On the (Im)potentiality of an African Philosophy of Education to Disrupt Inhumanity

Autor/in	Waghid, Yusef
Titel	On the (Im)potentiality of an African Philosophy of Education to Disrupt Inhumanity
Quelle	In: Educational Philosophy and Theory, 47 (2015) 11, S.1234-1240 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2014.991495
Schlagwörter	Philosophy; African Culture; Western Civilization; Educational Philosophy; Moral Values; Collectivism; Foreign Countries + Suchen Sie Ihr Suchwort? Philosophie; Africa; Culture; Afrika; Kultur; Bildungsphilosophie; Erziehungsphilosophie; Moral value; Ethischer Wert; Ausland
Abstract	Despite the advances made in the liberal Western philosophical and educational tradition to counteract unethical, immoral and inhumane acts committed by the human species, these acts of inhumanity persist. It would be inapt to apportion blame only to Western thinking, which has its roots in Greek antiquity, as Plato and Aristotle, for instance, perpetually and justifiably pursued and advocated the human enactment of civility and friendship in their writings. Instead of revisiting liberal views on education and arguing for a reconsidered view of humanity--a possible and plausible contention--this article draws on African philosophical thought on education to disturb some of the doubts in potentially disrupting atrocities committed against the human race, especially on the African continent. By drawing on the philosophical ideas of Agamben, in particular the notions of actuality, potentiality and becoming, it is argued that an instance of African philosophy of education--"ubuntu" (human interdependence and humanness)--can do much to trouble the escalating levels of inhumanity on the African continent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01