ESC3701 ASSIGNMENT 3 2023 JUNE 2023
THE NATURE OF AN AFRICAN PHILOSOPHY OF EDUCATION
Introduction African renaissance refers to the mindset held by African individuals and nations to
overcome the current challenges facing the continent and achieve a renewal in cultural, economic,
scientific, and educational aspects. The concept of the African Renaissance gained prominence in the
mid-1940s through the work of a Senegalese historian. In the context of education, the African
Renaissance entails a critique of the predominantly Eurocentric nature of educational theories and
practices in Africa. Scholars such as Teffo (2000), Vilakazi (2000), and Seepe (2001b) have argued
that much of what passes as education in Africa is not authentically African but rather reflects
European influences on the continent. The African Renaissance calls for educational curricula in
Africa to be rooted in indigenous perspectives and orientations. Failure to do so is believed to
perpetuate oppressive and irrelevant educational systems, reminiscent of the colonial era. The push
for an African Renaissance in education aims to demonstrate how indigenous African philosophies
can serve as a foundational resource for bringing about socio educational transformation in Africa.
Due to Africa's history of colonialism, African philosophy faces the challenge of establishing its own
distinct curricula for learning. The endeavor to promote a unique African identity in philosophy
raises the question of what it truly means to be African. African identity is shaped by philosophies,
ideologies, and cultural values rooted in morals, ethics, and African traditions. However, colonizers
disregarded African identity, showing little interest in the continent's growth and having little
understanding of its cultures, systems, traditions, ideologies, and philosophies. Instead, they sought
to exploit and manipulate Africans for their own benefit. Consequently, establishing an African
identity as a foundation for education in the continent becomes a complex task.
, Ubuntu philosophy in education Ubuntu is an African philosophy that emphasizes the importance of
humanity and human values. Its roots can be traced back to the Zulu proverb "umuntu ngumuntu
ngabantu," meaning "a person is a person through people." The term Ubuntu has been in use since
the 1850s and can be defined as the essence of being human (Gade, 2011). Ubuntu recognizes the
interconnectedness of all individuals and acknowledges that our actions, whether intentional or
unintentional, have an impact on others. A person who embodies Ubuntu exhibits qualities such as
care, humility, thoughtfulness, consideration, understanding, wisdom, generosity, hospitality, social
maturity, social sensitivity, virtuousness, and blessings (Le Roux, 2000:143). Understanding and
embracing these qualities are crucial for peaceful coexistence among humans. Therefore, the values
of Ubuntu include the cherishing of social harmony, interconnectedness, compassion, and respect
for others. These values are also reflected in educational philosophies that aim to instill them in
learners. Education serves as a powerful tool through which we can nurture, convey, and perpetuate
these values to current and future generations.
Education should instill in both children and adults a consciousness that encourages and enables
them to think positively about reclaiming and reconstructing their history, culture, heritage, identity,
and personhood (Mahaye, 2018:7). Ubuntu in education empowers learners to prioritize humanity
and adopt a holistic perspective, rather than reducing their abilities or potential. The purpose of
education is to liberate the minds of the oppressed, thereby dismantling social classes and fostering
a collective human consciousness within the community. True education should transform learners
into better human beings who create value and demonstrate care for others. The African philosophy
of Ubuntu possesses inherent wisdom that fosters connections between individuals, between
people and nature, and between people and eternity.
Schools provide an ideal platform to apply the principles of Ubuntu in a practical manner, as learners
spend a significant amount of time in the educational environment. Schools facilitate dialogue
among learners and between learners and teachers, making them the perfect setting to teach young
individuals how to relate to others, respect differences, and understand the importance of working
together to achieve common goals. Education should focus on teaching the purpose of life and
cultivating strong and enriched minds imbued with genuine humanity (Ikeda). By prioritizing each
learner's potential and the development of human values such as compassion, kindness, justice, and
respect, a culture of humanity can thrive. Therefore, the school environment offers a fertile space
for learners to acquire knowledge about humanity and the role of Ubuntu in education.
Ubuntu holds great significance in African philosophy as it recognizes the fundamental nature of
human needs, interests, and dignity in shaping human existence. Consequently, Ubuntu also holds
importance in the African philosophy of education (Letseka, 2000: 182). Letseka (2000: 186) asserts
that Ubuntu is not an inherent trait but rather a communal ethical standard that individuals acquire
and embrace throughout their lives. Education, therefore, plays a vital role in transmitting the
principles of African philosophy, including Ubuntu, and applying them to real-life situations.
