Question 1 1.1 African philosophy is concerned with attempting to reassert distinctively African ways of thinking and of relating to the world. In the light of this, what issues need to be addressed in education? List 4 issues. (8) 1.2 In responding to the question in 1.1, discuss the significance ...
environmental education an education for sustainability by cp loubse
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Question 1
1.1. African philosophy is concerned with attempting to reassert distinctively African ways of
thinking and of relating to the world. In the light of this, what issues need to be addressed in
education? List 4 issues.
There are several issues that need to be addressed in education in the light of African philosophy's
attempt to reassert distinctively African ways of thinking and relating to the world.
These issues include:
Acknowledging and establishing an African identity in education.
Providing the necessary context for the resurrection of African values in educational curricula
and practices.
Recognizing and incorporating indigenous African knowledge systems in the construction of
curricula in education systems on the African continent.
Recovering the humanistic principles embedded in traditional African thought, particularly in
the concepts of ubuntu and communality, in order to develop a vision and practice of education
that lays the basis for African people to participate in mastering and directing the course of
change and fulfilling the vision of learning to know, learning to do, and learning to be.
(Chapter 1 - Page 31)
1.2. In responding to the question in 1.1, discuss the significance of ubuntu and communality for
education.
The notions of ubuntu and communality are significant for education in Africa. Ubuntu is the central
ethical idea in traditional African thought, related to human happiness and well-being. It recognizes
that a person exists and develops only in relationships with other persons. The Nguni expression
Umuntu ngumuntu ngabantu translates to "A human being is a human being through other human
beings." This means that individuals are interconnected and interdependent, and their well-being is
tied to the well-being of the community.
Incorporating the notion of ubuntu in classroom practice and the life of the school in general can
foster humane people endowed with virtues such as kindness, generosity, compassion, benevolence,
courtesy, and a respect and concern for the welfare of others. Education in the African context helps
people function in relation to one another in their communal tradition, promoting a collective effort
directed ultimately at the good of the community.
Communality is another value embraced in African traditional thought. It emphasizes the importance
of the community and the collective effort directed towards the good of the community. If the
notions of ubuntu and communality are taken up by educators on the African continent, then
education will be directed at fostering humane people endowed with virtues such as kindness,
generosity, compassion, benevolence, courtesy, and a respect and concern for the welfare of others.
, The notions of ubuntu and communality are significant for education in Africa as they promote a
collective effort directed towards the good of the community. Incorporating these values in
classroom practice and the life of the school in general can foster humane people endowed with
virtues that are essential for the well-being of individuals and the community.
(Chapter 1 - Page 19)
1.3. Name TWO educators associated with African philosophy.
Kwame Nkrumah, Julius Nyerere, Amilcar Cabral, Léopold Sédar Senghor and Frantz Fanon
are regarded as the main representation of African political philosophy. The assumption underlying
this philosophy is that it must be a peculiarly African political philosophy, different from capitalist,
socialist or communist political philosophies.
(Chapter 1 - Page 14)
1.4. What is the intention of the Indigenous African Knowledge System Programme?
The intention of the Indigenous African Knowledge System Programme is to:
Foster an understanding of the interface between culture (including education) and science, and
between culture and technology.
Aim for the comprehensive development of human, material, and scientific resources, in a
manner that gives recognition to the wisdom and authenticity of traditional practices,
institutions, and a range of knowledge systems.
Unearth, promote, and protect the African heritage.
Develop an indigenous knowledge system that supports local economic development and
enhances its rich cultural, technological, artistic, linguistic, and traditional healing heritage.
Decolonize African minds by questioning the superiority of Western/Eurocentric knowledge
systems and giving indigenous African knowledge systems their rightful place as equally valid
ways of knowing.
Make sense of a particular African context by incorporating an Indigenous African Knowledge
Systems programme in the school curriculum in South Africa.
Affirm the diversity and integrity of all human beings and acknowledge that people are
knowing subjects, irrespective of the knowledge framework within which they are located.
(Chapter 1 - Page 27)
1.5. What impact would the integration of indigenous African knowledge systems with Western
knowledge systems have on the school curriculum in South Africa?
The integration of indigenous African knowledge systems with Western knowledge systems would
have a significant impact on the school curriculum in South Africa.
Here are some potential effects:
Diversification of Curriculum Content
The inclusion of indigenous African knowledge systems would broaden the range of topics and
perspectives taught in schools. This would expose students to diverse cultural heritage, traditional
practices, and alternative ways of knowing.
, Enhanced Cultural Identity and Pride
Learning about indigenous knowledge systems can foster a sense of cultural identity and pride
among students. They can develop a deeper appreciation for their own cultural heritage and
traditions, leading to increased self-esteem and a stronger sense of belonging.
Promotion of Inclusivity and Respect
Integrating indigenous knowledge systems into the curriculum sends a message of inclusivity and
respect for diverse cultures. It acknowledges the value and legitimacy of non-Western knowledge
systems, promoting understanding and tolerance among students from different backgrounds.
Critical Thinking and Problem-Solving
Indigenous knowledge systems often offer unique perspectives on problem-solving and
decision-making. Integrating them into the curriculum can encourage students to think critically,
consider multiple viewpoints, and develop innovative solutions to contemporary challenges.
Preservation and Revitalization of Indigenous Knowledge
The inclusion of indigenous knowledge systems in schools can help preserve and revitalize these
systems, which might otherwise be at risk of disappearing. By teaching about traditional practices,
languages, and cultural expressions, schools can contribute to the continuity and transmission of this
knowledge to future generations.
Addressing Local and Global Issues
Indigenous knowledge systems often hold valuable insights into sustainable living, environmental
stewardship, and community resilience. Integrating them into the curriculum can equip students with
knowledge and skills to address local and global issues such as climate change, biodiversity loss, and
social inequality.
Promoting Interdisciplinary Learning
The integration of indigenous knowledge systems can foster interdisciplinary learning, encouraging
students to connect knowledge from different subjects and disciplines. This holistic approach can
lead to a deeper understanding of complex issues and promote creative thinking.
Teacher Training and Professional Development
To effectively integrate indigenous knowledge systems into the curriculum, teachers would need
appropriate training and professional development opportunities. This would ensure that they possess
the knowledge, skills, and sensitivity to teach these subjects in a respectful and culturally appropriate
manner.
Community Involvement and Partnerships
Integrating indigenous knowledge systems can involve collaboration with local communities, elders,
and knowledge holders. This can strengthen the connection between schools and communities,
fostering mutual respect and understanding.
Recognition of Multiple Epistemologies
The inclusion of indigenous knowledge systems challenges the dominance of Western
epistemologies and promotes the recognition of multiple ways of knowing. This can contribute to a
more nuanced and inclusive understanding of knowledge and truth.
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