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Question 1
1. African philosophy and education
1.1. Define African philosophy.
African philosophy is a system of thought rooted in African traditions, values, and experiences,
emphasizing humanness, justice, and the collective well-being of society. It highlights African
identity not as a rigid category, but as a dynamic orientation shaped by history, culture, and shared
human concerns. Within education, it seeks to liberate individuals through culturally grounded
reasoning that challenges domination and promotes democratic justice. This philosophy encourages
critical and imaginative thinking, enabling learners to engage openly and thoughtfully with diverse
perspectives. It values ubuntu, emphasizing care, dignity, and collaborative action. African feminist
perspectives within this framework address gender injustices through holistic, community-centered
approaches. Overall, African philosophy promotes reflective openness, critical action, and inclusive
human relations in education.
1.2. Explain why Waghid and Higgs (2017) adopted the view of “mutual attunement”.
Waghid and Higgs adopted the view of “mutual attunement” to emphasize the interconnectedness of
theory and practice within African philosophy of education. They argue that theory emerges from
and is shaped by lived experiences, while practice is informed and guided by theory, creating a
reciprocal relationship. This view highlights the need for educational approaches to remain
responsive to the realities and struggles of African people. It supports a dynamic, evolving
philosophy that seeks democratic justice through critical engagement. Mutual attunement moves
beyond abstract theorizing by grounding ideas in real-life pedagogical encounters. It encourages
education that fosters human dignity, equality, and social justice. This view ultimately reflects an
education philosophy that is lived, not just taught.
Question 1
1. African philosophy and education
1.1. Define African philosophy.
African philosophy is a system of thought rooted in African traditions, values, and experiences,
emphasizing humanness, justice, and the collective well-being of society. It highlights African
identity not as a rigid category, but as a dynamic orientation shaped by history, culture, and shared
human concerns. Within education, it seeks to liberate individuals through culturally grounded
reasoning that challenges domination and promotes democratic justice. This philosophy encourages
critical and imaginative thinking, enabling learners to engage openly and thoughtfully with diverse
perspectives. It values ubuntu, emphasizing care, dignity, and collaborative action. African feminist
perspectives within this framework address gender injustices through holistic, community-centered
approaches. Overall, African philosophy promotes reflective openness, critical action, and inclusive
human relations in education.
1.2. Explain why Waghid and Higgs (2017) adopted the view of “mutual attunement”.
Waghid and Higgs adopted the view of “mutual attunement” to emphasize the interconnectedness of
theory and practice within African philosophy of education. They argue that theory emerges from
and is shaped by lived experiences, while practice is informed and guided by theory, creating a
reciprocal relationship. This view highlights the need for educational approaches to remain
responsive to the realities and struggles of African people. It supports a dynamic, evolving
philosophy that seeks democratic justice through critical engagement. Mutual attunement moves
beyond abstract theorizing by grounding ideas in real-life pedagogical encounters. It encourages
education that fosters human dignity, equality, and social justice. This view ultimately reflects an
education philosophy that is lived, not just taught.
