Scribd
Upload
16 views4 pages

Edited PHILOSOPHY ASSIGNMENT

SABS 0144

Uploaded by

randimagundo95
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
16 views4 pages

Edited PHILOSOPHY ASSIGNMENT

SABS 0144

Uploaded by

randimagundo95
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

STADIO SCHOOL OF EDUCATION.

PHILOSOPHICAL CONVERSATIONS IN A
VOCATIONAL CONTEXT.

STUDENT NAME : MOKGADI MAVIS


LETSWALO
STUDENT NO : 24223212
MODULE CODE : EVPH701
ACADEMIC YEAR : 2024
ASSIGNMENT NO.1

Title: Enhancing Communication Education Through


Philosophical Perspectives: A Reflective Analysis

Introduction:

Using a variety of philosophical stances can enhance teaching in the field of


communication education and provide students the tools they need to critically
interact with the complexity of the contemporary world. This essay examines the
ideas of Ralph Waldo Emerson, Paulo Freire, Confucius, and Plato critically in order
to determine how they relate to communication pedagogy and the role of the
teacher.

Confucian Approach to Learning:

Confucianism places a strong emphasis on developing moral qualities, humanism,


and selflessness—values that are essential to clear communication. The Confucian
emphasis on moral behaviour and social duty can aid students in comprehending the
moral implications of communication practices in the setting of communication
education. Confucian values foster empathy, respect, and harmonious relationships,
which help people develop the interpersonal and intercultural communication skills
necessary for productive interaction in a variety of settings.

Plato's Mentorship Model:


The mentorship model proposed by Plato emphasizes the value of hands-on
learning and apprenticeship in acquiring skills. Incorporating elements of Plato's
method as a communication instructor entails mentoring students and organizing
experiential learning opportunities. Teachers can help students develop their ability
to apply theoretical concepts to real-world communication circumstances by
immersing them in practical communication activities and providing guidance through
reflection and practice. Students' critical thinking, problem-solving, and
communication skills are developed through this mentorship paradigm.

Emersonian Philosophy of Liberation:

The liberation philosophy of Ralph Waldo Emerson supports students' autonomy in


thought, their capacity for creativity, and their ability to question social conventions.
Emerson's thoughts are relevant to the requirement of developing students' critical
thinking and authentic self-expression skills in communication education. Teachers
can promote a culture of intellectual freedom and self-expression by encouraging
students to investigate different viewpoints, challenge prevailing discourses, and
innovate in their communication techniques. With this method, students gain
confidence in their ability to express themselves clearly and have fruitful
conversations in a variety of communication settings.

Freirean Pedagogy of Liberation:

Paulo Freire emphasized the need of critical consciousness in transformational


learning and challenged established power systems in education with his pedagogy
of liberation. In order to enable students to take an active role in influencing their own
communication practices and the discourse of society, educators in the field of
communication education might be inspired by Freire's ideas to promote discussion,
introspection, and action-oriented learning experiences. Teachers can give students
the information and abilities to critically engage with communication issues and
advocate for social change by increasing their awareness of power dynamics, social
disparities, and media effects.

Conclusion:

In conclusion, the philosophical viewpoints of Emerson, Freire, Plato, and


Confucianism can be included into communication pedagogy to enhance student
learning and provide them with the skills they need to handle challenging
communication situations. As a lecturer in communication, adopting these concepts
helps teachers to encourage moral behaviour, critical thinking, creativity, and social
awareness in their pupils. Education professionals can enable students to become
proficient communicators, moral leaders, and agents of constructive social change
by fostering a learning environment based on these philosophical tenets.

References:
Confucius. (2009). The Analects. Penguin Classics. Plato. (2007). The Republic.
Penguin Classics. Emerson, R. W. (2012). The Complete Works of Ralph Waldo
Emerson. Fredonia Books. Freire, P. (2000). Pedagogy of the Oppressed.
Continuum. Freire, P. (2000). Pedagogy of the Oppressed. Continuum. Hooks, B.
(1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.

Michel Foucault's seminal works have profoundly influenced various


academic disciplines, offering critical insights into power dynamics,
knowledge production, and societal structures. In this essay, I critically
reflect on Foucault's readings, particularly "Discipline and Punish" and
"The Archaeology of Knowledge," and examine their implications for
communication within [Your Subject Discipline]. Drawing upon Foucault's
theories, I analyze how power operates in communication processes, the
construction of discourses, and strategies for resistance.

Understanding Power Relations:

Foucault's conceptualization of power transcends traditional


understandings, portraying it as diffuse and omnipresent within societal
institutions. He argues that power operates not only through coercion but
also through subtle mechanisms of discipline and normalization.
Foucault's insights prompt a reevaluation of power dynamics within
communication processes in [Your Subject Discipline],emphasizing the
influence of institutional norms, discourse formations, and knowledge
systems (Foucault, 1975).

Despite the ubiquity of power, Foucault also highlights the potential for
resistance and subversion. Through acts of defiance, discourse
contestation, and counter-knowledge production, individuals and
marginalized groups can challenge dominant power structures. Foucault's
emphasis on resistance informs communication strategies aimed at
amplifying marginalized voices and deconstructing hegemonic narratives
within [Your Subject Discipline] (Foucault, 1982).

Michel Foucault's readings offer valuable insights into the complex


interplay between power, knowledge, and communication. By critically
engaging with Foucault's theories, practitioners in [Your Subject
Discipline] can develop a nuanced understanding of power dynamics,
interrogate dominant discourses, and foster strategies for resistance and
social changeFoucault's work challenges us to reconceptualize
communication practices as sites of power negotiation and to actively
work towards dismantling oppressive structures within [Your Subject
Discipline].

References

Foucault, M. (1975). Discipline and Punish: The Birth of the Prison.


Vintage.
Foucault, M. (1982). The Subject and Power. Critical Inquiry, 8(4), 777-
795.

You might also like