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  5. Knowing, Acting and Being 771 (KNOWINGACTINGANDBEING771)

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Knowing Acting and Being 771: Section A essay
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  • Knowing, Acting and Being 771 (KNOWINGACTINGANDBEING771)
  • Institution
  • Stellenbosch University (SUN)

The following three questions were answered in this document and received a mark of 76% Can knowing be separated from educational theory? Why is educational theory a mode of human action? How does rhythmic action engender praxis and unexpected educative possibilities for teaching and learning?

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  • April 19, 2021
  • 6
  • 2020/2021
  • Essay
  • Unknown
  • A+

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  • waghid
  • knowing acting and being section a
  • beducational honours in educational support
  • bed honours

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  • Stellenbosch University (SUN)
  • Knowing, Acting and Being 771 (KNOWINGACTINGANDBEING771)
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Le-Anne Goliath
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K.A.B. 771

Assignment 1: Knowing

1. Can knowing be separated from educational theory?

Education has been given many different descriptions, however for the purpose of this paper,
the idea of education should be understood as that which occurs among humans or rather a
simple social practice whereby humans engage based on rational thought. Consequently,
education should be thought of as a practice. Others view education as a constant reorientation
of the human self which requires being persuaded and listened to.

Epistemology refers to an understanding of theory, practice, concepts and ideas. This is what
is meant by the idea of knowing. This process is concerned with “how we know what we know,
how we know that we know it and the process of knowing what knowledge is” (Cramp &
McDougall, 2019). Knowing is dependent on an interaction; where there is a desire to know
and an experience that one engages in which results in coming to know. Knowing essentially
involves trying to make sense of experiences and stimuli in order to form knowledge. This
process is never ending, as living beings are constantly reasoning, making judgements and
reflecting in relation to others.

Furthermore, knowing is that which occurs between theory and practice. This is true as the
process of wanting to know creates a desire to theorize. Wanting to know also creates a desire
to reflect upon actions or practices. When meaning is constructed, one engages in the same
journey as one would when engaging in the process of knowledge, which is reasoning, making
judgements and reflecting in association with other viewpoints.

The concept of theory is derived from the Greek term theor which concerns the opinion of the
spectator, who is a person engaging in practical and critical theory. According to Bereiter
(2012) educational theory allows praxis to create the nexus between theory and practice by
using a dialectical lens for thinking, which includes reflecting upon many factors that may
influence any educational context. Theorizing in an educational context involves listening,
observing, reading, sensing, reflecting, questioning and researching. Karl Popper in Bereiter
(2012) maintains that theories are tools used to solve problems. This means that in the process
of knowing, the individual uses theories to understand and thereby form knowledge. Bereiter
(2012) goes on to say that the most crucial type of theorizing that humans embark upon involves
constructing explanations ‘case by case’ daily, this too describes the process of knowing. In
this way, theory and knowing cannot be separated.

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