Name: Cyril C. Gomez Subject: PED 702 TRENDS AND ISSUES IN ANDRAGOGY AND PEDAGOGY Topic: A Critique Paper on Educational Praxis Revisited Name of the Author Robin Small (Monash University, Melbourne) Educational Praxis Revisited Title of Journal Article Statement of the Problem/Issue/s Discussed Retrieved from: https://www.researchgate.net/profile/Robin-Small2/publication/318850677_Educational_Praxis_Revisited/links/598161afa6fdccb310ff271 0/Educational-Praxis-Revisited.pdf Praxis has been defined as a process of enacting, embodying or realizing a certain theory, lesson, or a skill. In some context, the term could also refer to a certain action that may engage, apply, exercise, realize, or practice ideas. Praxis is recurrent discussion as shown in the writings of Plato, Aristotle, Karl Marx, and many more. Praxis revolves around and radiates in itself various tints in the political, educational, spiritual and medical spheres. The concept explored in this article make use of Karl Marx’s ‘revolutionary praxis’ as reflected in The German Ideology. Praxis in this context is characterized as a resolving engagement where the coincidence of a changing self is juxtaposed with the change of circumstances. Karl Marx viewpoint or philosophy shine an interest on the use of dialectic as a way to counterweigh against the power and success of a research program, specifically scientific reductionism. That is, ‘praxis’, as contrasted with just a one-way causation. Purpose: This article provides an expository clarification on the subject. The writer’s aim in this discussion is review ideas on educational praxis in light of later developments. It also put into the lens the aim to locate the notion on praxis enmeshed in current discussions involving various culture, identity, social power, and similar issues. It also proffered an explanatory role. Author’s Purpose, Approach/Methods , Hypothesis, Conclusions Approach: The author utilized philosophical approach. The author’s interest is in the theory encapsulated within the concept. An exposition was utilized as an approach into clarifying just what the term “praxis” meant vis-à-vis current concepts or notions on naturalism and postmodernism, Hypothesis: Locating educational praxis as it co-exists or subsists with the current notion on naturalism and postmodernism in the context of Karl Marx’s philosophy. Summary: a. Praxis and Naturalism: While the concept of naturalism per se may have no very precise meaning, its usage derives from its aimed to ally philosophy more closely with science. Philosophers or “naturalist” using this term includes John Dewey, Ernest Nagel, Sidney Hook and Roy Wood Sellars. Naturalism sparked debates in America in the first half of the last century. “Naturalists” pushed the concept that reality is contained in and exhausted by nature. The idea of the existence of the supernatural is nil and that the scientific method should be used to investigate all areas of reality, including the concept of a human spirit. In this article, the author compared praxis with naturalism. The author posted the question on whether there is a reconciliation of praxis with that of the general direction of current philosophical naturalism. He further opined that naturalism is methodologically related to pragmatism as it investigates ways to choose between theories based on properties such as simplicity. At the same time, it accepts the challenge that any naturalistic viewpoint must face an accounting for oneself. As a result, it is closely associated with the cognitive science program, which promises to provide answers for the first time to many of the questions once thought to constitute the agenda of epistemology and philosophy of mind. b. Praxis and Postmodernism: As a concept, Postmodernism is best understood as a questioning of the ideas and values associated with a type of modernism that believes in progress and innovation. Modernism insists on a clear distinction between art and popular culture. Postmodernism, like modernism, does not refer to a specific style of art or culture. To the author’s mind, postmodernist writers postulated an emphasis on the advantages of presenting a moving target in the face of powerful forces of domination. According to the postmodernist, the praxis concept posted a milder version of a project that they completely oppose. Marx's educational recommendations, for his part, sees a type of society, as seen emerging in advanced countries, where people, or to be specific, workers change their jobs as frequently as changing their shirts. Karl Marx's conclusion about education was that schooling cannot be vocational training in the narrow sense for workers who are not tied to any one occupation but move around in this manner. Similarly, in a postmodern world, gender and other factors would define education rather than (or in addition to) labor capacities. Postmodernism is primarily a critique and rejection of modernity's ideals, as well as an account of modernity. The image of Western culture painted during the rise of capitalism emphasizes the displacement of traditional customs and beliefs by universal norms embodying the authority of scientific knowledge and practical rationality. Although theorists of modernity disagreed about the nature of this global framework, they did not deny its necessity. Detractors argue that such claims have always been used to justify the dominance of certain groups over others: males over females, whites over non-whites, and so on. This claim is not only about the system's content (as in a Marxian analysis of ideology), but also about the assumption that there must be some such 'truth' in the first place. In the case of the school, these forces are largely to be found in the marketplaces of populist culture The concept of 'official' knowledge, with which the school is charged choosing, defining, and imposing each new generation through its curriculum is undermined by the proliferation and easy access of the mass media. The best example is the electronic internet which provides global access to information and misinformation alike, without any pretense of quality control. It is the author’s mind that schools must also deal with other significant social changes. In multicultural situations, societies must deal with the demands of dealing with ethnic and religious groups, as well as with individuals. One popular interpretation of this agenda simply adapts to young gay and lesbian people. The modern school's standard justification is that every part of a community must have an equal opportunity or a chance to gain skills and qualifications for future careers. Conclusion: As what is clear in the previous lesson, praxis can be described as a process by which theory or concept is embodied and enacted. It can be viewed as an embodiment of theory and practice. In the field of education, praxis points to actions grounded on a theory and demonstrated in various of learning environments. For this article, the author juxtaposed praxis with what Karl Marx opined as revolutionary. By this, praxis do not represent only one cohesive concept or cause but a confluence of factors that shape the notion. As has been compared, praxis is shown to possess certain flavor. It showcases a “naturalist” tinge. In the present classroom setting, a teacher needs to provide a setting where natural development of a child’s learning can be harness. The setting will allow the child to see the world in a scientific perspective. On the other hand, the author also proffered the concept praxis using a different lens which is in the view of postmodernism. Amid differences in culture and persuasions, postmodernism offers a hegemony. This translates to equal opportunities in careers. However, it is also important that, as against the naturalist view, the concept of moral values anchored on religious tenets is also in order. A reflection of Deped’s core values is in order. Moreover, while postmodernism may offer equal access to mass media, certain restrictions is needed as too much information may prove harmful to learners. Finally, what is primordial is how to mold the individual learner to pursue learning and become successful in his/her endeavors. Reference: Naturalism (Stanford encyclopedia of philosophy). (n.d.). Stanford Encyclopedia of Philosophy. Retrieved from https://plato.stanford.edu/entries/naturalism/ Postmodernism (Stanford encyclopedia of philosophy). (n.d.). Stanford Encyclopedia of Philosophy. Retrieved from: https://plato.stanford.edu/entries/postmodernism/ Robin Small. (2003, January). Educational Praxis revisited. ResearchGate | Find and share research. https://www.researchgate.net/profile/Robin-Small2/publication/318850677_Educational_Praxis_Revisited/links/598161afa6fdccb310ff2710/Educa tional-Praxis-Revisited.pdf
