Towards a relevant African philosophy of education

B. Chapfika
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Abstract

Most African philosophers would accept the observation that the ‘African philosophy question’—Is there an African philosophy, and if there is, what is it? —and the different responses to it have not only generated much debate in African philosophy but have also had a significant impact on its development. Since its inception about half a century ago, African philosophy has gained recognition as a member of the world philosophies and established itself as an academic discipline. African philosophy owes these significant inroads, at least in part, to the challenge presented by the African philosophy question and the African predicament. In view of this, it remains crucial that African philosophers continue to clarify the nature of African philosophy as a field of study. Oruka captures the different scholarly responses to the African philosophy question in his famous four varieties or trends of African philosophy: (i) ethnophilosophy, (ii) nationalist-ideological philosophy, (iii) philosophical sagacity, and (iv) professional philosophy. This paper offers a general critique of these varieties of African philosophy, reflects on the nature of African philosophy and philosophizing, and argues for a relevant African philosophy of education. The paper argues an African philosophy of education that considers features of the African thought that enable and enthuse African people to problem-solve and participate fully in and contribute to world affairs. As such, the paper advocates Africanization, criticality, dialogue, and African humanism as the sine qua non of African philosophy of education. The paper also responds to some notable objections to the proposed African philosophy of education.
建立相关的非洲教育哲学
大多数非洲哲学家都会接受这样一种观点,即 "非洲哲学问题"--是否存在非洲哲 学,如果存在,那是什么?-以及对这一问题的不同回答不仅在非洲哲学界引发了许多争论,而且对非洲哲学的发展产生了重大影响。非洲哲学自半个世纪前诞生以来,已被公认为世界哲学的一员,并已成为一门学术。非洲哲学取得这些重大进展,至少部分归功于非洲哲学问题和非洲困境提出的挑战。有鉴于此,非洲哲学家继续澄清非洲哲学作为一个研究领域的性质仍然至关重要。奥鲁卡(Oruka)在其著名的非洲哲学四种类型或趋势中捕捉到了学术界对非洲哲学问题的不同回应:(i) 民族哲学,(ii) 民族主义-意识形态哲学,(iii) 哲学智慧,(iv) 专业哲学。本文对这些非洲哲学流派进行了总体批判,对非洲哲学和哲学化的本质进行了反思,并论证了相关的非洲教育哲学。本文所论证的非洲教育哲学考虑到了非洲思想的特点,这些特点使非洲人民能够并激励他们解决问题,充分参与世界事务并为之做出贡献。因此,本文主张非洲化、批判性、对话和非洲人文主义是非洲教育哲学的必要条件。本文还回应了对拟议非洲教育哲学的一些著名反对意见。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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