Taking into account African Philosophy: An impetus to amend the agenda of philosophy of education
Version of Record online: 2 NOV 2011
© 2011 The Authors. Educational Philosophy and Theory © 2011 Philosophy of Education Society of Australasia
Educational Philosophy and Theory
Special Issue: African Philosophy of Education. Guest Editors: Yusef Waghid & Paul Smeyers
Volume 44, Issue Supplement s2, pages 1–5, September 2012
How to Cite
WAGHID, Y. and SMEYERS, P. (2012), Taking into account African Philosophy: An impetus to amend the agenda of philosophy of education. Educational Philosophy and Theory, 44: 1–5. doi: 10.1111/j.1469-5812.2011.00791.x
- Issue online: 5 AUG 2012
- Version of Record online: 2 NOV 2011
- African philosophy;
- teaching and learning
Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu.
Since the 1960s, Africana philosophy as an instance of Africanisation has emerged as a ‘gathering’ notion for philosophical endeavours practised by professional philosophers and intellectuals, either of African descent, including those living in the diaspora, or those of non-African descent but who are devoted to matters pertaining to African and African-descended individuals and communities (Outlaw, 2004, p. 90). These philosophical endeavours mostly relate to a ‘critical analysis and reflective evaluation of the evidence and reasoning’ that constitute the beliefs, customs, values, traditions, oral literature (parables, proverbs, poetry, songs and myth), languages and histories of African and African-descended peoples (Hallen, 2004, p. 105). The articles presented at this symposium analytically explore ideas and practices central to Africana philosophy, their underlying rationales, and how these forms of philosophical inquiry can potentially engender defensible educative relationships.