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Metaphysics and learning 总被引：1，自引：0，他引：1
Helen Verran 《Learning Inquiry》2007,1(1):31-39
Is it possible to learn and simultaneously articulate the metaphysical basis of that learning? In my contribution to the forum I tell of how I came to recognise that bilingual Yoruba children could articulate the contrasting metaphysical framings of Yoruba and English numbering. The story introduces an arena I call 'ontics' that recognises the contingencies of metaphysical commitments in the present. My claim is that learning to recognise and strategically articulate ontics as enacted metaphysical commitments in the present is useful in cross-cultural and transdisciplinary learning and crucial in inquiring into learning. 相似文献
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Kayode Alao 《International journal for the advancement of counseling》2004,26(3):249-256
This paper examines the complimentary roles and functions of African indigenous counselling in relationship with non-African forms of counselling. This paper is premised on the view that all forms of counselling, whether African or Western, stand to gain a lot from one another via collaboration and the cross fertilization of ideas. This paper examines the counselling and therapeutic contents of African language, African indigenous education, African indigenous counselling and social practices using the Yoruba culture of Western Nigeria as a reference point. Furthermore, the paper practically examines how the traditional therapeutic resources of African language, African traditional education and African indigenous counselling practices could complement non-African counselling culture. The paper advocates for the evolution of a somewhat global orientation to professional helping. This is possible if counselling practitioners from different cultural orientations develop interest in learning how different counselling cultures could complement one another. This orientation may contribute to mutual self-renewal and self-refinement for all forms of counselling. This paper primarily intends to promote the culture of sharing ideas, practices and concepts from different cultural orientations so that we may develop the mentality of a universal approach to employing counselling strategies to solve humanity's problems. 相似文献
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赫荣菊 《湖州师范学院学报》2007,29(6):29-32
尼日利亚著名戏剧家索因卡以约鲁巴族神话为基础,创作了古典悲剧《死亡与国王的侍从》。他运用创造性的手法将传统神话与自我牺牲精神融合在一起,并以此向世界宣称:非洲文化来了。通过对剧中人物艾勒辛的伪美学悲剧性体现和欧朗弟的悲剧性超越的分析,可以看出,索因卡创作该剧的真实目的就是为了张扬以约鲁巴文化为主体的悲剧精神和民族意识。 相似文献
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Teklu Abate Bekele Samuel Amponsah Ibrahim M. Karkouti 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1520-1538
Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology-enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual reality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba empiricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study proposes African philosophical perspectives to underpin technology integration in higher education. The epistemologies define the nature of student and faculty engagements and strategies, whereas the humanistic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, communication media and cognitive tools to think through and with. Implications for further research and practice are identified.
Practitioner notes
What is already known about this topic
- Multidisciplinary theories developed primarily within Western contexts are used to underpin technology-enhanced teaching and learning globally.
- Their primary focus on basic education and their sensitivity to socio-cultural and economic contextual reality restrict their salience and fecundity to successfully explain technology integration in teaching and learning in higher education in the Global South, including Africa.
- African philosophical, theoretical, conceptual and methodological thinking is critical for successful technology integration.
What this paper adds
- This study interrogated how African philosophies of humanity and knowledge could support successful technology integration in teaching and learning in Africa.
- Drawing on Asabiyya and Ubuntu philosophies, respectively, from Northern and Southern Africa, the study proposes strategies for making the oppressive faculty–student relationships rampant in African campuses more humane and emancipatory.
- Drawing on Yoruba empiricist and Zara Yacob rationalist epistemological orientations from Western and Eastern Africa, this study proposes strategies for supporting truly engaging and empowering pedagogies within technology-enhanced spaces.
Implications for practice and/or policy
- The purpose of education in successful technology-enhanced spaces needs to aim at improving student capacities and skills for further learning and to ensure full participation in practice communities within and outside higher education.
- The content of education or curriculum needs to primarily embody African/local philosophical, theoretical, conceptual and methodological thinking, as well as emerging community needs and challenges.
- The method of education and student assessment need to support and promote the cultivation of student skills and capabilities as well as values and ethics highly needed in their communities and beyond.
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