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|Title:||An ontological notion of tradition and education|
|Doctoral Committee Chair(s):||Page, Ralph C.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Philosophy of|
|Abstract:||This dissertation is a discussion of an ontological notion of tradition as opposed to a sociological one. It is argued in here that while the sociological notion of tradition is a theory regarding the nature of society, and more particularly a theory of social change, the ontological notion of tradition is a theory of man's-being-in-the-world. In other words man's-being-in-the-world is to be-in-a-tradition.
The universe within which the two notions of traditions are meaningful and functional are, therefore, very different. While the ontological notion of tradition explores the condition for the possibility of tradition, the sociological notion of tradition is a description of tradition. Thus while the universe of the former is ontology, that of the latter is the sociological given.
It is further argued here that the ontological notion of tradition is like an ongoing conversation which the present has with its past. The nature of the participation in this conversation is such that it includes both the "knowing" and the "being" of the participants. Thus the conversation constitutes both the object of knowledge and the knowing subject. To put it a little differently, tradition is a process in time which shapes both what we are and what we know. This is a possibility because it is argued that "to know" and "to be" are not two but a single event.
Having shown that tradition is an ongoing conversation which constitutes those that participate in it, it is argued that education should be located within a tradition. Education is defined as a process by which each generation is inducted into the ongoing conversation. The process of induction is such that it focuses on how "being" and "knowing" interact.
By embedding education in tradition, education is grounded in a theory of "being" instead of in a theory of society or in philosophical anthropology. By grounding education in a theory of "being" a view of education is presented which is different both from the Liberal and the Marxist perspectives on education. Furthermore it is on the basis of grounding education in a theory of "being" that the claim can be made that education should reflect, articulate and support the variability and heterogeneity of human race as it is shaped in and by different traditions.
|Rights Information:||Copyright 1989 Kazmi, Yedullah|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI8924857|