Literaturnachweis - Detailanzeige
| Autor/in | Mathebula, Thokozani |
|---|---|
| Titel | African Philosophy (of Education) and Post-Apartheid South African Schools: A Critical Analysis of the Curriculum Assessment Policy Statement |
| Quelle | In: Perspectives in Education, 37 (2019) 1, S.15-28 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0258-2236 |
| DOI | 10.18820/2519593X/pie.v37i1.2 |
| Schlagwörter | Foreign Countries; Indigenous Populations; Indigenous Knowledge; Educational Philosophy; African Culture; Western Civilization; Cultural Relevance; Knowledge Level; Cultural Differences; South Africa |
| Abstract | In South Africa, indigenous (African) knowledge is at the heart of a single detailed national Curriculum Assessment Policy Statement (2012). Against this background, the study on which this article is based, examined two long-standing genres of philosophy: Western philosophy, as a critical academic discipline and African philosophy, as a collective worldview. The article shows that universal philosophy and, by implication, a universal knowledge system transcends these seemingly particular, opposite and irreconcilable Eurocentred and Afro-centred schools of thought. In doing so, the article proposes that universal philosophy as an inclusive, rational and reflective practice makes it possible to merge Western and African philosophies to form a single knowledge system. Unfortunately, the Curriculum Assessment Policy Statement emphasises indigenous African knowledge systems -- thus, regresses to narrow African provincialism. In the end, the author (re)establishes a universal knowledge system as a sound African philosophy of education in post-apartheid South African schools. (As Provided). |
| Anmerkungen | University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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