A Philosophical Perspective on ‘The Parent -Learner- Teacher Triad’
- March 13, 2019
- Posted by: RSIS
- Category: Education
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue II, February 2019 | ISSN 2454–6186
A Philosophical Perspective on ‘The Parent -Learner- Teacher Triad’
Elvis Omondi Kauka1, Janet Surum2
1Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya
2EAPM Department, University of Kabianga, Kenya
Abstract:-This essay re-emphasises the necessity and the significance of what can be considered as the ‘holy alliance’ in an Educational set up. A disjointed Education is one in which the symphony, the synchrony and the harmony are undesirably missing. The worst disjunction that can ever happen in pedagogy is the disconnect among the Teacher, the Learner and the Parent. This essay uses basic analysis to reaffirm the necessity of the relationships among the teacher, the learner and the parent for Educational ends, and that such relationships are not only Philosophically founded but practically justifiable.
I. INTRODUCTION
The Parent-Learner-Teacher relationship is inevitable in the Educational process because it is intrinsically intertwined to the Multi-dimensionality of Education. That Education is a multidimensional activity is a fact, at least in the view of Njoroge and Benaars. It can either be normative, creative, cognitive or dialogical. Among these dimensions, Normative and dialogical dimensions squarely place Education at a social pedestal, and in so doing, it makes it a social activity while Creative and cognitive dimensions point to the being of the individual learner. The social nature of Education facilitates the adaptation and the acculturation into society through interaction (Dialogical-dimension) and enforcement of values (normative dimension). On the other hand, creative and cognitive dimensions anticipate a child who will be fully functional, productive and reasonably independent. Consequently, Parents, Teachers and Learners are not spectators in instilling and in the enforcement of the assimilation these different Education processes. Behind these dimensions and pedagogical relationships are Philosophical underpinnings, both at metaphysical and pragmatic levels.
II. METAPHYSICS OF UNIVERSALS AND PARTICULARS AS THE PREMISE OF SOCIAL AND INDIVIDUAL DIMENSIONS OF EDUCATION
Social dimensions of Education, comprising of dialogical and normative aspects, and individual dimensions of Education, comprising of Creative and Cognitive aspects, correlate with Metaphysical blueprints of Universals and Particulars.
