Philosophy of education as action: transcending the division between theory and practice

Abstract

English: Philosophers of education are often criticised for not being “practical” about educational issues. Their work is often seen as being too theoretical and failing to be responsive to practical situations in universities and schools. This article is a reflective autobiographical account of the role that theory has played in my own professional development as an education theorist/practitioner. I specifically highlight moments in my professional development which illustrate that the philosophy of education does not simply involve abstract theorising disconnected from the practical experiences of people. I go on to show that “doing” philosophy of education facilitates “practical” action such as compassionate imagination — an aspect of human action which can help us to counteract claims that the philosophy of education is simply academic jargon reflecting esoteric, incomprehensible theorising.

Afrikaans: Van filosowe wat hulle met die opvoedkunde besig hou, word daar dikwels gesê dat hulle opvoedkundige sake nie “prakties” benader nie. Hulle werk word dikwels as te teoreties gesien en ook dat dit geen respons bied op praktiese situasies aan die universiteit of skool nie. In hierdie artikel word ’n reflektiewe, outobiografiese beskrywing gegee van my eie professionele ontwikkeling as opvoedkundige teoretikus/praktisyn. Die artikel beklemtoon spesifiek momente in die ondersoeker se professionele ontwikkeling wat duidelik demonstreer dat die filosofie van die opvoeding nie oor losstaande, abstrakte teoretisering gaan nie. Verder word daarop gewys dat die filosofie van die opvoeding “praktiese” sake soos die verwerwing van deernisvolle verbeeldingskrag fasiliteer — ’n aspek van menslike gedrag wat kan help om aansprake dat die filosofie van die opvoeding akademiese jargon is wat esoteriese, onverstaanbare teoretisering reflekteer, teen te werk.