaniment by
being rational, able, in control and mature in guiding the learner through
understanding the world. In South Africa, historically, communities were divided
along racial lines. An African person could only discover him or herself in community
with other Africans, and through the guidance of specifically African teachers. The
same was true or so it was claimed- of Coloured, Indian and Caucasian people.
These communities were fundamental to our identity.
1.5 Constructivism
Constructivism is a learning theory which holds that knowledge is best gained
through a process of reflection and active construction in the mind. Constructivism is
based on the philosophy of hermeneutics and its claims that any form of knowledge
is the product of our community’s practices and interaction with the world around that
community. Learning involves inventing ideas rather than mechanically accumulating
facts meaningful learning occurs through rethinking old ideas and coming to new
conclusions about new ideas which conflict with our old ideas. Constructivism,
education can never be about mastery of a group of subjects; when we teach a
learner, we are teaching him or her to interpret and re-interpret a series of complex
cognitive patterns. Constructivist teaching fosters critical thinking and creates active
and motivated learners Teachers are more facilitators of learning than actual
instructors. Teachers must work to understand the pre-existing conceptions and
understanding of students, then work to incorporate knowledge within those areas.
Constructivism in education can never be about mastery of a group of subjects when
learners are taught, they are taught to interpret and re-interpret a series of complex
cognitive patterns. Constructivist teaching strategies help students understand the
meaning of their learning materials, instead of just passively ingesting content.

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A.P SHONGWE PDU3701 STUDENT NUMBER: 60515589
UNIQUE NUMBER: 899976

Question 2
2.1 African philosophy finds expression in four distinctive discourses.
Ethnic philosophy: It encompasses the African peoples view of life and Africa’s
ability to criticize its own traditions. The Africans religious and moral beliefs as
well as having the strength and ability to criticise their own traditions. Therefore,
this philosophy refers to their desire to show civil rational thought, it’s their
strength, where they show they have power.

Sage, or wisdom: focuses on the people who have wisdom and intelligence in
the society. The people who are wise, think critically and feel free to challenge
the communities’ decisions with their own thoughts.

Africa’s political philosophy: These ideas are based on the government, how
they can limit power. To maintain survival and enhance quality of human life while
being faithful to their own personal beliefs.

Pure philosophy: Is the work of African philosophers in the areas of Empiricism,

Critical Rationalism and Existentialism. To learn from one’s experience. To
critically evaluate what and what not to believe. To seek meaning or purpose in
life as honestly as possible in the troubles that they face today. To co-exist while
feeling free to express themselves.
4.1

2.2 Based on Richard Peters argument, what can Empiricism help you as a
teacher to achieve in your classroom activities.
Empiricism- is a philosophical theory applicable in many disciplines, including
science and software development, that human knowledge comes predominantly
from experiences gathered through the five senses. It encourages educators to focus
on what can be measured and tested objectively. Empiricism helps me as a teacher
to understand the physical world, it tells the truth of certain claims and what is false,
respect the natural laws of the universe and to learn from experience. Empiricism
can help me to create a collaborative learning environment where students work
together to explore and share their ideas and experiences. It can me to promote a
lifelong love of learning by encouraging students to view learning as an ongoing
process of discovery and exploration. It can help me to create a student-centerer
learning environment where students are encouraged to actively engage with the
material. It can help me as a teacher to develop critical thinking skills in the students
I’m teaching by encouraging them to question, evaluate, and reflect on their own
experiences and the experiences of others. It helps us as teachers to think more
clearly and more critically. It enables us to identify false statements. It gives us the
tools we need to evaluate the truth of certain claims. It encourages us to learn from
experience and encourages honesty.
4.2

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A.P SHONGWE PDU3701 STUDENT NUMBER: 60515589
UNIQUE NUMBER: 899976

Question 3
Write an essay and discuss how Critical Theory can help you as a teacher to
change the classroom dynamic from emphasis of route learning to critical
thinking.

