The entanglement of knowing and being: Hegel, ontology and education in the 21st century

Hyde, Brendan 2021, The entanglement of knowing and being: Hegel, ontology and education in the 21st century, Educational Practice and Theory, vol. 43, no. 1, pp. 23-39, doi: 10.7459/ept/43.1.03.

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Title The entanglement of knowing and being: Hegel, ontology and education in the 21st century
Author(s) Hyde, BrendanORCID iD for Hyde, Brendan orcid.org/0000-0003-3633-5366
Journal name Educational Practice and Theory
Volume number 43
Issue number 1
Start page 23
End page 39
Total pages 17
Publisher James Nicholas Publishers
Place of publication Melbourne, Vic.
Publication date 2021-05
ISSN 1323-577X
2201-0599
Keyword(s) epistemology
Hegel
ontology
education
identity
self-consciousness
social ontology
Summary There has been a revived interest Georg Wilhelm Friedrich Hegel. Notions emanating from his philosophy concerning the human person and that human beings together create and sustain phenomena through social practice speaks of a relational ontology that has relevance for contemporary education. This article argues that such ontology needs to be considered alongside the epistemological concerns of education. From Hegel’s writing, five interdependent ideas are delineated which have relevance for a relational ontology appropriate for contemporary education ‐ consciousness, self-consciousness, social space, recognition and identity. From these, three propositions for a social ontology of education ‐ learning as a socially constructed activity, learning as the formation of identity and learning as recognition ‐ are posited and discussed.
Language eng
DOI 10.7459/ept/43.1.03
Indigenous content off
Field of Research 13 Education
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30152906

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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