Yusef Waghid (2006) in his response to Martin Hall (2006) argues that Martin Hall offers a better way of making sense of some of the conceptual and pragmatic links between academic freedom and institutional autonomy. Nevertheless Waghid critiques Hall's uncritical treatment of prominent theoretical positions for his claims, which Waghid thinks…

Argues that there is an urgent need to develop and agree upon a theory of knowledge able to direct human actions on defensible grounds, offers a brief statement of the essentials of such a theory, and summarizes the implications of accepting such a theory, particularly for teaching and for systematic criticism of intellectual performance at all…

Examines the concept of a "people's university" in the South African context, focusing particularly on the role of historically black universities. Argues that South African blacks feel universities in general do not reflect their views, values, and aspirations, and that black universities should be more representative in their…

Argues that radical constructivism addresses an age-old paradox in philosophy: that the knower must construct for himself a true representation of the real world, but the only access to that world is through the act of knowing. Discusses contributions of several epistemologists to this theory of knowledge and outlines current criticisms of it.…

Compares radical and social constructivism, noting that in radical constructivism the role of the teacher in inducting the learner into existing discourse is inadequately explained, while social constructivist theory offers more to the practitioner. Argues that the former's overemphasis on personal construct theory and almost dismissive attitude…

Examines efforts to affirm diversity in higher education in South Africa and the United States. Suggests that to achieve a pluralistic approach, higher education must develop a clear understanding of diversity and group ethos, challenge basic ideologies and assumptions, teach healing, promote diversity throughout curriculum and institutional…

Discussion of philosophy of knowledge considers two forms of epistemology, order and chaos, and argues for honoring both approaches while looking at knowledge in terms of complexity. Suggests that this new conception of knowledge poses a specific challenge to the teacher/educator to become an "instructed third," or mover between disciplines and…

Examines the rhetoric of a curriculum development proposal at the University of Port Elizabeth (South Africa) which uses the concept of regionalism as a principal for curriculum development. The regionalist approach is then examined in light of two different approaches to the function of the university. It is concluded that postmodern universities…