Answer to Question #210048 in Philosophy for Shortee

Question

How empiricism theory and rationalism theory influence esucatio i South Africa?

Answer 1

Empiricism Theory and Rationalism Theory Influence Education in South Africa

The fundamental role of experience is explained by empiricism. Empiricism believes that all learning is the foundation of expertise. Empiricism holds that all concepts are derived from experiences. Rationalism is the theoretical perspective that expertise is obtained through reasoning but without the help of sensory experiences. The greatest description of this is quantitative education since logical thinking alone enables everyone to fill in the extent of numerical relationships, build evidence, and infer even more complex theoretical knowledge. South African education body focused relevant principles, observations, or justification primarily through experiences by all reasonably acceptable predominance/conversions (Higgs, 2012). In addition, they education system applied pragmatic theory of thinking or meaning derives from experiences the importance of thoughts and sentences. Although it is challenging to give a definite purpose to the occasion, it can vary from the stylistic, theological, ethical, and perceptual experiences. The empirical focus is mainly on the perception of experience, which arises from all the senses' arousal. Experiences are not, nevertheless, a source of all wisdom (Mwinzi, 2015). Empiricism and rationalism are assumed that higher levels are directly caused by experiences at the lower ranks and the lowest point.

Empiricism was considered a vital force against the pretense of speculative rationalism. Most intellectuals in South Africa took the empirical and rational positions concerning their thoughts, although they recognized the essential non-empirical information. In modern philosophy, the early and distinctive phases of the speculation on old philosophy gave meaning. The intellectuals also underlined the significance of monitoring. In South Africa, intellectual discourses have always been divided about the transformation of education, learning, and teaching. Historically, those educators operated in a socialist and modernist paradigm (Mwinzi, 2015). In contrast, others sat down in the broader general framework of so-called "social humanism," which propagates the democratization of schools and personal empowerment. Then others pursued their efforts to analyze the university's educational philosophy at the London University.

In other cases, empiricism and rationalism on education have been defined by a structural-empirical technique that has led educators in northwestern and Free states institutions. In the years before 1994, however, the theoretical framework designated as essential pedagogics controlled the intellectual discussion concerning the nature of learning and practice as the crucial terrain of apartheid in South Africa under the shape of a government system of Christian education (Higgs, 2012). Therefore, the theory has been considered by the University of Pretoria, South Africa, and Cape Town as an integral ingredient in apartheid education hegemony. It has been the basis of most of the work done in the Faculty of Education (Letseka & Pitsoe, 2013). In addition, the theory has played a significant part in South African teacher education as the theoretical underpinning for its training was supplied to instructors.

The analytical exercise is also essential for instructors and students of educational philosophy to define why and how one should study educational thought. In academic philosophy, six distinct theoretical frameworks are recognized that affect education discourse: empirical, critical rationality, conceptual criticality, African philosophy, and existentialism. The techniques utilized for research into education and formulating pedagogical concepts and practices, especially in the teaching field, are determined in these conceptual models.

 

 

References

Higgs, L. G. (2012). Theory in Teacher Education: Students' Views. Bulgarian Comparative

Education Society. <span style="font-size:12.0pt; line-height:200%;font-family:&quot;Times New Roman&quot;,serif;background:white">https://eric.ed.gov/?id=ED567103</span>

Letseka, M., & Pitsoe, V. (2013). Reflections on assessment in Open Distance Learning (ODL):

the case of the University of South Africa (UNISA). Open Praxis, 5(3), 197-206. <span style="font-size:12.0pt;line-height:200%;font-family:&quot;Times New Roman&quot;,serif; background:white">https://www.learntechlib.org/p/130673/</span>

Mwinzi, J. M. (2015). Theoretical frameworks and indigenous knowledge systems. International

Journal of Education Research, 3(2), 677-684. <span style="font-size:12.0pt;line-height:200%;font-family:&quot;Times New Roman&quot;,serif; background:white">http://www.ijern.com/journal/2015/February-2015/55.pdf</span>