PDU 3701
Assignment 2
Unique number: 899976
Student number:
PDU 3701 69992622
Name:Assignment 2
Kirsten Rothman
UNIQUE NUMBER:899976
Student no: 69992622
Question 1 :
1.1 Communality :
Living a traditional African lifestyle with a group of people is a lot of fun. This contrasts sharply
with the western liberal idea of the person as an organisation that can exist and develop alone
and is unrelated to any other groups or people. The rights, obligations, and customs that
collectively define a group of people's political, economic, and cultural interactions are referred
to as biological relationships.
On top of the technical skills of planning, coordination, and technology are all important to the
social skill of collaboration and is more than just individuals working together with a common
goal. It evolved into a set of moral codes, a system of reasoning, and a sense of right and wrong
in a complex social structure. The value of communality is crucial for education because it is
rooted in a social problem in which the community has priority and shows respect for the
individual and sharing supporting by being cooperative.
1.2 A fact:
A factual example or fact would be something like, "The schools are closed today." This claim can
be proven to be true or false, which makes it significantly distinct from value assertions, which
cannot be proven to be true or false and are things you personally value. Values, however, do not
adhere to the empiricism school of thought because there is no scientific justification for them.
In this context, the importance of objective truth outweighs that of subjective truth.
1.3 Pragmatism:
Teachers who were influenced by pragmatism would advise their pupils to do numerous
experiments to determine what was successful and what wasn't. The idea of pragmatism holds
that education is about discovering what works and what doesn't. 1 Lewin and Leakey 1992: 34.
According to pragmatism, the significance of a proposition determines whether it is true or false.
Contrarily, pragmatism drives us to try new things.
On the other hand, the author claims that pragmatism encourages education as a type of
experimentation. According to pragmatism, truth is not always discovered by scientists working
alone in a lab setting; rather, more discoveries are made by a group of people interacting with
one another in the actual world.
1.4 Fundamental Pedagogics:
The science of education that emerged from this comprehension is known as fundamental
pedagogics.
The learner is viewed as a kid, and the teacher is the one who is teaching and directing them,
and this is the interaction that forms the basis of pedagogic inquiry. As a result, the learner lacks
a sufficient understanding of the world and need aid to deal with its obstacles. The learner is
perceived as uneasy. The educator fills the function of the companion by being mature and
logical as they help the student through the process of understanding the world.
, South African communities have always been divided based on race. A person could only claim to
be African if they lived in a community with other Africans and were taught by teachers who
were themselves Africans.
1.5 Constructivism:
Constructivism holds that all knowledge is a product of the values held by a community and its
interactions with the outside world. Constructivism rejects the claim made by hermeneutics that
we rely on interpretation, but it goes one step further and claims that this interpretation is the
only reason why we exist in the world that we do. Constructivism argues that there is no such
thing as a "real world out there" and that each of us has a challenging scheme of perception that
exists in our own thoughts, in contrast to hermeneutics, which accepts that there is a real world
that needs to be understood. According to constructivism, education ought to never be about
conquering a particular subject area; instead, we are educating students to comprehend and
reinterpret a number of complicated cognitive concepts.
Question 2:
2.1 African philosophy finds expression in four distinctive discourses. Briefly describe each of these
discourses. (4x3=12)
Ethnic philosophy, which is sometimes known as African philosophy, is expressed in four different
discourses. It is separate and consists of the ethical and religious customs of the African continent.
This notion shouldn't be extended too broadly given the size of the African continent and the
diversity of its inhabitants. It encompasses the way of thinking of the Africans and their capacity to
question their own cultural practices.
The entirety of the human experience is addressed in African philosophy.The term "sage" or
"wisdom" refers to those in society who are seen as being wise, perceptive, and capable of critical
thought. These are the persons whose opinions question the legitimacy of the community's
decisions. From a historical perspective, these individuals have been social critics and intellectuals in
the western tradition of wisdom. The holistic nature of the African political heritage makes it distinct.
The most notable figures in African political thought are regarded as Kwame Nkrumah, Julius
Nyerere, Amilcar Cabral, Leopold Sedar Senghor, and Frantz Fanon.
This theory is predicated on the idea that it must be a distinctively African political ideology, different
from Capitalist, Socialism, or Communism. African thinkers' contributions to pure philosophy are
found in existentialism, critical rationalism, and empiricism. Kwasi Wiredu, Peter Bodurin, Henry
Odera Oruka, Kwame Anthony Appiah, and Paulin Hountondji all adhere to this school of thought.
