This chapter discusses learning from practice to theory as
the most effective mode of knowledge transfer. This is in tandem with the
axiom: ‘You keep on listening, you are likely to forget, but you keep on doing,
you will never forget’. This simply implies that practical knowledge is more
important than theoretical knowledge. The fact is that theory assists
researchers and teachers with a clearer understanding of a research problem;
and critically reflects on education policy and classroom practice, but that
does not necessarily mean that theoretical knowledge should be more important
than practical knowledge. It has emerged from this study that learning should
be self-directed; meaning, students should have some choice in what and how to
learn. During interviews, it was also established that practical work promotes
experiential learning, encourages self-learning, leads to perfection, and makes
students independent and increases their confidence. The impression created
during interviews was that the transmission of knowledge in academia can be
seen as taking place through oral form (word of mouth). Speech is normally an
organized use of words in spoken language to communicate the modes for skills’
transference; however, it would appear that some Creative Arts educators have
evolved sophisticated systems, while others may be more ephemerally, oral and
non-verbally held within the communal system of mores, codes and conventions,
to be substantiated, confirmed and reconfirmed in practical and appropriate
situations. Closer investigation has shown that we need a fast and lasting
solution to our academic challenge. Further research will shed light on how
learning is realized in practice. Drawing on the preceding observations, one is
still inclined to argue that theory and practice are inextricably interrelated,
but practice should be more important than theory. Based on the findings of
this study, it is envisaged that this study will add value to the scientific
community as it supports the practical transformation of knowledge, which is
essential in modern teaching practice.
Author(s) Details
Morakeng Edward
Kenneth Lebaka
Department of Biblical and Ancient Studies, School of
Humanities, College of Human Sciences, University of South Africa (UNISA), P.O.
Box 392, 0003, Muckleneuk Campus, Preller Street, Muckleneuk Ridge, City of
Tshwane, Pretoria, South Africa.
Please see the book here:- https://doi.org/10.9734/bpi/cpassr/v4/7236E
