NAME : ZAMEKILE BONILE MAHLALELA

STUDENT NUMBER : 60988037

MODULE CODE: PDU3701

UNIQUE NUMBER: 648833

ASSIGNMENT NUMBER: 02

DUE DATE : 23 MAY 2024

QUESTION 1
1.1 African philosophy’s concern with reasserting distinctively African ways of
thinking and relating to the world highlights several crucial issues that need to be
addressed in education. These issues include:
a) Addressing existing Eurocentric biases in educational materials and methodologies,
incorporating diverse perspectives from African philosophies and worldviews.
b) Cultural relevance, ensuring that educational content and practices are inclusive
and relevant to diverse African cultures, histories, languages and ways of knowing.
c) Empowerment and affirmation of identity, to promote a sense of pride, self-respect
and identity among African learners by validating and including their cultural heritage
and knowledge systems in the educational experience.
d) Critical Consciousness and Social Change, encourage learners to critically analyze
social structures, challenge oppressive systems, and actively contribute to positive
social change in their communities and beyond.
1.2.discuss the significance of ubuntu and communality for education.
The notion of “ubuntu” and “communalism” is of great importance in an African
educational discourse, as well as in African Philosophy of Education and in African
philosophical discourse. “Ubuntu” is a philosophy that promotes the common good of
society and includes humanness as an essential element of human growth.
Ubuntu and communality are significant for education as they emphasize the
interconnectedness and interdependence of individuals in a community. Ubuntu, a
philosophical concept that originated in African societies, emphasizes the idea that
individuals are only fully realized through their relationships with others. This
perspective emphasizes the importance of shared humanity, compassion, and empathy
within a community.
In the context of education, Ubuntu can inform the way educators approach teaching
and learning. It underscores the idea that education is not just about individual
achievement, but also about fostering a sense of community and interconnectedness.
Educators can use this philosophy to create inclusive and supportive learning
environments where students are encouraged to work together and support each
other’s growth and development.
Communality in education also highlights the importance of collective responsibility and
solidarity in the learning process. Educators can use this perspective to promote
collaborative learning and encourage students to contribute to the well-being of the
entire learning community. By emphasizing communality, educators can help students
develop a sense of belonging and interconnectedness, which can enhance their overall
educational experience and well-being.
Education based on ubuntu and communality is directed and fostering humane persons
with virtues such as kindness, generosity, compassion, and respect and concern for the
welfare of others. Ubuntu and commonality has the values that are embraced in the
nation as they are taken up by the educators on the African continent.
Moreover, the significance of ubuntu and commonality it develops both vision and
practice of education that lays the basis for African people to participate in mastering
and directing the cause of change and fulfilling the vision of learning to know, learning to
do, learning to be, and learning to live together as equals with others.
Philosophy of this kind in education, view knowledge and minds not as commodities,
not just human resources to be developed and exploited at the cast aside, but as
treasures to be cultivated to improve the quality of life of both persons and communities
in society.
Lastly, Ubuntu and communality are significant for education because they promote a
holistic and inclusive approach to learning that values the interconnectedness of
individuals within a community. By integrating these philosophies into education,
educators can create supportive and nurturing learning environments that encourage
collaboration, empathy, and a sense of shared responsibility among learners.

1.3. TWO educators associated with African philosophy

• Moeketsi Letseka
• Queeneth Mkabela
1.4. What is the intention of the Indigenous African Knowledge System
Programme?
The intention of indigenous African knowledge system programme is to know their
superiority and they give in the indigenous African knowledge system. They have
rightful place as equally valid ways of knowing among the array of knowledge system in
the world so as to solve global and local problems more effectively.
Furthermore, it promotes an establish important motivations, it is necessary that an
indigenous African knowledge system programme be incorporated in the school
curriculum in South Africa in order to make sense of a particular African content in the
intention of the indigenous African knowledge.
The programme is to have their recognition of the fact that the search for an integration
framework of knowledge implies the affirmation of the diversity and integrity of all
human beings, and the acknowledgement that people are not victims and to know
subject irrespective of the knowledge framework in which they are located.
It promote and protect the African heritage to shine a light on that which has in the past
been dismissed and denied. Our country needs to develop an indigenous knowledge
system which supports local economic development and enhances its rich cultural,
technological, artistic, linguistic and traditional healing heritage.’’
1.5. What impact would the integration of indigenous African knowledge systems
with Western knowledge systems have on the school curriculum in South Africa?
Indigenous African Knowledge Systems programme will make sure that indigenous
African systems of knowledge are acknowledged in the school curriculum. Secondly, an
indigenous African Knowledge Systems programme will encourage the asking of critical
questions about the knowledge content included in the school curriculum and how this
knowledge is integrated in various subject programs.
It does this by: criticizing Ideological systems that rely exclusively on Western or
Eurocentric knowledge systems it focuses on the originality of African contributions led
by African indigenous knowledge systems; Monitoring and evaluating cultural and
gender issues in the curriculum. the Thirdly, an Indigenous African Knowledge Systems
programme will address issues of alienation and dominance. By means of critical
inquiry, any oppressive situation can be unveiled, analyzed and changed.
Teaching and learning within an Indigenous African Knowledge Systems programme will
primarily be involved with processes of inquiry that do not see the oppressive situation
as a closed world from which there is no exit, but rather as a process of constructing
and building possibilities through imagination and hope.
Therefore, an Indigenous African Knowledge Systems program is primarily about
enabling learners to gain confidence in their abilities and a sense of pride in their ways
in the world. This means that the school curriculum will express consideration of the
validity of diverse learners’ own voices when they are adapted to the content they are
presented with. As a result, learners will be encouraged to discover.
QUESTION 2
2.1.If, according to hermeneutics there is no ‘one right answer’ to a problem,
given that answers are dependent on interpretation, can there ever be consensus
on the quality thereof, of open distance e-learning?
Emphasizes a culture of continuous improvement that uses feedback and data to
enhance and improve the quality of e-learning programs. As education and technology
continue to evolve, standards and expectations for e-learning quality may change,
making it challenging to establish consistent consensus about what constitutes high-
quality e-learning.
According to hermeneutics, the absence of a single correct answer due to interpretation
does not prevent the possibility of reaching consensus on the quality of open distance
e-learning. Consensus can be reached through collective evaluation of different
interpretations and viewpoints. In the context of open distance e-learning, consensus on
quality can be achieved by looking multiple factors such as learning outcomes, student
satisfaction, engagement, accessibility, and effectiveness of instructional design. By
engaging in constructive dialogue and using a variety of evaluation methods,
participants can work toward a shared understanding of the quality of open distance e-
learning despite the interpretive nature of hermeneutics.
Providing timely and constructive feedback and adequate learner support services will
build consensus on the quality of ODEL. Teacher experience and satisfaction play a role
in determining the effectiveness of an educational approach. Although there is no single
right answer, considering these factors can lead to a shared understanding of the quality
of open distance e-learning.
2.2. From an open distance e-learning standpoint what would be the arguments
for against privileging the STEM over humanities and social science study.
The four fields share an emphasis on innovation, problem solving and critical thinking,
and together they make up a popular and fast growing industry.
There’s a need to ensure a healthy balance between STEM and humanities and social
sciences as they are equally important for the sustainable development of the world,
there should be investment to increase STEM enrollments, not so as to undermine the
humanities and social sciences studies, but to also address the imbalance that currently
exists between STEM and humanities and social science study.
Discouraging the humanities and social sciences and if not addressed could lead to
some of the learners foregoing higher education or on open distance learning and it is
also best to consider reviewing the contents so as to integrate some of the humanities
into STEM courses.
Lastly, in humanities and social sciences gives more clarity on holistic education and
these subjects are the prioritized because learners make sure they develop and
understanding of social issues and communication skills.