Assignment 2
Unique number: 899976
Student number:
PDU 3701 69992622
Name:Assignment 2
Kirsten Rothman
UNIQUE NUMBER:899976
Student no: 69992622
Question 1 :
1.1 Communality :
Living a traditional African lifestyle with a group of people is a lot of fun. This contrasts sharply
with the western liberal idea of the person as an organisation that can exist and develop alone
and is unrelated to any other groups or people. The rights, obligations, and customs that
collectively define a group of people's political, economic, and cultural interactions are referred
to as biological relationships.
On top of the technical skills of planning, coordination, and technology are all important to the
social skill of collaboration and is more than just individuals working together with a common
goal. It evolved into a set of moral codes, a system of reasoning, and a sense of right and wrong
in a complex social structure. The value of communality is crucial for education because it is
rooted in a social problem in which the community has priority and shows respect for the
individual and sharing supporting by being cooperative.
1.2 A fact:
A factual example or fact would be something like, "The schools are closed today." This claim can
be proven to be true or false, which makes it significantly distinct from value assertions, which
cannot be proven to be true or false and are things you personally value. Values, however, do not
adhere to the empiricism school of thought because there is no scientific justification for them.
In this context, the importance of objective truth outweighs that of subjective truth.
1.3 Pragmatism:
Teachers who were influenced by pragmatism would advise their pupils to do numerous
experiments to determine what was successful and what wasn't. The idea of pragmatism holds
that education is about discovering what works and what doesn't. 1 Lewin and Leakey 1992: 34.
According to pragmatism, the significance of a proposition determines whether it is true or false.
Contrarily, pragmatism drives us to try new things.
On the other hand, the author claims that pragmatism encourages education as a type of
experimentation. According to pragmatism, truth is not always discovered by scientists working
alone in a lab setting; rather, more discoveries are made by a group of people interacting with
one another in the actual world.
1.4 Fundamental Pedagogics:
The science of education that emerged from this comprehension is known as fundamental
pedagogics.
The learner is viewed as a kid, and the teacher is the one who is teaching and directing them,
and this is the interaction that forms the basis of pedagogic inquiry. As a result, the learner lacks
a sufficient understanding of the world and need aid to deal with its obstacles. The learner is
perceived as uneasy. The educator fills the function of the companion by being mature and
logical as they help the student through the process of understanding the world.
, South African communities have always been divided based on race. A person could only claim to
be African if they lived in a community with other Africans and were taught by teachers who
were themselves Africans.
1.5 Constructivism:
Constructivism holds that all knowledge is a product of the values held by a community and its
interactions with the outside world. Constructivism rejects the claim made by hermeneutics that
we rely on interpretation, but it goes one step further and claims that this interpretation is the
only reason why we exist in the world that we do. Constructivism argues that there is no such
thing as a "real world out there" and that each of us has a challenging scheme of perception that
exists in our own thoughts, in contrast to hermeneutics, which accepts that there is a real world
that needs to be understood. According to constructivism, education ought to never be about
conquering a particular subject area; instead, we are educating students to comprehend and
reinterpret a number of complicated cognitive concepts.
Question 2:
2.1 African philosophy finds expression in four distinctive discourses. Briefly describe each of these
discourses. (4x3=12)
Ethnic philosophy, which is sometimes known as African philosophy, is expressed in four different
discourses. It is separate and consists of the ethical and religious customs of the African continent.
This notion shouldn't be extended too broadly given the size of the African continent and the
diversity of its inhabitants. It encompasses the way of thinking of the Africans and their capacity to
question their own cultural practices.
The entirety of the human experience is addressed in African philosophy.The term "sage" or
"wisdom" refers to those in society who are seen as being wise, perceptive, and capable of critical
thought. These are the persons whose opinions question the legitimacy of the community's
decisions. From a historical perspective, these individuals have been social critics and intellectuals in
the western tradition of wisdom. The holistic nature of the African political heritage makes it distinct.
The most notable figures in African political thought are regarded as Kwame Nkrumah, Julius
Nyerere, Amilcar Cabral, Leopold Sedar Senghor, and Frantz Fanon.
This theory is predicated on the idea that it must be a distinctively African political ideology, different
from Capitalist, Socialism, or Communism. African thinkers' contributions to pure philosophy are
found in existentialism, critical rationalism, and empiricism. Kwasi Wiredu, Peter Bodurin, Henry
Odera Oruka, Kwame Anthony Appiah, and Paulin Hountondji all adhere to this school of thought.
