An Analysis of the Philosophical Nexus of Educational Theory and Praxis

International Journal of Research and Innovation in Social Science (IJRISS) | Volume II, Issue X, October 2018 | ISSN 2454–6186

An Analysis of the Philosophical Nexus of Educational Theory and Praxis

Elvis Omondi Kauka

School of Education, University of Kabianga-Kenya

Abstract: This Paper sought to examine selected Philosophical antecedents of Educational Theory and Praxis. Philosophical Analysis Method (PAM) was used to attempt precise answers to three specific questions: First, What are the Philosophical antecedents of Normative, Cognitive, Creative and Dialogical aims of Education? Secondly, Are there any Metaphysical, Axiological, Epistemological and Logical and basis for curriculum content? Lastly, Can teaching methods be elucidated Philosophically? Key inferences ascertain that indeed there is a way in which we can consider education as a philosophical activity given that Education and Philosophy are closely related activities. The symbiotic relationship between Philosophy and Education is such that Education derives its form from Philosophy’s branches of Metaphysics, Epistemology, Logic and Axiology while Philosophy receives its matter from Educational Praxis.

Keywords: Philosophy, Education, Curriculum, Aims of Education, Educational Methods.


1.1 Background of the study

The term ‘Philosophy’ comes from an amalgam of two Greek words-Philos and Sophia which mean ‘Love’ and ‘Wisdom’ respectively (Mattei, 1994). Philosophy, therefore, is the love for wisdom, and a Philosopher is a Lover of wisdom. From the definition of philosophy as Love of wisdom, we can infer that Philosophy combines both emotional(Love) and cognitive (Wisdom) dimensions of the human soul. Love, in this case, is a craving to attain the object of that which is being loved; in this case, Sophia or wisdom. In a deeper connotation Love of wisdom is also a constant and condition-less commitment to wisdom itself. Wisdom on its part can be considered generally as ‘the ability to live a meaningful life by making the right choices” or Philosophically, as “the enduring pursuit of Truth” (Cronin, 2005). As such Philosophy in the strict sense is an active pursuit of truth. This pursuit has some level of restlessness and scepticism. Philosophical Scepticism impels the philosopher to question things that are both immanent and transcendent, and the familiar and the lofty. In agreement with Socrates of Athens who once remarked, “As for me, all I know is that I know nothing” (Socrates, as cited in Ochieng -Odhiambo, 2009, p.80), the philosopher sees himself not as a wise human being but as a human being in love with Truth.

Related Post