OPEN DISTANCE LEARNING EPISTEMOLOGY THROUGH THE HEIDEGGERIAN LENS OF TEMPORALITY

Abstract

This article delves into the convergence of epistemology and Open Distance Learning (ODL), emphasising the importance of temporal dynamics within the realm of education. Epistemology, a foundational aspect of philosophical investigation, plays a crucial role in shaping the beliefs and methodologies of educators, thereby influencing the learning experiences of students. Temporal disjunction in ODL poses a challenge to conventional epistemological principles, leading to an investigation into the process of acquiring and sharing knowledge in a flexible learning environment. Heidegger's ontology, specifically his notion of temporality, provides valuable understanding of the existential aspect of time and its consequences for ODL. The article provides an overview of the historical progression of epistemology, with a particular focus on its significance in comprehending the processes of knowledge acquisition and justification. The text also examines prominent theories and concepts in the field of epistemology, such as the tripartite analysis of knowledge and the various approaches taken in response to scepticism. Ultimately, it utilises Heideggerian temporality to ODL, highlighting the profound capacity for change that arises from embracing time as a fundamental imperative in education.