Re-thinking shaming Practices in African [Igbo] Traditional Society as a Viable Option for Maintaining Justice, Social Integration and Moral Development in Modern Africa

Okoro, Kingsley N.

doi:10.14738/assrj.34.1533

Cited by 3 publications

(3 citation statements)

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“…The African concept of environment is anthropocentric. This anthropocentric Environmental system where values possessed by non-human entities are dependent on human usefulness, contrasts with the non-anthropocentric system where it is believed that non-human entities have values intrinsic to them 18 .…”

Section: Africanmentioning

confidence: 94%

Revisiting the Discourse on Human-Nature Relationship in African Traditional Religion and the Responses to the Environmental Change

John,

Enang

2022

BJBio

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The pantheistic view of nature enshrined in African traditional religious beliefs and thought systems has propelled a myriad of African scholars to assume that the environmental ethical position of ATR on human-nature relations is environment-centered. This is a result of the ineptitude of some scholars to critically analyze the complexity involved in the discourse on human-nature relations in traditional African religious beliefs, borne out of an ethnocentric mindset to eulogize ATR. An in-depth understanding of African traditional religious environmental ethics requires a full grasp of African ontology. On this note, to clear this age-old misconception about Traditional African notions on human-nature relations, this research aims at simplifying the complexity or ambiguity surrounding the discourse and brings to the fore the anthropocentric view of African Traditional Religion and environmental ethics on human-nature relations. The paper argues vehemently that African religious belief in human-nature relations is absolutely anthropocentric.

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Section: Africanmentioning

confidence: 94%

Revisiting the Discourse on Human-Nature Relationship in African Traditional Religion and the Responses to the Environmental Change

John,

Enang

2022

BJBio

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“…Philosophies of education (Phenix, 2010;McCarthy & Sears, 2000;Hansen, 2006) that believe in practical pedagogy describe education as not just only involving the student's academic reading and writing literacy or excelling well in examinations and getting 'A' symbols but involves cultivating the full range of the student's life experiences. Proponents of practical pedagogy (Adeyemi & Adenyinka, 2003;Okoro, 2010;Katz & Chard, 1989) believe that, education has always been and should be seen deeply, perhaps inextricably intermingled with social phenomenon that serves to reinforce the aims and methods of society as a whole. A foundational principle of practical pedagogy is that, to effectively participate in education, a student must be able to experience education in the context of what life is and understand the definition of virtuous being or existence.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Theory of education since pre-colonial African indigenous education times to contemporary philosophies of education has always emphasized the relevance of practical teaching and learning for sustainable citizenship, individual and communal development and for human survival (Ornstein et al, 2011;Ozmon & Craver, 1986;Okoro, 2010;Adeyemi & Adeyinka, 2003;Ociti, 1973). However, they seem to be limited orientation granted practical pedagogy in most examination and certificate focused contemporary education systems like the current Zimbabwe education system.…”

Section: Introductionmentioning

confidence: 99%

Practical Pedagogy as an Infinite Solution for All Generations’ Developmental Challenges

Hadebe

2023

JETM

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Theory of education since pre-literate times to contemporary philosophies of education has always emphasized the relevance of practical teaching for sustainable citizenship, communal development and survival. Practical pedagogy is seen by Realists, Pragmatists, Naturalists and Progressivists not only as an essential aspect of schooling but life itself. Practical education is for all times, for, it connects people with reality, above all it is an interdisciplinary learning experience. It is widely accepted that practical pedagogy not only enables skills acquisitions but also leads to greater conceptual understanding. However, whilst there has been much research into relevance of, and factors that affect, practical teaching and learning, there has been limited research into whether teachers really implement practical pedagogy approaches. This study through qualitative theoretical data gathering and analysis provide the present position on practical pedagogy in the current Zimbabwe education system. Findings reveal a wide gap between practice and theory. This gap is attributed to resource constraints and lack of practical teaching knowledge. Other factors include negative teacher attitudes with prioritisation of theory and a limited interest. Zimbabwe curriculum seem not to place central emphasis on pragmatic world view. These factors lead to sustainable development challenges. Given the above findings, it can be recommended that, current Zimbabwe education system should undertake a broadly based audit of existing practice. Zimbabwe education system should be reviewed to explore reduction of theory inclination to allow learners more time on pragmatic knowledge exploration. The study concluded that there is a need to re-examine the aims of Zimbabwe education in order to reaffirm the relevance of practical intelligence for economic and social development. Such a re-examination could draw upon the traditions and practices that underpin many innovative initiatives, past, present and future.

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The Dibia in Igbo Traditional Socio-political and Metaphysical Economy: An Interrogation

Kingsley,

Kenneth Igbo

2024

IgMin Res

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This work is carried out to fill the epistemic and hermeneutical gap within Igbo socio-metaphysical space. Notable works have been done in Igbo studies, however, the place of the Dibia in Igbo ontology has been neglected, hence the current work. The researchers combined library and fieldwork approaches in executing this work. In the end, the research notes that modern Igbo people have neglected the place and activities of the Dibia. Noting that the Dibia being the active presence of the God[s] among the people is an indispensable persona in the Igbo existence. Therefore, the current crisis of relevance the people are experiencing is a result of this neglect. The works, therefore, conclude that if the Dibia and her activities are brought back to the centre stage of Igbo existence, the socio-political and economic crises of the moment would have been a history

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Re-thinking shaming Practices in African [Igbo] Traditional Society as a Viable Option for Maintaining Justice, Social Integration and Moral Development in Modern Africa

Cited by 3 publications

References 0 publications

Revisiting the Discourse on Human-Nature Relationship in African Traditional Religion and the Responses to the Environmental Change

Revisiting the Discourse on Human-Nature Relationship in African Traditional Religion and the Responses to the Environmental Change

Practical Pedagogy as an Infinite Solution for All Generations’ Developmental Challenges

The Dibia in Igbo Traditional Socio-political and Metaphysical Economy: An Interrogation

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