The Epistemology of Pedagogy: A Critical Distinction between the ‘Educated’ and the ‘Learned’

  • Sheriff Olasunkanmi Ibiyemi Ibiyemi, Sheriff Olasunkanmi, Assistant Lecturer, Department of General Studies, Federal College of Dental Technology and Therapy, Enugu, Nigeria. https://orcid.org/0000-0002-5290-5835
Keywords: Education, Learned, Educated, Epistemology, Philosophy of Education

Abstract

In a continent where indices concerning literacy continue to plummet and technological advancement continues to be a mirage, it is urgent to examine the distinction between the qualities and state of being educated, on the one hand and the state of being learned on the other hand. This move is important owing to the level of literacy and education that has yielded almost no tangible result in 21st century Africa. On the first showing, the terms seem to be synonyms. Upon a critical reflection however, it soon becomes clear that this cannot be. This conviction is discernable once the method of analysis is applied to each of these terms with Africa in mind. The foremost purpose of this research, therefore, is to argue that these terms are not synonymous, much as they hold so similar implications for Africa and Africans concerning their epistemic leaning toward human and educational development. As a result, the principal motivation of the present disquisition is to employ an epistemic basis to foreground the parallels and departures between these two concepts that have usually been taken for granted as synonymous or interchangeable. The motivation to explore the epistemic alternative is motivated by the urgency to provide an impartial umpire in epistemology to mediate the places of similitude and radical departures between the ‘educated’ and the ‘learned.’ As a consequence, this study infers that much as the two concepts are intertwined there are places of deep divergence which allows the ‘educated’ to be much more sophisticated compared to the ‘learned.’ For its purpose, this study forays into various discourses that seems to underscore the distinction between the ‘learned’ and the ‘educated’ from an epistemic perspective. This is due to the pertinence for justifying the arguments marshaled and in line with the method of philosophical analysis, which is being deployed in this study.

Downloads

Download data is not yet available.

Author Biography

Sheriff Olasunkanmi Ibiyemi, Ibiyemi, Sheriff Olasunkanmi, Assistant Lecturer, Department of General Studies, Federal College of Dental Technology and Therapy, Enugu, Nigeria.

Assistant Lecturer,
Department of General Studies,
Federal College of Dental Technology and Therapy,
Enugu, Nigeria.
sheriffolasunkanmi@gmail.com

References

Akinkuotu, Y.A. (2002). Modern Approaches to Philosophical Foundations of Education, Lagos: Atlantic Publishing Company.

Akpotu, N.E & Nwaham, C.O. (2008). Introduction to Teaching Profession in Nigeria, Agbor: Royal Peace Publications.

Amadi, M.N. (2012). Rethinking Teacher Education in Nigeria, Lagos: Vitaman Educational Books.

Azenabor, G.E. (2005). «Sustainability of University Education in Nigeria: A Philosophical Discourse on Problems and Revival Strategies». African Studies Monograph Series. Lagos: Onosomegbowho Ogbinaka Publishers Limited.

Daleen, V.D.B., & Britell, R.W. (1959). Looking Ahead to Teaching, Boston: Allyn& Bacon.

Daramola, C.O. (2002). Philosophy of Education Lagos: Raytel Communications Ltd.

Dewey, J. (1916). Democracy and Education. New York: Macmillan Publishers.

Douglass, H.R. (2015). «What is an Educated Man» in A Journal of Educational strategies, Issues and Issues, vol 23, Issue 4.

Enomah, S. (2000). Psychology for Today: A Compact Conceptual Analysis. Warri: Chu-Alfcon Limited.

Fafunwa, A.B. (ed.), (1972). Education in Africa: A Comparative Survey. London: George Allen & Unwin.

Falola, T. (2018). The Falola Reader on African Culture, Nationalism, Development and Epistemologies. Texas: Pan-African University Press.

Freire, P. (1997). Pedagogy of the Oppressed, New York: Continuum Publishing C.

Feldman, R.S. (1993). Understanding Psychology. USA: McGRAW-Hill Incorporation.

Grosfoguel, R. (2007). «The Epistemic De-Colonial Turn». Cultural Studies. 21 (2-3).

Harris, K. (1988). Education and Knowledge: The Structured Misrepresentation of Reality. London: Routledge.

Igbiwu, G.E. (2004). Basic Philosophy of Education, Agbor: Krisbec Publications.

Iroegbu, P. (2005). «Philosophy of Education: Ethics of Teaching profession» in Kpim of Morality, Iroegbu P. and Echekube A. (eds.). badan: Heinemann Educational Books.

Jimoh, A. (2013). Certitude and Doubt A Study Guild to Epistemology, Ibadan: Ebony Books.

Kneller, G.F. (1964). Introduction to Philosophy of Education. London: John Willey and Sons.

Lovel, K. Educational Psychology and Children, (Hodder and Stoughton Educational Ltd, 1973).

Mautner, T (ed.) (2000). «Epistemology» in The Penguin Dictionary of Philosophy, Middlesex: Penguin Books.

Meroyi, S.I. (2011). «Nigeria’s Educational Process and Ethical Re-Orientation» in Nigerian Journal of Educational Philosophy, vol.22, No.2.

Nyerere, J.K. (1968). Ujamaa: Essays in Socialism. TANU: Dar Es Salaam.

Ofuasia, E., Ojo, O.G. (2016). «On the Gettier Problem and Yoruba ‘Epistemology’: Analytic Forays into Ethno-philosophy». Philosophia, 14: 146-65.

Okoh, J.D. (2003). Philosophy of Education: The Basis. Port Harcourt: Pearl Publishers.

Onwuka, U. (1985). Curriculum Development, for Africa, Onistha : Africana Fep. Pub. Ltd.

Oputa-Imala, F.N. (1998). «Basic Concepts in Education» in Ughamadu K.A and Okoye N.S (eds.), Principles, Methods and Strategies for Effective Teaching, Onitsha: Kmensuo Educational.

Santos, B. S. (2016). Epistemologies of the South: Justice against Epistemicide. London: Routledge.

Taiwo, O. (1981). Agencies of Education. Lagos: Macmillan Publishers.

Ukeje, B.O. (1966). Education for Social Reconstruction. Lagos: Macmillan Publishers.

Zinth, K. (2005). «What Is a Public School? Examples of Definitions» available at: http://www.ecs.org/clearinghouse/64/13/6413.pdf accessed on 7th June, 2018.


Abstract views: 39
PDF Downloads: 23
Published
2021-12-20
How to Cite
Ibiyemi, S. O. (2021). The Epistemology of Pedagogy: A Critical Distinction between the ‘Educated’ and the ‘Learned’. International Scientific Journal of Universities and Leadership, (12), 211-220. https://doi.org/10.31874/2520-6702-2021-12-2-211-220
Section
Social philosophy and philosophy of education: concepts, modelsandsocial implementation