The central argument in this book revolves around the significance of an African philosophy of higher education. Such a philosophy is geared towards cultivating democratic iterations, co-belonging, and critique within human encounters. Together, these actions can enhance intellectual activism within and beyond the encounters. A philosophy of higher education is constituted by a philosophical act of reflexivity according to which (how), freedom (both autonomous and communal), cosmopolitanism (learning to live with differences and otherness), and caring with others (ubuntu) can be rhythmically practised. What makes an African philosophy of higher education distinctive and realisable is that practices ought to be based on iterations, co-belonging, and critique. If intellectual activism were not to become a major act of resistance on the basis of which educational, political, and societal dystopias can be undermined, such a philosophy of higher education would not have a real purpose. An African philosophy of higher education is an intellectually activist endeavour because of its concern to be oppositional to constraints in and about higher education. In conversation with such an understanding of this philosophy, contributors to this volume offer responses to why human freedom, cosmopolitanism, and caring with others (ubuntu) can be rhythmically enacted.

This book examines African philosophy of education and the enactment of ubuntu justice through a massive open online course on Teaching for Change. The authors argue that such pedagogic encounters have the potential to stimulate just and democratic human relations: encounters that are critical, deliberate, reflective and compassionate could enable just and democratic human relations to flourish, thus inducing decolonisation and decoloniality. Exploring arguments for imaginative and tolerant pedagogic encounters that could help cultivate an African university where educators and students can engender morally and politically responsible pedagogical actions, the authors offer pathways for thinking more imaginatively about higher education in a globalised African context. This work will be of value for researchers and students of philosophy of education, higher education and democratic citizenship education.

The African Union (AU) declared 2024 the year of Education, with the motto: “Educate an African fit for the 21 st Century: Building resilient education systems for increased access to inclusive, lifelong, quality, and relevant learning in Africa.” In response, this book delves into issues plaguing African education, and proposes some solutions. The book attempts to attune African education towards the integration of African cultural values with contemporary societal demands. It draws inspiration from the writings and teachings of the late Professor Bernard Nsokika Fonlon, a foremost Cameroonian philosopher, literary luminary and public intellectual to explore the foundational features of African philosophy of education, outlining the four-fold dimensions of education from a Fonlonian perspective. Topics covered include the physical, aesthetic, intellectual and moral dimensions, as well as judicious conservative-progressivism in African education. Through an eclectic approach, the book constructively brings into conversation African conceptions of education with other philosophical foundations of education to make a case for genuine education as a revolutionary tool for a better and dynamic African community. “In this book Kijika Billa argues that Afropessimism can be defeated. It takes courage, first expressed by Fonlon in what I have learned from reading this book to be his visionary works, and now laid out by Billa himself herein, that there is only one way any society lifts itself up from grim levels of societal decay, and that is through carefully defined educational system with clear goals which become the goals of the overall national aspiration and objective around which everything else coalesces.” D. A. Masolo (PhD), Professor of Philosophy, distinguished University Scholar at the University of Louisville “This book accentuates significant themes of integrating philosophy of education with African education systems from a Fonlonian perspective. Bernard Nsokika Fonlon’s advocacy for a holistic, morally integrous, and culturally rich education is presented as a visionary framework for transcending current educational limitations, aiming to cultivate wise, ethical, and engaged citizens. Kijika Billa offers a brilliant integrated approach which calls for a reimagined, resilient education system that deeply reflects African values and aspirations, preparing individuals for meaningful contributions to the continent’s development.” Yusef Waghid (DEd, PhD, DPhil), Emeritus Professor of Philosophy of Education, Stellenbosch University “This book constitutes a springboard in the direction of proper African cultural context of education or Africanization of educational values.” Remi Prospero Fonka (PhD), Senior Lecturer, Catholic University of Cameroon, Bamenda “It is gratifying to see Kijika Billa, a young and emerging scholar, take up Fonlon’s challenge on the need for genuine intellectuals steeped in African cultural philosophies of education as dynamic products of a world in perpetual motion. Fonlon could have wished for no better in intergenerational intellectual conversations.” Francis B. Nyamnjoh, Professor of Social Anthropology, University of Cape Town

In this book Yusef Waghid considers an African philosophy of education guided by communitarian, reasonable and culture dependent action in order to bridge the conceptual and practical divide between African ethnophilosophy and ‘scientific African philosophy. Unlike those who argue that African philosophy of education cannot exist because it does not invoke reason, or that reasoned African philosophy of education is just not possible, Waghid suggests an African philosophy of education constituted by reasoned, culture-dependent action.

Much of the literature on the African philosophy of education juxtaposes two philosophical strands as mutually exclusive entities; traditional ethnophilosophy on the one hand, and ‘scientific African philosophy on the other. While traditional ethnophilosophy is associated with the cultural artefacts, narratives, folklore and music of Africa‘s peop

This study examines the issues of indigenous philosophies, which are embedded in different aspects of socialization process among the Akan of Ghana. The research explores the possibility of forging a new future that builds on the positive aspects of their past and present and on carefully chosen ideas, methods and technology from abroad.

The Africanisation of education is a highly topical issue. The potentials and pitfalls of Africanisation have drawn a great deal of critical debate, both in Africa and abroad. After the political changes of 1994 in South Africa, there has been renewed interest in the question of a distinctively African philosophy. This publication provides a systematic and clear exposition of an African voice in education, drawing on distinguished authors across Africa.