Background: Reforms and transformations in education are informed by the evolving changes that take place in societies and world over. Philosophies of education are a quest for improving the way teaching and learning takes place. The study is tethered on the out-come based Education (OBE) of Geography, informed by realism, idealism and pragmatism. Methods: Ethnographic method of collecting data is used and this method was relevant in that the researcher would be among the respondents for a long time interacting, living with them while collecting the data. Ethnography basically depends on observation and in-depth semi-structured interviews. Results and Discussion: Views and perceptions of students and that of the lecturer were captured verbatim. It was established that breaking away from the traditional way of Geography teaching may not be easy as some respondents could not see the value of outcome based teaching and learning in institutions of higher learning but among some of the student population, it was found that they appreciated to be involved in what they learn as they wanted their voices to be heard. Conclusion: The traditional system of teaching and learning suggests schooling as a step-by-step journey from first year to final year. Each stage is clearly defined in terms of period of programme study. This is managed through a scheduled daily timetable. The traditionalist teaching revolves around WHEN and HOW students learn. The OBE paradigm shifts attention to WHAT and WHETHER students learn. Recommendation: Teachers at institutions of higher learning are recommended to incorporate competence based approach in their teaching of Geography topics such as Map Reading and Interpretation. Competence based teaching is grounded on the philosophies of realism, pragmatism and idealism.
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In-Text Citation: (Mathe & Mfolwe, 2017)
To Cite this Article: Mathe, M., & Mfolwe, K. (2017). The Philosophy of Liberating Geography Teaching and Learning through Dialogue by Incorporation of Competences-based Approach in Institutions of Higher Learning. International Journal of Academic Research in Enviornment & Geography, 4(1), 68–79.
Copyright: © 2017 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
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