African philosophy of education reconsidered: on being human
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
2013
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | New directions in the philosophy of education
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | X, 143 S. |
Internformat
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| 264 | 1 | |a London [u.a.] |b Routledge |c 2013 | |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Series
editors
preface
ix
Acknowledgements
xi
Introduction: African philosophy of education as a practice
1
1
In defence of a communitarian view of African philosophy
of education
15
2
Towards a different understanding of African metaphysics
and epistemology
33
3
Religion, ethics and aesthetics in African cultures:
rethinking African philosophy of education
42
4
Towards a different understanding of African
education: reconstituting the place of ubuntu
55
5
On enacting ubuntut democratic citizenship education
and the enlargement of moral imagination:
learning and teaching in South Africa
70
6
On education and human rights in Africa:
restating the claims of cosmopolitan justice
90
7
On educational change and the illusion of inclusion:
against exclusion on the African continent
105
viii Contents
Postscript:
Terrorism and the challenges to African
philosophy of education: on the possibility of an
African Renaissance
117
References
131
Index
139
African
Philosophy of
Education Reconsidered
Much of the literature on the African philosophy of education juxtaposes two
philosophical strands as mutually exclusive entities; traditional ethnophiloso-
phy on the one hand, and
sdentine
African philosophy on the other. While
traditional ethnophilosophy is associated with the cultural artefacts, narratives,
folklore and music of Africa s people, scientific African philosophy is primarily
concerned with the explanations, interpretations and
justifications
of African
thought and practice along the lines of critical and transformative reasoning.
These two alternative strands of African philosophy invariably impact under¬
standings of education in different ways: education constituted by cultural
action is perceived to be mutually independent from education constituted by
reasoned action.
Yusef Waghid argues for an African philosophy of education guided by
communitarian, reasonable and culture-dependent action in order to bridge
the conceptual and practical divide between African ethnophilosophy and sci¬
entific African philosophy. Unlike those who argue that
Afincan
philosophy
of education cannot exist because it does not invoke reason, or that reasoned
African philosophy of education is just not possible, Waghid suggests an African
philosophy of education constituted by reasoned, culture-dependent action.
This book provides an African philosophy aimed at developing a concep¬
tion of education that can contribute towards imagination, deliberation and
responsibility
-
actions that can help to enhance justice in educative relations,
both in Africa and throughout the world. This book will be essential reading
for researchers and academics in the field of the philosophy of education, espe¬
cially those wanting to learn from the African tradition.
Yusef Waghid is Professor of Philosophy of Education in the Faculty of
Education at
Stellenbosch
University, South Africa.
|
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| title | African philosophy of education reconsidered on being human |
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| title_fullStr | African philosophy of education reconsidered on being human Yusef Waghid |
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| title_short | African philosophy of education reconsidered |
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| title_sub | on being human |
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