African Philosophy and Education

Abstract

Education on the African continent, like virtually all social interaction, was traditionally characterized by the bounds and bonds of comparatively small-scale ethnic communities. Despite their diversity and remoteness, and the sheer geographic distances between these groups, they are seen to share not only the experience of colonization but also (predating this experience) certain common educational concepts, principles, and values. In this chapter, Horsthemke explores the question of whether there is a (set of) perspective(s), a body of thought, and/or a particular way of doing philosophy of education that can be called African. The chapter interrogates three questions that open up ways of approaching this issue: (a) Are there uniquely and distinctly African styles or ways of philosophizing about education? (b) Are there essentially or characteristically African ideas, arguments about, and approaches to education? (c) Are the component concepts, principles, and values of this philosophy sound? Whether or not compelling responses to these questions are forthcoming, Horsthemke argues that the possibility and plausibility of African philosophy of education might nonetheless be established in terms of its priorities. Given the different historical, geographical, cultural, and social contexts of Africans and education in Africa, it is reasonable to assume that philosophical priorities differ in accordance with these.