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oa Journal of Education - Revisiting the African-Africana philosophy of education debate: implications for university teaching

 

Abstract

This article explores conceptual links between African and Africana philosophy and its implications for university teaching in South Africa. My argument in defence of an African-Africana philosophy of education emanates from the response of Ben Parker (2003) to Philip Higgs�s (2003) call for introducing an African discourse based on African philosophy into the conversation surrounding the re-vision of philosophy of education in South Africa. The Higgs-Parker debate brings into sharper focus the need to reconceptualise university teaching in South Africa along the lines of African-Africana thought. Whereas this debate has much to offer for reconceptualising university teaching in relation to African values, it falls short of engaging with what constitutes a deliberative African-Africana teacher because it fails to acknowledge/recognise that deliberative inquiry is central to what makes African philosophy what it is. This article is an attempt to bridge some of the gaps in the African-Africana debate in terms of what it means for teachers both to be deliberative and to cultivate deliberation.

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/content/joe/34/1/AJA0259479X_126
2004-01-01
2016-12-06
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