ABSTRACT
Where social action takes us is mired, absorbed in history and culture. It takes us to the question of truth, of perception, fact and value. In theorising educational practice and criticality, the concept of praxis has been proposed for realistic implementation by educators and systems around the world. The notion of educational virtue is being raised from an epistemological perspective. The distinction between epistemology and psychology is clear. MacIntyre has argued that moral conduct results from engagement with the 'internal goods' of social practice, although the exact nature of such goods is unclear. Questions of educational equity are usually approached from a sociological rather than epistemological viewpoint. These often involve the economic background of families, funding of schools, private and public systems of schooling and implications regarding test results. In the grand tradition of university work, different academics will approach their units of study and interactions with students in different ways.
