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

Abstract

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.