METAPHYSICAL POSTULATES OF EDUCATIONAL PRAXES: APPEAL TO THE FIRST PRINCIPLES OF METAPHYSICS AND THE PRINCIPLES OF BEING.
Abstract
This study sought to investigate the metaphysical premises upon which educational praxes
situate themselves. The study contends that education is a metaphysically laden activity. It uses
analytic and speculative methods to pinpoint areas of metaphysical concern with special interest
on the learner and the learning process. The study proceeds by elucidating metaphysics in
relation to education, then analyses the first principles of metaphysics and how each one of them
inform education praxis. In the second section the principles of being are discussed and applied
on education. These principles include Potency and act, essence and existence, and causality and
participation. The conclusion drawn in this study, points to the fact that education revolves
around a composite being(with form and matter) and so cannot be handled simplistically , an
Essential being and so its universal value should not be eroded during education and existential
being with individuated experiences; pedagogical or otherwise.
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