STUDENT NAME: ITUMELENG MOTAU

STUDENT NUMBER: 10804560

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Table of Contents
Question 1 ............................................................................................................................................... 3
1.1 ....................................................................................................................................................... 3
1.2. ...................................................................................................................................................... 3
1.3. ...................................................................................................................................................... 3
1.4. ...................................................................................................................................................... 3
Question 2 ............................................................................................................................................... 4
2.1. ...................................................................................................................................................... 4
2.2. ...................................................................................................................................................... 4
Question 3 ............................................................................................................................................... 5
3.1. ...................................................................................................................................................... 5
References ............................................................................................................................................... 6

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Question 1
1.1.
The core issues pertaining to the nature, goals, and approaches of education are
investigated by the philosophy of education. In order to make clear the
objectives of education and the most effective ways to accomplish them, it
investigates the ideas, attitudes, and beliefs that support educational practices.
Effective teaching requires an understanding of these fundamental ideas.
Because it offers a framework for critically assessing their own teaching
methods and ideologies, educators gain from studying education philosophy. By
investigating other philosophical viewpoints, teachers can cultivate a more
sophisticated and knowledgeable attitude to their profession, which will result
in more successful and significant educational opportunities for pupils.
Continuous improvement and adaptability to the always shifting educational
context are made possible by this critical self-reflection. Additionally, a solid
philosophical basis aids teachers in stating and justifying their instructional
objectives.

1.2.
Pragmatism is a philosophical tradition that focusses on the practical
implications of concepts and beliefs. It emphasises what works and is beneficial
in judging truth and meaning over abstract theories or set principles. This
emphasis on practical application sets pragmatism apart from other
philosophical perspectives.

1.3.

1.4.
Critical pedagogy in education focusses on educating students to critically
investigate power systems and socioeconomic injustices in their learning
environment and around the world. It disrupts traditional passive learning
approaches by promoting active engagement, questioning, and thinking on
societal concerns. The purpose is to promote social justice and transformative
learning. Critical pedagogy in modern classrooms requires several crucial
tactics. Teachers can include a variety of perspectives and voices in the
curriculum, ensuring that marginalised groups are represented and their
experiences recognised. This may include employing culturally relevant
teaching materials and engaging student-led conversations about social justice
concerns. Teachers can also create a classroom environment that promotes open
dialogue and critical thinking, encouraging students to question dominant
narratives and assumptions.

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Critical pedagogy aids students in gaining a greater comprehension of the
structures that sustain injustice by actively involving them in the analysis of
social injustices. With this knowledge, they can become change agents who
strive for a society that is more just and equal. Students could, for instance,
conduct research and give presentations on historical and modern instances of
social injustice or work on community-based initiatives that target regional
disparities. Students are empowered to confront oppression and develop critical
consciousness as a result of this active engagement. In the end, confronting
social injustices in the classroom now requires the use of critical pedagogy. All
students can benefit from a fairer and just educational experience thanks to
critical pedagogy, which encourages critical thinking, advances social justice,
and equips students to become proactive change agents.

Question 2
2.1.
Hermeneutic philosophy contends that all understanding is interpretation, which
calls into question the idea of objective knowledge. Hermeneutics holds that
knowledge is created via our experiences with the world, mediated by our
preconceptions, prejudices, and cultural circumstances, rather than existing as
an objective, neutral truth that is just waiting to be revealed. This indicates that
no text or experience can be interpreted in a way that is generally accepted.
Teaching and learning are significantly impacted by this difficulty. It implies
that rather than merely imparting pre-packaged knowledge, instructors should
promote critical thinking and encourage pupils to actively interpret and
converse. Students' varied viewpoints and experiences are respected and
incorporated into the learning process, transforming learning into a cooperative
process of meaning-making where the various viewpoints and experiences of
the students are respected and incorporated into the educational process. The
development of critical interpretive abilities takes precedence over the
dissemination of objective facts.
2.2.
The connection between text, context, and interpretation is essential to
hermeneutics. The relationship between a text's meaning, its historical and
cultural background, and the interpreter's personal preconceptions and biases
creates meaning; a text is not intrinsically meaningful. The interpreter actively
interacts with the text and context to generate meaning, while the context
supplies the presumptions and prior information required to comprehend the
text.
Teachers can use this knowledge to improve their instruction by designing
classrooms that promote critical interaction with texts and situations. This
entails choosing a variety of texts that represent various viewpoints and eras of

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history, giving students the background information they need to comprehend
the texts' context, and facilitating discussions that let students express their
interpretations and participate in critical discourse. Hermeneutics can influence
curriculum design by highlighting the growth of interpretative abilities and by
choosing readings and instructional strategies that motivate students to actively
create meaning.

Question 3
3.1.
In philosophy, postmodernism is a complicated and multidimensional
movement that questions the Enlightenment's focus on reason, objectivity, and
universal truth. It disavows the notion that there is a single, comprehensive story
or big theory that explains everything. The diversity of viewpoints, the intrinsic
subjectivity of knowledge, and the flexibility of meaning are instead highlighted
by postmodern thought. Postmodernism questions conventional wisdom by
contending that knowledge is socially produced and shaped by power dynamics
rather than being neutral and objective. It challenges the idea of truth itself,
arguing that depending on one's viewpoint and circumstances, there are several
equally true truths.
3.2.
The idea of "multiple perspectives" is important to postmodernism. It maintains
that there is no single, proper way to comprehend the world; rather, reality is
influenced by a variety of interpretations and perspectives. Incorporating
multiple perspectives in the classroom is vital because it represents the realities
of a multicultural society and promotes critical thinking abilities. Educators can
help students develop a more nuanced and comprehensive understanding of
complicated issues by exposing them to a variety of perspectives. They can also
challenge their own assumptions and realise the significance of other cultural
backgrounds and experiences. This method encourages intellectual curiosity,
empathy, and respect for others, all of which are necessary characteristics for
responsible global citizenship. Furthermore, embracing multiple views aids in
the dismantling of power structures that favour certain points of view while
marginalising others.

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References
Higgs, P. & Letseka, M. 2022. Philosophy of Education Today: An Introduction. Third
edition. Cape Town: Juta. PDU3701.