The transformation of university teaching and learning: an African philosophical perspective

Abstract

There are historical, institutional and cultural differences that influence teaching and learning in South African universities. There are also different beliefs about how relevance and responsiveness are constituted, and about the pedagogical principles that should apply in transferring knowledge (Council on Higher Education 2004: 101). In recognition of these differences, we argue in this article that an African educational discourse can make a significant contribution to teaching and learning in South African universities. Keywords : Transformation, teaching and learning, philosophical perspective. Indilinga Vol. 6 (2) 2007 pp. 177-187