Abstract:
Criteria of truth and their schemata have evolved out of historical social practices. Interpretations of social events are guided and constraint by the prevailing rationality which in itself reflects the dominant constellation of power. Different power relationships arise within different historical epochs which call new forms of subjectivities into existence to form new social practices. This paper does not see education within an ahistorical, depoliticized and positivistic fashion. Followers of any philosophical school, may that be, for example, Phenomenology, Empiricism or Marxism, merely indicate their schemes of interpretation so that their interpretation is necessarily constrained as they follow a particular ideology.
This paper will adopt an holistic approach towards an educational phenomena through the application of a critical and reflexive pedagogy and thereby may contribute towards an educational theory through a fusion of philosophy, sociology and historical schemes which may impinge on educational practice.
This paper considers philosophy of knowledge as an activity so that a sociology of education can be derived in order to undertake various studies in education; for example, on the distribution of power through the implementation of pathways through curricula policy. Hence, the philosophy in this paper is one of practice. A sociological analysis based within a philosophical framework is vital not only to reveal the underlying connections between education and truth, rationality, knowledge and power, but also to support possible pedagogic alternatives. The philosophical content of this paper will serve as a means to elicit sociological questions of cultural transmissions and social mobility which of course have to be tested through an empirical analysis.
It is a theoretical and philosophical concern through which pedagogic and social aims may be developed and implemented; whereas the empirical data serve to establish how far we are situated in accomplishing such aims. Praxis after all, is not merely the reciprocal relationship between theory and practice, but it is a synthesis between action and reflexivity so that a praxis is embedded within people's everyday life existence.
A philosophical underpinning of a theory of knowledge and hence of education is essential to derive working hypotheses of comprehensive application. A philosophy of praxis does not promulgate a telos or final truth but amends itself through constant practice modification; indeed, as the aim of education is largely determined by the prevailing praxis of the day, it also will be modified by a change in praxis.
This paper will adopt an holistic approach towards an educational phenomena through the application of a critical and reflexive pedagogy and thereby may contribute towards an educational theory through a fusion of philosophy, sociology and historical schemes which may impinge on educational practice.
This paper considers philosophy of knowledge as an activity so that a sociology of education can be derived in order to undertake various studies in education; for example, on the distribution of power through the implementation of pathways through curricula policy. Hence, the philosophy in this paper is one of practice. A sociological analysis based within a philosophical framework is vital not only to reveal the underlying connections between education and truth, rationality, knowledge and power, but also to support possible pedagogic alternatives. The philosophical content of this paper will serve as a means to elicit sociological questions of cultural transmissions and social mobility which of course have to be tested through an empirical analysis.
It is a theoretical and philosophical concern through which pedagogic and social aims may be developed and implemented; whereas the empirical data serve to establish how far we are situated in accomplishing such aims. Praxis after all, is not merely the reciprocal relationship between theory and practice, but it is a synthesis between action and reflexivity so that a praxis is embedded within people's everyday life existence.
A philosophical underpinning of a theory of knowledge and hence of education is essential to derive working hypotheses of comprehensive application. A philosophy of praxis does not promulgate a telos or final truth but amends itself through constant practice modification; indeed, as the aim of education is largely determined by the prevailing praxis of the day, it also will be modified by a change in praxis.