Philosophy for children : the quest for an African perspective.
| dc.contributor.author | Ndofirepi, Amasa Philip | |
| dc.date.accessioned | 2013-09-30T09:39:26Z | |
| dc.date.available | 2013-09-30T09:39:26Z | |
| dc.date.issued | 2013-09-30 | |
| dc.description.abstract | An education that does not recognise schools as places for the mere transmission and assimilation of knowledge, but as places for critical and creative inquiry, is quality education. Philosophising with children in schools assumes that children are actively and deliberately encouraged in seeking responses to the questions about reality they raise at a very early age. The practice of philosophy is undoubtedly one of the underpinnings of a quality education for all. By contributing to opening children‘s minds, building their critical reflection and autonomous thinking, philosophy contributes to the protection against manipulation and exclusion at the hands of adults. If education in general must open up to children the maps of an intricate world in a continuous state of tension, then philosophy is a compass for navigating that world. Hence children, irrespective of their geographical location and regardless of their social milieu or state of development of their country, deserve to be equipped with the tools so motivated for. Using conceptual analysis as a tool, I explore the Lipman method of Philosophy for Children by presenting a case for an African perspective of the same. I situate doing philosophy with children in the context of the African philosophy debate. While Lipman‘s model provides the case for the role of rational, logical and systematic thinking in children, the African background promises the raw materials on which the said instruments work. I therefore settle for a hybridised Philosophy for Children programme that marries the universalist and the particularist views of doing philosophy. I argue that the traditional African notion of community plays a significant role in our understanding of the community of inquiry as pedagogy of doing philosophy with children. Embedded in African ―community‖ is the concept of ukama qua relationality, which constitutes a keystone in the envisaged African perspective of Philosophy for Children. I conclude that doing philosophy with children in schools in Africa contributes to the interpretation of the cultural, economic and circumstances of the African situation. | en_US |
| dc.identifier.uri | http://hdl.handle.net/10539/13167 | |
| dc.language.iso | en | en_US |
| dc.subject | African philosophy | en_US |
| dc.subject | Child | en_US |
| dc.subject | Community of inquiry | en_US |
| dc.subject | Critical thinking | en_US |
| dc.subject | Hybridisation | en_US |
| dc.subject | Hermeneutics | en_US |
| dc.subject | Philosophy | en_US |
| dc.subject | Ukama | en_US |
| dc.title | Philosophy for children : the quest for an African perspective. | en_US |
| dc.type | Thesis | en_US |