Critical theory empowers educators to cultivate independent and thoughtful learners.

This essay will explore how critical theory can effectively transform the classroom
dynamic from an emphasis on rote learning to one that promotes critical thinking,
substantiating the discussion with examples from real classroom experiences. It is a
normative approach that is based on the judgment that domination is a problem, that
a domination-free society is needed. Critical theory is a set of assumptions, culture
and beliefs that informs one’s actions in classrooms.
Critical theory is important it provides a resource to both critique and change unequal
practices related to schooling and society. Critical theory in education questions how
our education system can better improve our education irrespective of socio-
economic background or other barriers. It offers and understanding and opportunities
of the different critical perspectives of disadvantaged members of the society. Critical
theory has acted towards changing practices and aims to transform the context in
which they are situated. It promotes an idea that education is the key tool to social
transformation. Critical theory in education focuses on the unequal access to
education that certain individuals receive due to their social standing. This could
apply to anything from schools in wealthier areas receiving better funding to the
different language education students receive worldwide based on their ethnicity,
race, or class. Critical theory in education aims to question, reveal, and remove
these social barriers.
Critical theories present means for educators and student teachers to discern,
analyse and critique the underlying power relations and structural factors in
education. Critical theory is an approach that studies society in a dialectical way by
analysing political economy, domination, exploitation, and ideologies. Critical theory
is a valuable framework that can help teachers to change the classroom dynamic
from emphasis on rote learning to critical thinking. Critical theory is a perspective that
emphasizes the importance of analysing and criticizing societal norms and power
structures to support emancipation and social justice. In the classroom, this means
that teachers can use critical theory to encourage learners to question their
assumptions, analyse the information they receive, and develop their own
perspective on various subjects.
Critical theory can change the dynamic of the classroom by encouraging students to
question the status quo and think critically about the information they receive. This
perspective emphasizes that knowledge is not an objective, static entity, but that it is
shaped by societal norms and power relations. Critical theory is the method of
enquiry in philosophy which questioning existing political, economic, and social
systems. Critical theory emphasizes ethical issues and focuses on and critically look
at power structures. It helps you to be aware that societies serve its own political,
social, and economic aims. It questions the debate and focus on the problem and get
the best way to resolve problems.
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A.P SHONGWE PDU3701 STUDENT NUMBER: 60515589
UNIQUE NUMBER: 899976

Critical theory claims that all human societies, particularly large and complex ones,
are corrupted and distorted by deep-seated power structures and the structures
influence the way we are. Critical theory claims that our first task is to understand
thoroughly what these power structures are and how they operate. The philosophy of
Critical theory has the potential to change the way we think about, and practise,
education. Critical theory is on the need for emancipation and the need to change
the way in which we regard ‘knowledge’. The traditional classroom emphasizes the
acquisition of knowledge through rote learning. Teachers provide students with
information to absorb and memorize, and learners are tested on their ability to recall
this information. This approach often fails to equip learners with skills necessary to
examine and evaluate information critically.
Critical theory can be an invaluable tool for teachers who wish to transform their
classrooms from ones that emphasize rote learning to those that prioritize critical
thinking. This approach is designed to help students develop their analytic and
critical faculties, and to encourage them to question assumptions and to examine
multiple perspectives. By implementing this perspective in a classroom, a teacher
can create a dynamic and challenging classroom environment, that allows students
to truly engage with the material and to think critically about the lessons. As far as
technology in the classroom is concerned. Critical theory is very sceptical about the
benefits of this, Critical educationalists point to the complex electronic network that
now forms the basis of modern society. This network, they claim, has enslaved us all
by its penetration into daily life; also, this network has made us all lonely and has
alienated. Many of us now depend on technology to communicate with others.
Critical theory can assist you as a teacher in shifting the emphasis of your classroom
from rote learning to critical thinking.
Therefore, it is important to question the assumptions and perspectives that shape
knowledge. Critical theory encourages students to look beneath the surface of what
they are taught to assess the motives and power structures that shape the
information they receive. For teachers, Critical theory can be an effective tool to
promote critical thinking in the classroom. By providing students with the tools, they
need to critically analyse information and the societal norms that shape it, teachers
can equip learners with the tools necessary to challenge assumptions, identify bias,
and develop their own perspectives. This approach can help to create a classroom
environment where students feel comfortable questioning the information they
receive and actively engaging in dialogue with their peers. Critical theory perspective
can help teachers to develop learning materials that focus on helping students
understand the link between historical and social context, and the ways in which
these impact the world around them.

