Rethinking the African Philosophy of Education

Kijika M Billa

Description

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

Sujets

• PHILOSOPHY
• Philosophie et théologie
• General officer
• General

Informations

• Publié par: Langaa RPCIG
• Date de parution: 08 avril 2024
• Nombre de lectures: 0
• EAN13: 9789956553839
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Rethinking the African Philosophy of Education: AFonlonianPerspective Kijika M. Billa

L a ng a a R esea rch & P u blishing CIG Mankon, Bamenda

Publisher: LangaaRPCIG Langaa Research & Publishing Common Initiative Group P.O. Box 902 Mankon Bamenda North West Region Cameroon [e-mail] www.langaa-rpcig.net

Distributed in and outside N. America by African Books Collective [e-mail] www.africanbookscollective.com

e-ISBN-13: 978-9956-553-83-9

©Kijika M. Billa 2024

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, mechanical or electronic, including photocopying and recording, or be stored in any information storage or retrieval system, without written permission from the publisher

Dedication To The most affectionate memory of my father Taà Tavmfu’ ve Wvemé (1940-2021), and all those who work for a better Africa

Additional Praise for this Book Correspondingly, as expressed by Kijika B. Mark in this book on the Conference that wetted his appetite for Fonlon on the theme: Bernard Fonlon, Cameroonian Socrates and Pedagogue of our Time: Fighting Back, I am marvelled at his simple but yet explicit exploit of this great Cameroonian intellectual. His efforts to highlight Fonlon’s fourfold education purpose: physical, aesthetic, intellectual, and moral dimensions avail educationists and readers, the opportunity to elevate African education toward enhancing integral cultural values. The first five chapters of this book constitute a springboard in the direction of proper African cultural context of education or Africanization of educational values; with the past chapter further guaranteeing quality education that propels Africa in the fitting direction of sustainable development. Kudos to Kijika for enabling scholars delve into riches of Fonlon’s perennial enriching contributions. Remi Prospero Fonka (PhD) Author, and Senior Lecturer Catholic University of Cameroon (CATUC) Bamenda “From a psychological perspective, the bookRethinking the African Philosophy of Education: A Fonlonian Perspectivethe underscores significance of education in shaping individuals’ cognitive and moral development. It emphasises cultivating truth-seeking attitudes, humility, and a sense of common good consciousness—essential psychological traits contributing to well-being and social functioning. These facts find justification in Fonlon’s life as an educationist and a pragmatic logical person. Moreover, the book accentuates the importance of addressing, in progression, Africa’s physical, aesthetic, intellectual, and moral needs, thus using African education to foster a holistic approach to human development. This aligns with Maslow’s hierarchy of needs, asserting that physiological and safety needs must be met before focusing on higher-order needs like self- actualisation. Additionally, the book stresses the significance of African cultural values, and how they can be transmitted from one generation to the next. This aligns with the socio-cultural perspective in psychology, emphasising the role of culture and social context in shaping behaviour and development. Overall, the book makes a

valuable contribution to African educational psychology by emphasising a holistic approach that addresses cognitive, moral, physical, and aesthetic needs towards the genuine development of all Africans, and the continent as a whole.” Edward Dzerinyuy Bello Author, Certified German Mediator , Entrepreneur “InRethinking the African Philosophy of Education,Kijika M. Billa adopts aFonlonianperspective to advocate educational reforms in Africa, especially in his native Cameroon. Kijika straddles the lines between what he calls conservatism and progressivism in the African philosophy of education, thereby drawing on Fonlon’s educational vision to highlight the need for new African educational systems that meet the needs of the 21st century without compromising the rich African cultures, languages, values and endogenous knowledge systems bequeathed to us by our ancestors from generation to generation. In this way, Kijika suggests, we can be able to confront “educational drought” and design educational programmes that reflect our African identities while simultaneously equipping us for adaptability, productivity, and lifelong learning in a rapidly evolving world. The book concomitantly addresses challenges in our educational systems while drawing on and celebrating the scholarship of one of Africa’s most influential scholars: Bernard Nsokika Fonlon, the Socrates of Africa. I highly recommend this book.” Nsah Mala (PhD) Poet-Writer, Scholar, Consultant, Futurist “This book accentuates significant themes of integrating philosophy of education with African education systems from aFonlonian 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

Acknowledgements There is a common African adage that “one hand cannot tie a bundle.” This work would not have seen the light of day without contribution and encouragement from a number of people, some of whom I feel compelled to mention here below. I am most grateful to my friend and brother Edward Dzerinyuy Bello who initially provided me with the essential material I needed to begin theFonlonian adventure. I am very grateful to: Prof. Valentine Banfegha Ngalim for his encouragement and enthusiastic acceptance to write the Foreword to book; Prof. D. A. Masolo for his warm acceptance, in humility, to write the Preface to the book. I am equally very thankful to Prof. Francis B. Nyamnjoh, for his positive feedback, encouragement, and recommendations after reading through the draft, and for assistance and follow-up in the publication process. Of special mention too is: my undergraduate supervisor, Dr. Remi Prospero Fonka, who read through some parts of the manuscript and gave salient contributions that have boosted the book; Prof. Yusef Waghid, Dr. Saka Mala, Dr. Merrabel Sitang, Dr. Susan Tatah, and W. E. Richardson, who took out time to read through the manuscript and give their own views. Also, I am grateful to Prof. Godfrey B. Tangwa who, from the background, has been encouraging and challenging me to keep widening the bounds of my understanding of Bernard Fonlon. Additionally, and most importantly, I render immense gratitude to my parents, all my family members and friends who have contributed in one way or another to my academic progress thus far, and all those who contributed to the success of this book. Know that your contributions are invaluable, not just to me, but to whoever this book will influence positively. I finally tender ultimate thanks toNyuy Mbomfor his grace and inspiration.

Table of Contents Acknowledgements ..................................................................vii Foreword by Valentine Banfegha Ngalim ...............................xiii Preface by D. A. Masolo ...........................................................xv Introduction..............................................................................1 Chapter 1: Foundational Features of African Philosophy of Education ..........................................................7 1.1. About Bernard Nsokika Fonlon .............................7 1.2. Conceptual Clarifications.......................................9 1.2.1. Education.................................................9 1.2.2. Philosophy ...............................................10 1.2.3. African Philosophy of Education ............10 1.3. Types of Education ................................................11 1.3.1. Formal Education....................................12 1.3.2. Informal Education .................................12 1.3.3. Non-formal Education ............................13 1.4. Emergence of Fonlon’s Educational Vision ..........14 Chapter 2: Physical and Aesthetic Dimensions of African Education ................................................................19 2.1. Physical Dimensions of Education........................19 2.1.1. The Value of Virility in African Education .........................................................19 2.1.2. The Mastery of Passions .........................22 2.2. Aesthetic Dimensions of Education ......................24 2.2.1. The Appreciation of African Works of Art......................................................24 2.2.2. Ideals from African Literature.................27 2.2.3. The Phenomenon of “Slay Queens” .......28 2.2.4. Role of Senses in Aesthetic Appreciation .....................................................30 Chapter3: Intellectual Dimensions of African Education: Towards a More Cultural Orientation...................31 3.1. The Idea of Teaching.............................................32 3.1.1. The Role of the Teacher ..........................33 3.1.2. The Authority of the Teacher ..................35 3.1.3. Emphasis on Research in African Education.............................................39

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