Exam (elaborations)
PSE4801 ASSIGNMENT 01 DUE DATE 2024
- Course
- PSE4801 (PSE4801)
- Institution
- University Of South Africa (Unisa)
PSE4801 ASSIGNMENT 01 DUE DATE 2024 QUESTIONS, SOLUTIONS, GUIDELINES, ANSWERS, ALL REFERENCE INCLUDED.
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, PSE4801 ASSIGNMENT 011. African philosophy and education
1.1 African identity is a very significant concept in African Philosophy. What does African
identity mean? (10)
African identity in African philosophy refers to the collective sense of belonging and shared
cultural heritage of the people of Africa. It encompasses the diverse range of languages, traditions,
and belief systems that are unique to the continent. African identity is also tied to the historical
experiences of colonialism, slavery, and the struggle for independence, which have shaped the
collective consciousness of the African people. In the context of education, understanding and
embracing African identity is crucial for the development of an inclusive and culturally relevant
curriculum that reflects the values and principles of African societies.
Reference:
Mudimbe, V. Y. (1988). The invention of Africa: Gnosis, philosophy, and the order of knowledge.
Indiana University Press.
1.2 What do culturally dependent reasons mean in the context of African Philosophy of
Education? (10)
Culturally dependent reasons in the context of African Philosophy of Education refer to the fact
that the goals, methods, and content of education are deeply rooted in African cultural values,
beliefs, and practices. This means that the education system in Africa is not simply borrowed from
Western or other outside sources, but rather is shaped by the specific needs and aspirations of
African societies.
For example, in African Philosophy of Education, there is a strong emphasis on communal values,
interdependence, and the holistic development of the individual within the community. This is in
contrast to the individualistic approach often emphasized in Western education systems.
Additionally, African Philosophy of Education often takes into account and respects indigenous
knowledge systems, oral traditions, and spiritual beliefs, which may not be recognized or valued in
Western education.
References:
Mbiti, J. S. (1990). African Religions and Philosophy (2nd ed.). Heinemann.
Wiredu, K. (2005). Conceptual decolonization in African philosophy. In B. Hallen & J. O. Sodipo
(Eds.), Knowledge, Belief, and Witchcraft: Analytic Experiments in African Philosophy (pp. 55-80).
London: Ethnographica.
2. Pragmatism and education
2.1 “Facts and values have been two sides of a profound controversy in Philosophy” – Higgs
and Waghid (2017). Comment on the statement. (10)
The statement "Facts and values have been two sides of a profound controversy in Philosophy" by
Higgs and Waghid (2017) reflects the ongoing debate about the relationship between facts and
values in education and philosophy. This controversy revolves around the question of whether
values can be derived from facts, or if they are separate and distinct from factual knowledge.
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