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A.P SHONGWE PDU3701 STUDENT NUMBER: 60515589
UNIQUE NUMBER: 899976

Critical theory provides a toolset for educators to make this transformation more
successful. By introducing this perspective to students, teachers can help students to
develop their critical faculties and to analyse historical and current events with a
more nuanced understanding of how power operates. This can help to facilitate more
meaningful and productive discussions, and it can create a more dynamic and
engaging classroom environment. Critical theory is a way of understanding and
analysing social phenomena by examining power relations and the ways in which
they shape our lives. It has been widely adopted in academic fields such as
sociology, psychology, and cultural studies and as a teacher critical theory can be a
powerful tool for reshaping the classroom dynamic from an emphasis on rote
learning to one that places a premium on critical thinking. Critical theory is a powerful
tool for changing the classroom dynamic from one that emphasizes route learning to
one that promotes critical thinking. By encouraging dialogue and collaboration,
challenging assumptions, and promoting empathy and understanding, critical theory
can help create an environment that fosters active learning and critical thinking. I as
a teacher believe that by incorporating critical theory into my teaching practice, I can
help my students become more engaged, critical, and compassionate members of
society.
Critical theory helps us to be aware that societies education policies serve its own
political, social and economic aims. This could be seen as a form of manipulation or
learners to become what society wants them to become and in doing so disregarding
the individuality and unique capabilities of each leaner. Teachers need to empower
learners to think outside the box, to partake in debates that addresses issues that
affect their real world. To critically analyse and question systems that are put in
place. I will teach students the skills to think critically about the society in which they
live. I will act as facilitators rather than authoritarian classroom figures and I would
not impose their views and beliefs on others. I will involve students in decision
making in the classroom. Critical pedagogy is all about challenging power structures,
but one of the most common power dynamics in a student’s life is that of the teacher-
student relationship.
In conclusion, Critical theory is a valuable framework that can help teachers change
the classroom dynamic from an emphasis on rote learning to critical thinking. By
using Critical theory in the classroom, educators can encourage students to question
their assumptions, analyse the information they receive critically, and develop their
own perspective on various subjects. This approach can help to create a more
inclusive and supportive learning environment that emphasizes independent thought,
creativity, and social justice.
REFERENCES
Browne, M.N. & Freeman, K. 2000. Distinguishing features of critical thinking
classrooms. Teaching in Higher Education, 5(3):301–309
https://members.aect.org/edtech/ed1/pdf/09.pdf
Higgs P & Letseka, M. 2022. Philosophy of Education Today: An Introduction:
Third edition.Cape Town: Juta.

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 A.P SHONGWE PDU3701 STUDENT NUMBER: 60515589
UNIQUE NUMBER: 899976

REFERENCES
Higgs P & Letseka, M. 2022. Philosophy of Education Today: An Introduction:
Third edition.Cape Town: Juta.
https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.20
https://www.wgu.edu/blog/what-constructivism2005.html

DECLARATION FORM
I Angel Prudence Shongwe

Student number: 60515589 Module: PDU3701

Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this assignment is my own, original work. Where I used someone
else’s work, whether a printed source, the internet or any other source, I give the
proper acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.

Signature: A.P Shongwe Date: 23 May 2023

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