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PDU3701
Philosophy of Education Today (Third Edition) by Higgs & Letseka.
| Term | Definition |
|---|---|
| African Renaissance | A postcolonial intellectual and cultural movement calling for the reassertion of African identity, values, and knowledge systems. |
| Ubuntu | An African ethical concept meaning “humanity”, grounded in interdependence — “I am because we are”. |
| Critical Realism | A philosophy distinguishing the real (causal mechanisms), actual (events), and empirical (experienced); truth exists but is fallibly known. |
| Empiricism | The view that all knowledge derives from sensory experience and must be verifiable (e.g., through observation or experiment). |
| Scientific Rationalism | A questioning, anti-dogmatic stance focused on detecting falsehood — emphasizes fallibilism, open debate, and resistance to authority. |
| Phenomenology | The study of conscious experience as lived — suspending assumptions to attend to phenomena in their full subjective reality. |
| Hermeneutics | The philosophy of interpretation — understanding meaning as always situated in language, history, and community. |
| Constructivism | The theory that knowledge is actively constructed by learners through interaction with their social and physical world. |
| Systems Theory | An approach viewing phenomena as interconnected systems with inputs, processes, outputs, feedback, and goals within larger environments. |
| Critical Theory | A radical philosophy exposing how ideology, power, and domination shape knowledge, institutions, and everyday life. |
| Feminism | A family of philosophies challenging patriarchy and advocating gender equality, care, and inclusion in all spheres—including education. |
| Queer Theory | A critique of normative sexual and gender identities, emphasizing fluidity, performativity, and resistance to fixed categories. |
| Postmodernism | A skepticism toward grand narratives and objective truth; emphasizes plurality, relativism, and the contingency of knowledge. |
| Deconstruction | A method (from Derrida) exposing contradictions and instabilities in texts/concepts, challenging fixed meanings and binary oppositions. |
| Indigenous African Knowledge Systems (IAKS) | Locally rooted, holistic knowledge passed down orally and experientially — encompassing medicine, agriculture, spirituality, and ethics. |
| Fundamental Pedagogics | A misappropriation of Phenomenology used to justify apartheid-era schooling — claiming racial communities have incommensurable truths. |
| Alethic Truth | Objective, deep-structure truth (in Critical Realism’s “real” domain) that exists whether or not we can access or know it. |
| Epistemic Fallacy | Mistaking our knowledge of reality (epistemology) for reality itself (ontology) — a core error Critical Realism seeks to avoid. |
| Transhumanism | A version of Posthumanism advocating technological enhancement to extend human capacities and transcend biological limits. |
| Critical Posthumanism | A theoretical approach interrogating humanism’s exclusions and rethinking justice, agency, and ethics in more-than-human worlds. |
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