Towards a relevant African philosophy of education

A paper presented by Dr Blessing Chapfika at the PESGB 56th Annual Conference 2022 from Friday 25th March to Sunday 27th March 2022 at New College, Oxford.

Abstract

It is generally accepted that the African philosophy question and the different responses to this question have not only generated much debate in African philosophy but have also had a significant impact on the development of African philosophy. Oruka (1997) expertly captures the different specimens of African philosophy in his four trends or schools in African thought (namely; ethnophilosophy, nationalist-ideological philosophy, philosophical sagacity, and professional philosophy). Bodunrin (1981) facilitates our understanding of the four trends by identifying specific challenges that each specimen addresses. First, ethnophilosophers respond to the colonial denigration of African culture by asserting that African cultural wisdom has philosophical status. Second, nationalist-ideological philosophers (mostly African liberation politicians) employ African thought and values to promote liberation from political and mental subjugation. Third, proponents of philosophical sagacity dispel the myth that literacy is hallmark of philosophy by engaging with illiterate African sages or philosophers. Professional African philosophers (trained in Western philosophy) consider philosophy as universal and appropriates philosophical tools to investigate issues of African lived experience. This paper offers a general critique of these specimens of African philosophy by arguing for a relevant African philosophy of education which only considers those features of the African thought that capacitate and enthuse African people to problem-solve and fully participate in and contribute to world affairs. Any features in African philosophy that do not help Africa to develop are deemed irrelevant. This paper argues for Africanisation, criticality and dialogue, and African humanism as sine qua non features of African philosophy of education.

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