The Need For A Philosophy Of Epistemic Integration In University Education
Auteurs : Ouadah Abdelhamid .
Résumé
Societal development is based on scientific progress and the development of knowledge, and on the extent to which these contribute to human development in all its forms. Consequently, paying attention to human nature and its development is one of the most important issues addressed by the philosophy of education and teaching. The aim is to analyse it, clarify its requirements and protect it, particularly since human nature is a complex and dynamic entity. This is particularly pertinent in the present era, where scientific and industrial advancement is the most prominent feature. However, the fragmentation of knowledge and the increasing specialisation of subjects have created a wide, isolating gap between fields of study, particularly at university level. At this stage, students typically confine their academic work to their own specialty without benefiting from other specialisations and with little or no awareness of how to apply the results of their field to other areas. In light of this, the present study will focus on identifying the epistemic deficiencies within the university environment resulting from the dispersion of knowledge and the distance between its disciplines. It will also demonstrate the importance of interaction between sciences and their integration within the educational domain. Education will be considered as a knowledge system representing the outcome of the integration of sciences and knowledge. Within this framework, the university, as one of the most significant educational institutions, plays a central role. The advancement of the university depends on its full recognition of the importance of such interaction and openness, while simultaneously safeguarding the specific cultural identity of each university and the country or civilisation to which it belongs.
Mots clés
philosophy of epistemic integration ; the university ; education ; cultural construction ; quality of education
