SciELO - Scientific Electronic Library Online

 
vol.19 issue1The fall and original sin of set theory author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


Phronimon

On-line version ISSN 2413-3086
Print version ISSN 1561-4018

Abstract

AJEI, Martin Odei. Educating Africans: perspectives of Ghanaian philosophers. Phronimon [online]. 2018, vol.19, n.1, pp.1-15. ISSN 2413-3086.  http://dx.doi.org/10.25159/2413-3086/5277.

This paper reflects on the foundational principles and strategies for tertiary education in Africa. Since the early 1940s, Ghanaian philosophers have advanced unambiguous perspectives on education policy in Africa. Although the integrity and cogency of these perspectives have remained intact for over 60 years, they have not yet found expression in public policy formulation. Available evidence suggests that Africa has so far remained impervious to the perspectives and strategies for education outlined by Ghanaian philosophers since Nkrumah's overthrow from the presidency in Ghana. Current African Union strategies on education, articulated in Agenda 2063, seem to validate the resistance by national governments to these philosophical perspectives. This paper seeks to argue that what these philosophers espouse are excellent conceptual models worthy of development and implementation in Africa; and that in service of a sounder educational future for Ghana and Africa than that which currently prevails, a sankofa approach to the conceptualisation of education, which incorporates these Ghanaian philosophical perspectives, is desirable.

Keywords : Africa; consciencism; education; Ghanaian philosophers; neo-liberalism; Sankofaism.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License