Ontological and Epistemological Relevance: The Cause for Philosophical Coherence and Excellence in Education


  • Joseph Munyoki Mwinzi University of Nairobi, Kenya




Coherence, Education, Epistemology, Excellence, Ontology, Philosophy, Relevance


The necessity of formulating a philosophical framework to guide education theory, policy and practice justifies the necessity of open-mindedness. A philosophical framework which may serve as the cause for efficacy and the purpose of devising coherence of education remains at the center of a philosophical stadium. A strong philosophy of education poses as an enterprise of responding to the big questions about teaching and learning. Some of the crucial questions are about the aim of education, the person to be educated, the subject to be taught, the methodology to be utilized, and consideration of diversity of interests and abilities in terms of relevance, coherence, and excellence. Any attempt to respond to these interrogations must incline towards ontology and epistemology. In the contrary, these questions have been snubbed for many years in favor of procrastination. In any case, why study questions that never go away? Why not just get on with the task instead of philosophizing and having abstract discussions? It is apt to oppose falling into the anomaly of tedious discussions. Nevertheless, while these objections are understandable, it is notable that those who ignore such questions are in error because whatever is in the society defines the thinking being, the knowledge and the structure of thinking. Thus, the concept of ontology points at the ‘being’ of the learner while epistemology is about the knowledge. Therefore, having a properly articulated philosophy of education is a mandatory venture, nevertheless, many systems of education have flouted this reality. A prolific attempt to respond to the incessant questions about education depends on the corollary of ontology and epistemology in enhancing coherence and relevance in pedagogy. Otherwise, eradicate the epistemology of a people, and thus destroy their ontology.


Amakiri, D. S., & Eke, G. J. (2018). Ontological & epistemological philosophies underlying theory building: A scholarly dilemma or axiomatic illumination-the business research perspective. European Journal of Business and Innovation Research, 6(2), 1-7.

Amini, M., & Najafi, M. (2015). To explain the educational arguments of ontology thought by Sabzevari. Journal of Education and Practice, 6(7), 120-125.

Baloyannis, S. J. (2016). The concept of being in our era. Encephalos, 53(1), p.45-52.

Gert de Roo (2021). Knowing in uncertainty. The Planning Review, 57(2), 90-111.

Goh, D. (2016). Expanded understandings of the connective approach in helping students construct scientific explanations. Sage Open, 1(1), 1-12.

Mahbubul, A. (2013). Banking model of education in teacher-centered class: A critical assessment. Research on Humanities and Social Sciences, 3(15), 27-32.

McAllister, P. (2018). A teacher’s perspective on what’s wrong with our schools. CATO Journal, 38(1), 225-245.

Mwinzi, J. M. (2020). Injecting new perspective, meaning and relevance into the philosophy of education. International Dialogues on Education Past and Present, 7(2), 117-129.

Mwinzi, J. M. (2012). Integrating the philosophy and the goals of education at the Kenyan high schools. Unpublished Thesis. University of South Africa.

Mwinzi, J. M. (2015). Theoretical frameworks and indigenous knowledge systems. International Journal of Education and Research, 3(2), 677-684.

Seehawer, M., & Breidlid, A. (2021). Dialogue between epistemologies as quality education. Integrating knowledges in Sub-Saharan African classrooms to foster sustainability learning and contextually relevant education. Social Sciences and Humanities Open, 4(1), 1-8.

Reilly, J. L. (2017). Social connectedness and political behavior. Research and Politics, 1(1), 1-8.

Waldomiro, S. F., Felipe, R., & Dazzani, M. V. (2013). The problem of epistemic value: From knowledge to understanding. Knowledge Cultures, 1(6), 127-146.

William Wians, W. (2008). Aristotle and the problem of human knowledge. The International Journal of the Platonic Tradition, 2(1), 41-64.




How to Cite

Mwinzi, J. M. (2022). Ontological and Epistemological Relevance: The Cause for Philosophical Coherence and Excellence in Education. Canadian Journal of Educational and Social Studies, 2(4), 103–116. https://doi.org/10.53103/cjess.v2i4.52