The Notion of Ubuntu and Communalism in African Educational Discourse
- 2.8k Downloads
The notion of ubuntu and communalism is of great importance in anAfrican educational discourse, as well as inAfrican Philosophy of Education and in Africanphilosophical discourse. Ubuntu is aphilosophy that promotes the common good ofsociety and includes humanness as an essentialelement of human growth.
In African culture the community always comesfirst. The individual is born out of and intothe community, therefore will always be part ofthe community. Interdependence, communalism, sensitivity towards others and caring for others are all aspects of ubuntu as a philosophy of life (Le Roux, 2000, p. 43). The community and belonging to acommunity is part of the essence of traditionalAfrican life. Philosophy of life and Philosophyof Education, thus, go together, because aphilosophy of life helps to identify the goalsand purposes that a particular society holdsdear.
Humanness is very important in Africanphilosophy in the sense of seeing human needs,interests and dignity as fundamental to humanexistence and therefore it will also beimportant in African Philosophy of Education(Letseka, 2000, p. 182). According to Letseka(2000, p. 186) nobody is born with botho orubuntu– these are communally acceptedand desirable ethical standards that a personacquires throughout his/her life and thereforeeducation also plays a very important role intransferring the African philosophy of life.
Unable to display preview. Download preview PDF.
- Blankenberg, N. (1999). In search of a real freedom: Ubuntu and the media. Critical Arts, 13(2), 42-65.Google Scholar
- Eygelaar, S. (1998). Ubuntu-sharing African values. Milmed, 4.Google Scholar
- Higgs, P. & Smith, J. (2000). Rethinking our world. Juta: Kenwyn.Google Scholar
- Higgs, P. & Smith, J. (2002). Rethinking truth. Juta: Lansdowne.Google Scholar
- Higgs, P. & Van Niekerk, M.P. (2002). The programme for Indigenous Knowledge Systems (IKS) and higher educational discourse in South Africa: A critical reflection. South African Journal for Higher Education, 16(3), 38-49.Google Scholar
- Le Roux, J. (2000). The concept of 'ubuntu': Africa's most important contribution to multicultural education? Multicultural Teaching, 18(2), 43-46.Google Scholar
- Letseka, M. (2000). African philosophy and educational discourse. In: P. Higgs, N.C.G. Vakalisa, T.V. Mda & N.T. Assie-Lumumba (Eds), African voices in education. Juta: LansdowneGoogle Scholar
- Maluleke, T. (1999). The misuse of 'ubuntu.' Challenge, 53, 12-13.Google Scholar
- Mkabela, N.Q. & Luthuli, P.C. (1997). Towards an African philosophy of education. Kagiso Tertiary: Pretoria.Google Scholar
- Schiele, J.H. (1994). Afrocentricity: Implications for higher education. Journal of Black Studies, 25(2), 150-169.Google Scholar
- Sindane, J. & Liebenberg, I. (2000). Reconstruction and the reciprocal other: The philosophy and practice of ubuntu and democracy in African society. Politeiea, 19(3), 31-46.Google Scholar
- Teffo, L.J. (1996). The other in African experience. South African Journal of Philosophy, 15(3), 101-104.Google Scholar
- Teffo, L.J. (1998). Both/ubuntu as a way forward for contemporary South Africa. Word and Action, 38(365), 3-5.Google Scholar
- Viljoen, C.T. (1998). Facing the educational challenges in South Africa: An educophilosophical reflection. Koers, 63(1/2), 5-20.Google Scholar
- Vilakazi, H.W. (2000). The problem of education in Africa. In: P. Higgs, N.C.G. Vakalisa, T.V. Mda & N.T. Assie-Lumumba (Eds), African voices in education. Juta: LansdowneGoogle Scholar
- Viljoen, C.T. & Van der Walt, J.L. (2003). Being and becoming: Negotiations on educational identity in (South) Africa. South African Journal of Education, 23(1), 13-17.Google Scholar