Exploring Contemplative Education as a comprehensive means toward the eradication of ignorance

Labuschagne, Andreas (2016-03)

Thesis (MEd)--Stellenbosch University, 2016

Thesis

ENGLISH ABSTRACT : This thesis is a philosophical response to Arthur Zajonc’s (2013:90) statement that “[e]ducation has as its high purpose the eradication of ignorance”, in which I argue why and how contemplative education can offer a comprehensive means to achieve this stated purpose. The research methodology adopts an interpretivist paradigm, drawing on theorists/the theories of Hans-Georg Gadamer’s philosophical hermeneutics and Max van Manen’s phenomenology of practice. With a hermeneutic phenomenology as my research methodology and the research methods of a phenomenological inquiry (bracketed questioning in wonder and openness) and hermeneutic interpretation (conceptual analysis), I explore the philosophical themes within contemplative education and ask “how” it may comprehensively eradicate ignorance and give meaning and understanding to the Self and the Other. Hence I initially explore the broad praxis of contemplative education in its epistemological dimensions, looking at contemplative practices and the role of the Inner Scholar (Dederer 2007). Conclusively, after an analysis of key concepts (drawn from literature dated from 1989 to 2015 within the scope of contemplative studies), I argue that contemplative education is a comprehensive means toward eradicating ignorance, espousing the potentials in adopting contemplative practices in/for education. Building on this philosophical exploration I propose further research for the pragmatic application of contemplative practices in educational praxis.

AFRIKAANSE OPSOMMING : Hierdie tesis is ’n filosofiese reaksie op Arthur Zajonc (2013:90) se stelling dat “[o]nderwys het as sy hoë doel die uitwissing van onkunde”, waarin ek argumenteer hoekom en hoe kontemplatiewe onderwys ’n omvattende manier kan bied om hierdie gestelde doel te bereik. Die navorsingsmetodologie volg ’n interpretivistiese paradigma, en steun op die teoretici/teorie van Hans-Georg Gadamer se filosofiese hermeneutiek en Max van Manen se fenomenologie van die praktyk. Deur ’n hermeneutiese fenomenologie as my navorsingsmetodologie en die navorsingsmetodes van ’n fenomenologiese ondersoek (saamgevoegde (bracketed) ondervraging in verwondering en openheid) en hermeneutiese interpretasie (konseptuele analise), ondersoek ek die filosofiese temas binne kontemplatiewe onderwys en vra “hoe” dit omvattend onkunde kan uitroei en betekenis en begrip kan gee aan die Self en die Ander. Vandaar ontdek ek die breë praksis van kontemplatiewe onderwys, aanvanklik in sy epistemologiese dimensies, en kyk na kontemplatiewe praktyke en die rol van die Innerlike Geleerde (Dederer 2007). Ter afsluiting, na ontleding van die belangrikste konsepte (uit die literatuur binne die bestek van kontemplatiewe studies wat dateer vanaf 1989 tot 2015), argumenteer ek dat kontemplatiewe onderwys ’n omvattende manier is om onkunde uit te wis; en ek staan die potensiaal van die aanneming van kontemplatiewe praktyke in/vir die onderwys voor. Gebou op hierdie filosofiese verkenning stel ek voor dat verdere navorsing onderneem moet word oor die pragmatiese toepassing van kontemplatiewe praktyke in opvoedkundige praksis.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/98488
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