Identity and Ownership of Education in Africa as Enlightened by African Aboriginal Philosophy

Abstract

The systems of education in the world have adopted many philosophies of education that are either skewed toward change or committed to conservancy. African philosophy and African philosophy of education form an activity and a process which is context-sensitive, whereby the relativity factor defines the peculiarity of thinking about education. However, alien philosophies have permeated the systems of education in Africa. The fulcrum of this treatise is to initiate thought which is necessary to avert this contemporary situation facing education theory, policy, and practice in Africa by interleaving African ontology and epistemology to augment the systems of education. Additionally, this treatise brings to the frontline the essence of African thought in education. This treatise underlines that education that teaches the learner about learning is insufficient, because the focal point of such education is to draw its attention only to the essentials for the longevity of an alienated pedagogy itself as well as to perpetuate the supremacy of foreign influence.