Current socio-cultural and technological changes world-wide and their epistemological
consequences in educational discourse form the study's backdrop. It is hypothesised that
changes in our surroundings, globally and locally are inevitable. To make sense of evolving
realities, our conceptual schemes should change. The latter problematic was investigated as
part of analytic-philosophical research within the qualitative paradigm. This comprises an
extensive literature study, disciplined subjectivity and consistent argumentation. A small scale
document analysis of selected study material was conducted to ascertain the prevalent
epistemology in the local context, the Faculty of Education, Unisa. Major findings emerged:
In the field of Education, particularly in an Afrikaner research tradition, an essentialist and
foundationalis! epistemology has prevailed. The latter assumptions of knowledge are typical
of the Enlightenment paradigm and a Newtonian worldview. Furthermore these views were
exacerbated by the academic isolation of the apartheid years and the limitations posed by
distance education. Lecturers are often impoverished by their unfamiliarity with their students' life worlds, and a lack of exposure to the Other or 'difference'. A close link" between epistemology and the ability and willingness to participate in transformation processes exists. A transformed educational discourse is essential and should be reflected in a living educational theory, whereby assumptions of knowledge should exhibit integrity and wholeness. A relational ontology and a participatory worldview replace e substantialist
ontology and a correspondence theory of tru!h.
Assumptions of knowledge require ongoing contestation, whilst thinking modes and
metaphors of an emerging paradigm can facilitate conceptual transformation in a postmodern,
postindustrial world. Complexity theory yields alternative metaphors and modes of thinking conducive to a dynamic surrounding. Mechanistic metaphors should be replaced by an organic and dynamic discourse. A position, wherein humankind is regarded as 'opposite' of
the world, is no longer useful. The metaphor of the hologram is appropriate. Emphasis is
given to wholeness and ethical responsibility instead of prediction and control which led to
the earth's exploitation. Scientific certainty gives way to nonlinearity and unpredictability
within boundaries of patterns. Simultaneously this creates hope, because small inputs can
eventually make a difference to an interconnected world. / Comparative Education / D. Ed. (Comparative Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17745 |
| Date | 11 1900 |
| Creators | Van Niekerk, Magdalena Petronella |
| Contributors | Badenhorst, Dirk |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (308, 40 leaves) |
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