Introducing Wilson Harris

Sertima, Ivan Van

doi:10.1080/08905767408593799

Cited by 1 publication

(24 citation statements)

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“…Africa's historical trajectory post‐15th century has culminated in an “academic reliance” on Europe and North America (Nyoka, 2013, p. 3). The situation, with its subtle connotations, leads to the recurrence of pejorative ideas about Africa because “The nerve of the world has been deadened for centuries to the vibrations of African genius” (Van Sertima, 1983, p. 5). However, several myths about Africa and Africans are being dismantled as a result of “Astonishing discoveries” in “agricultural and pastoral science, architecture, aeronautics, engineering, mathematics, mining, metallurgy and medicine, navigation, and physics” (Van Sertima, 1983, p. 5).…”

Section: Re‐member‐ing the Pastmentioning

confidence: 99%

“…The situation, with its subtle connotations, leads to the recurrence of pejorative ideas about Africa because “The nerve of the world has been deadened for centuries to the vibrations of African genius” (Van Sertima, 1983, p. 5). However, several myths about Africa and Africans are being dismantled as a result of “Astonishing discoveries” in “agricultural and pastoral science, architecture, aeronautics, engineering, mathematics, mining, metallurgy and medicine, navigation, and physics” (Van Sertima, 1983, p. 5). Despite these revelations, many people remain ignorant; hence, the need to highlight some in the process of re‐member‐ing.…”

Section: Re‐member‐ing the Pastmentioning

confidence: 99%

Section: Astronomy and Astrologymentioning

confidence: 99%

“…In Kenya, a team of American scientists found the African Stonehenge, a megalithic astrological observatory dating from around 300 BCE, on the outskirts of Lake Turkana (Van Sertima, 1983). They also found that the “Modern Cushites had a calendar based on the rising of certain stars and constellations” (Van Sertima, 1983, p. 10). The team concluded that there was evidence of the “Complexity of prehistoric cultural developments in sub‐Saharan Africa, and strongly suggested that an accurate and complex calendar system based on astronomical reckoning was developed by the first millennium B.C in eastern Africa” (Van Sertima, 1983, p. 10).…”

Section: Astronomy and Astrologymentioning

confidence: 99%

“…They also found that the “Modern Cushites had a calendar based on the rising of certain stars and constellations” (Van Sertima, 1983, p. 10). The team concluded that there was evidence of the “Complexity of prehistoric cultural developments in sub‐Saharan Africa, and strongly suggested that an accurate and complex calendar system based on astronomical reckoning was developed by the first millennium B.C in eastern Africa” (Van Sertima, 1983, p. 10). In West Africa, the Dogons of Mali provided a more “complex” astronomical knowledge (Van Sertima, 1983, p. 11).…”

Section: Astronomy and Astrologymentioning

confidence: 99%

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“African magic” or “African science”: Issues of technology in African higher education

Amuzu

2023

Brit J Educational Tech

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African ideas, science, technology, scholarship and worldviews have been disproportionately displaced and marginalized in relevant global dialogues. In academic circles, African methods of knowing have been questioned, undervalued, mocked, misconstrued, and disregarded, causing apprehension. These negative attitudes are internalized via the educational system, stifling agency and conditioning African learners to rely on technology from outside sources, resulting in the exteriorization of innovation and creativity. African inventiveness becomes “African magic” with no real desire to interrogate, explain, or grasp its basic mechanics. This article contends that technology and creative imaginations exist in African societies. The task, however, remains the exploration and integration of African knowledge systems into higher education. The study aims to demonstrate how the interaction of two components of traditional African education—a sense of community and informal learning—could assist in the embrace, facilitation, and mainstreaming of marginalized African technologies. Although the paper may appear eclectic, it is intended to conscientiously push the paradigm that technology has been integral to African education. Regardless of Africa's technical challenges, salvation does not lie in excessive external reliance but rather in investing and building on Indigenous African knowledges/practices in order to establish an African technological identity. Practitioner notesWhat is already known about this topic: African dependency on foreign technology. Lack of interest in African science and technology. Lack of African technological identity. Low technology penetration in African higher education. What this paper adds: The need to explore African science and technology. Mind‐set change towards African science and technology. Mainstreaming African achievements in science and technology. Implications for practice and/or policy: Indigenization of science and technology. Indigenous empowerment. Exploring alternate ways of knowing. Changing perspectives on science and technology.

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Section: Re‐member‐ing the Pastmentioning

confidence: 99%

Section: Re‐member‐ing the Pastmentioning

confidence: 99%