Understanding as a Concept in Education: Conceptions and Alternative Interpretations

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dc.contributor.authorGunga, O. Samson
dc.contributor.authorEmbeywa, Henry Etende
dc.contributor.authorAmukowa, Wycliffe
dc.date.accessioned2024-12-18T11:57:49Z
dc.date.available2024-12-18T11:57:49Z
dc.date.issued2014
dc.descriptionJournal Article
dc.description.abstractEducation 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
dc.identifier.citationGunga, O. S., Embeywa, H. E., & Amukowa, W. (2014). Understanding as a Concept in Education: Conceptions and Alternative Interpretations. Journal of Educational and Social Research MCSER Publishing, Rome-Ital
dc.identifier.issn2239-978X
dc.identifier.urihttps://repository.daystar.ac.ke/handle/123456789/5782
dc.language.isoen
dc.publisherJournal of Educational and Social Research MCSER Publishing, Rome-Ital
dc.relation.ispartofseries(4)1
dc.subjectacquisition of knowledge
dc.subjectdesirable behavior
dc.titleUnderstanding as a Concept in Education: Conceptions and Alternative Interpretations
dc.typeArticle

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