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Original Research
Epistemologiese oortuigings en die onderrigen leerhandeling
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 67, No 2 | a370 |
DOI: https://doi.org/10.4102/koers.v67i2.370
| © 2002 J. Monteith, J.L. van der Walt
| This work is licensed under CC Attribution 4.0
Submitted: 06 August 2002 | Published: 06 August 2002
Submitted: 06 August 2002 | Published: 06 August 2002
About the author(s)
J. Monteith, Fakulteit Opvoedingswetenskappe, Potchefstroomse Universiteit vir CHO, South AfricaJ.L. van der Walt, Fakulteit Opvoedingswetenskappe, Potchefstroomse Universiteit vir CHO, South Africa
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Epistemological convictions with regard to teaching and learning
It is often assumed by teaching-learning specialists that teaching and learning are proportionally related technical activities, and can be accurately measured in examinations or experiments. The fact that teaching and learning are respectively, as well as in combination with each other, embedded in a multitude of pre-scientific and scientific presuppositions is frequently overlooked. This discussion is aimed at revealing that views and standpoints regarding teaching and learning can hardly be substantial or plausible without cognisance and evaluation of the epistemological convictions in which they are grounded. Such convictions also determine the nature of their application in actual class-room practice.
It is often assumed by teaching-learning specialists that teaching and learning are proportionally related technical activities, and can be accurately measured in examinations or experiments. The fact that teaching and learning are respectively, as well as in combination with each other, embedded in a multitude of pre-scientific and scientific presuppositions is frequently overlooked. This discussion is aimed at revealing that views and standpoints regarding teaching and learning can hardly be substantial or plausible without cognisance and evaluation of the epistemological convictions in which they are grounded. Such convictions also determine the nature of their application in actual class-room practice.
Keywords
Constructivism; Epistemology; Objectivism; Reformational Approach; Teaching-Learning; Pre-Suppositions
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