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.