Exploring 'Recognition' in the Recognition of Prior Learning: Democracy, Freedom, and RPL

Abstract

This paper explores Axel Honneth’s Theory of Recognition bringing concepts from philosophy, psychology and pedagogy into dialogue with procedures, practices and policies of the recognition of prior learning (RPL). Recognition is a basic human need defining the need of young children to become someone – achieve an identity. The domains of law and work benefit from recognition. These experiences of being recognized or misrecognized are the foundation for democratic engagements as well as the foundation for freedom – or emancipation as it is called in pedagogy. Empirical evidence shows that recognition motivates adults returning to higher education. Implications are drawn for the recognition element in RPL. Other questions are posed for discussion, i.e., whether ‘prior’ or ‘learning’ in RPL might also be redefined.

Keywords: Recognition; Honneth; democracy; emancipation