Educating Humans

Abstract

African traditional education and soka approaches to education share a common vision of human education, which is key to transforming the education crisis facing Africa. We make this case in four steps. First, we explore the history of education in Africa to illustrate the roots of the crisis. Second, we introduce soka approaches to education, its history, and fundamental principles. Third, we analyze the convergence of African traditional education and soka approaches to education in terms of their underlying philosophies. Fourth, we investigate possible applications of both philosophies to improve schooling in Africa. The last section outlines how harnessing the insights of both philosophies will engender an African renaissance based on young people striving to live creative and contributive lives.

Principles of Post-Colonial Adult Education: The Case of Adult Education Programmes in Tanzania

“…In the context of adult education, participation also refers to the role of the learner in the process of problem identification, programme designing, learning process and in the choice of how and where and at what time they should learn. Colonial adult education was a predetermined curriculum for all; mostly the learning of literacy skills (Mino & Heto, 2020).…”

“…Adults were taught to read and write (not to farm better or become better parents); and then they were employed as soldiers, interpreters, court messengers, whitemen's cooks, and catechists. Mino and Heto (2020) have revealed the strategy used to spread Christianity in West Africa that the missionaries provided the converts with formal education-a Western-style education with predetermined curricula activities in a classroom setting. The focus of formal education was the acquisition of reading and writing abilities, instead of technical and vocational skills.…”

Strengthening Religious Moderation through the Role of Civics Teachers

“…Education is key in shaping civilized civic and political public ethics. Quality education is expected to produce educated human beings who are ready to respond to social problems in their environment, including thinking and acting correctly when addressing the differences between Islamic identity and civic identity (Mino, T., & Heto, 2020;Seymour, M., & Levin, 2015). The learning process in school expects students to know or memorize the subject matter and how the entire learning process can help students understand and develop what is contained in the material and develop it.…”