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Educational Research for Social Change

versão On-line ISSN 2221-4070

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SESANTI, Simphiwe. Teaching ancient Egyptian philosophy (ethics) and history: Fulfilling a quest for a decolonised and Afrocentric education. Educ. res. soc. change [online]. 2018, vol.7, n.spe, pp.1-15. ISSN 2221-4070.  http://dx.doi.org/10.17159/2221-4070/2018/v7i0a1.

Despite the granting of "independence" to African countries more than 50 years ago, colonial scholarship continues to dominate in African institutions of higher learning. The genesis of ethics, a branch of philosophy, is attributed to the Greeks as if James Breasted's study of ancient Egypt did not, in the early 1930s, demonstrate convincingly that the ancient Egyptians were the first to seriously engage with issues of right and wrong in the world. In political science, the notion of the philosopher king is attributed to the Greek philosopher, Plato, as if Plato introduced this concept. When students in South Africa are putting pressure on institutions of higher learning to abandon colonial scholarship in favour of a decolonised and Afrocentric curriculum, this article, in fulfilment of the students' quest, invokes and echoes Cheikh Anta Diop's call for centring the study of ancient Egypt in African institutions of higher learning. Such an approach will go a long way in affecting the manner in which philosophy in general, and ethics in particular, are taught. The same will apply to other disciplines such as history, political science, and exact sciences. This exercise is philosophical and uses Afrocentricity or the Africa-centred approach as a theoretical framework.

Palavras-chave : Afrocentricity; ancient Egypt; colonialism; decolonisation; ethics; Eurocentrism.

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