In this paper I argue that appropriate methods and approaches in university teaching require an on- going ontological and epistemological debate. A pedagogic orientation implies a framework for educational decision making and participation that can result in strategic educational failure if it is poorly understood.
Pedagogy is a universal educational concept and is part of every constructed educational endeavour. From my perspective as an educator in a vocational educational setting, the understanding of educational concepts is generally scant. Educational terminology is rarely used amongst the educators and words such as pedagogy are ambiguous and foreign to the practitioner educator. Maybe educators fear being wrong educationally, not adhering to the rules of education and therefore not engaging constructively with the concepts. This paper might not demystify the topic completely, but an attempt will be made to narrow the gap, or the ha-ha in the applicable landscape. The educational reference in the paper is that of a University of Technology (UoT) within the Higher Education (HE) setting in South Africa, and will be briefly contextualised.
The ha-ha51 is metaphorically applied to illustrate the possibility of similar hidden landscaped illusions in higher educational settings. Accountability therefore lies with the architects of the HE landscape and their influence on the educational approach, as well as the teacher-academic who needs to facilitate individual learning towards economic sustainability.