Contribution of African philosophy to education in terms of communality Communalism refers to the
traditional way rural areas of Africa have been functioning in the past. In Africa, society existed for
decades without formal hierarchies, with equal access to land and river for all, in a way that
THE NATURE OF AN AFRICAN PHILOSOPHY OF EDUCATION
Introduction African renaissance refers to the mindset held by African individuals and nations to
overcome the current challenges facing the continent and achieve a renewal in cultural, economic,
scientific, and educational aspects. The concept of the African Renaissance gained prominence in the
mid-1940s through the work of a Senegalese historian. In the context of education, the African
Renaissance entails a critique of the predominantly Eurocentric nature of educational theories and
practices in Africa. Scholars such as Teffo (2000), Vilakazi (2000), and Seepe (2001b) have argued
that much of what passes as education in Africa is not authentically African but rather reflects
European influences on the continent. The African Renaissance calls for educational curricula in
Africa to be rooted in indigenous perspectives and orientations. Failure to do so is believed to
perpetuate oppressive and irrelevant educational systems, reminiscent of the colonial era. The push
for an African Renaissance in education aims to demonstrate how indigenous African philosophies
can serve as a foundational resource for bringing about socio educational transformation in Africa.
Due to Africa's history of colonialism, African philosophy faces the challenge of establishing its own
distinct curricula for learning. The endeavor to promote a unique African identity in philosophy
raises the question of what it truly means to be African. African identity is shaped by philosophies,
ideologies, and cultural values rooted in morals, ethics, and African traditions. However, colonizers
disregarded African identity, showing little interest in the continent's growth and having little
understanding of its cultures, systems, traditions, ideologies, and philosophies. Instead, they sought
to exploit and manipulate Africans for their own benefit. Consequently, establishing an African
identity as a foundation for education in the continent becomes a complex task.
, Ubuntu philosophy in education Ubuntu is an African philosophy that emphasizes the importance of
humanity and human values. Its roots can be traced back to the Zulu proverb "umuntu ngumuntu
ngabantu," meaning "a person is a person through people." The term Ubuntu has been in use since
the 1850s and can be defined as the essence of being human (Gade, 2011). Ubuntu recognizes the
interconnectedness of all individuals and acknowledges that our actions, whether intentional or
unintentional, have an impact on others. A person who embodies Ubuntu exhibits qualities such as
care, humility, thoughtfulness, consideration, understanding, wisdom, generosity, hospitality, social
maturity, social sensitivity, virtuousness, and blessings (Le Roux, 2000:143). Understanding and
embracing these qualities are crucial for peaceful coexistence among humans. Therefore, the values
of Ubuntu include the cherishing of social harmony, interconnectedness, compassion, and respect
for others. These values are also reflected in educational philosophies that aim to instill them in
learners. Education serves as a powerful tool through which we can nurture, convey, and perpetuate
these values to current and future generations.
Education should instill in both children and adults a consciousness that encourages and enables
them to think positively about reclaiming and reconstructing their history, culture, heritage, identity,
and personhood (Mahaye, 2018:7). Ubuntu in education empowers learners to prioritize humanity
and adopt a holistic perspective, rather than reducing their abilities or potential. The purpose of
education is to liberate the minds of the oppressed, thereby dismantling social classes and fostering
a collective human consciousness within the community. True education should transform learners
into better human beings who create value and demonstrate care for others. The African philosophy
of Ubuntu possesses inherent wisdom that fosters connections between individuals, between
people and nature, and between people and eternity.
Schools provide an ideal platform to apply the principles of Ubuntu in a practical manner, as learners
spend a significant amount of time in the educational environment. Schools facilitate dialogue
among learners and between learners and teachers, making them the perfect setting to teach young
individuals how to relate to others, respect differences, and understand the importance of working
together to achieve common goals. Education should focus on teaching the purpose of life and
cultivating strong and enriched minds imbued with genuine humanity (Ikeda). By prioritizing each
learner's potential and the development of human values such as compassion, kindness, justice, and
respect, a culture of humanity can thrive. Therefore, the school environment offers a fertile space
for learners to acquire knowledge about humanity and the role of Ubuntu in education.
Ubuntu holds great significance in African philosophy as it recognizes the fundamental nature of
human needs, interests, and dignity in shaping human existence. Consequently, Ubuntu also holds
importance in the African philosophy of education (Letseka, 2000: 182). Letseka (2000: 186) asserts
that Ubuntu is not an inherent trait but rather a communal ethical standard that individuals acquire
and embrace throughout their lives. Education, therefore, plays a vital role in transmitting the
principles of African philosophy, including Ubuntu, and applying them to real-life situations.
Contribution of African philosophy to education in terms of communality Communalism refers to the
traditional way rural areas of Africa have been functioning in the past. In Africa, society existed for
decades without formal hierarchies, with equal access to land and river for all, in a way that
