African Philosophy Of Education Reconsidered

The article discusses the concept of African philosophy of education and how it is often divided into two strands: traditional ethnophilosophy and 'scientific' African philosophy. The former is associated with cultural artifacts and narratives, while the latter focuses on critical and transformative reasoning. The author argues for a new approach to African philosophy of education that combines both strands and is guided by communitarian, reasonable, and culture-dependent action. The book also explores the role of education in promoting justice and reconciliation, and the potential impact of this philosophy on a global scale.

Much of the literature on the African philosophy of education juxtaposes two philosophical strands as mutually exclusive entities; traditional ethnophilosophy on the one hand, and 'scientific' 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 understandings 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 'scientific' African philosophy. Unlike those who argue that African 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 conception 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, especially those wanting to learn from the African tradition. Review: 'Yusef Waghid's African Philosophy of Education Reconsidered is a significant publication, not only for its extended articulation and defence of African philosophy of education. It also offers an attempt both to bridge the long-standing gap in African philosophy between the particularism of traditional ethnophilosophy and the universalism of African professional or academic philosophy, and relatedly to harmonise the universal and the particular in the further sense of drawing on philosophy from outside Africa, in Europe and the West.'- Penny Enslin, University of Glasgow, Philosophy of Education Society of Great Britain 'This is a work from an African philosopher whose status and authority are growing internationally. It argues for a new approach to African philosophy of education, showing how it can be transformed from its previous cultural and rational roots into a new approach to problems of education, social justice and education policy-making from a communitarian stand-point. Waghid argues for an education and social justice policy approach underpinned by understanding and application of the values of Ubuntu (African humaneness and interdependency) as pathways for our onward journey towards justice and reconciliation. This is view and a recommendation which should be more widely shared among wider international communities. Its resonance at the present time would be widely welcomed and applicable around the world.' - D N Aspin, Formerly Dean, Faculties of Education, Monash University, Australia and King's College London, UK