2.3. Reflect on the ODeL context in South Africa and say whether you think it
offers support and enabling environment for hermeneutical practice.
ODeL allows for the inclusion of diverse perspectives and experiences, and ODeL is
essential to interpretive practice that incorporates diverse cultural and social
interpretation and understanding, providing flexibility in learning and accommodating
students from diverse backgrounds and locations.
This inclusion fosters an environment conducive to interpretive practice because it
allows exploration of various cultural and contextual influences on interpretation. ODeL
utilizes digital tools and resources, enabling students to engage with a wide range of
materials and resources for interpretive inquiry. Access to diverse resources enriches
the interpretive process.
ODL often incorporates collaborative learning approaches that can enhance
interpretive practice by facilitating dialogue, exchange of ideas, and collective
interpretation of texts and contexts. Promotes inclusivity, access to diverse
perspectives, digital resources, and collaborative learning
Questions 3
3.1. Why has Postmodernism to date, had little impact on government education
schemes
Postmodernism has, to date, had a little impact on government education schemes
because, such as Critical Theory, it rejects all forms of coercion and control, moreover
postmodernism repudiates the nations that there exists any form of universal knowledge
or truth that can be handed on to children and young people.
3.2. Postmodernism focuses
• On the rejection of and disillusionment with Western modernism.
• A rejection of all grand schemes from Christianity to Marxism that claim to
explain reality in all its complexity and,
• an insistence that all knowledge is temporary and passing simply because all
knowledge is constructed by fallible human beings.
3.3. THREE philosophers who were associated with postmodernism.
• Ludwig Wittgenstein.
• Jean Francois.
• Nicholas Barbules.
3.4.Concepts have been found to be very useful by educators.
• There is no such thing as neutrality. Will. All have biases and agendas when we
discuss any form of truth.
• Knowledge is constructed and produced in societies that are ruled by social
inequalities.
• There are many forms of reasons and the logical, abstract, mathematical
reasoning that dominates Western science is one of them.
•
3.5 Two characteristics of postmodernism.
• Subjectivism.
• Skepticism.
3.6. Deconstruction – is a form of hermeneutics in that examines alternative ways of
interpreting a text, based, usually, on investigating the assumptions on which a text is
based.
3.7. Postmodernism can help a teacher with their classroom practice by :
• using some of the concepts of postmodernism to engage more effectively with
learners who seem to be uninterested.
• It encourages all the teachers to reassess what’s going on when a child fails.
• by offering new perspective on the subject, goals, and methods of education.
References
Higgs, P. & Letseka, M. 2022. Philosophy of Education Today. 3 rd Edition. Juta: Cape
town.
Higgins, C. 2010. Teaching experience: toward a hermeneutic of teaching and teacher.
Journal of Philosophy of Education, 44(2/3):435–478.
DECLARATION FORM
I, Zamekile Mahlalela (name and surname) Student number: 60988037
Module code: PDU3701
hereby declare the following:
I understand Unisa's policy on plagiarism. This assignment is my original work and I
have duly acknowledged all other people's work (in electronic and printed format)
through the proper reference techniques as stipulated for this module.
I have not copied the work of others and handed it in as my own. I have also not made
my work available to any fellow students who can submit it as their own.
I am aware that my answers will be checked for plagiarism once I have submitted my
assignment. Should it be found that I have plagiarized, my assignment will be cancelled.

Signature: zb mahlalela. Date: 22 May 2024