Understanding as a Concept in Education: Conceptions and Alternative Interpretations

Authors

  • Samson Gunga School of Education, University of Nairobi
  • Henry Etende Embeywa School of Education, Mount Kenya University
  • Wycliffe Amukowa School of Education, Mount Kenya University

Abstract

Education has largely been conceptualized as transmission and acquisition of knowledge, skills, attitudes and values so as to facilitate desirable behavior. This conceptualization presupposes knowledge, skills, attitudes and values as sufficient conditions for desirable behavior; however this paper argues that these are necessary but not sufficient without Understanding. What understanding is or is not, and how it is to be justified as an educational condition demands explicit attention.

DOI: 10.5901/jesr.2014.v4n1p339

Downloads

Download data is not yet available.

Downloads

Published

2014-01-05

Issue

Vol. 4 No. 1 (2014): January 2014

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

Understanding as a Concept in Education: Conceptions and Alternative Interpretations. (2014). Journal of Educational and Social Research, 4(1), 339. https://www.richtmann.org/journal/index.php/jesr/article/view/1852