African Universities And Western Tradition
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African Universities And Western Tradition
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Author : Eric Ashby
language : en
Publisher:
Release Date : 1964
African Universities And Western Tradition written by Eric Ashby and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1964 with Education, Higher categories.
Adaptation of universities of colonial days to the modern social and cultural climate of Africa, based on author's experiences as chairman of a special commission in Nigeria.
West African Traditional Religion
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Author : T. N. O. Quarcoopome
language : en
Publisher:
Release Date : 1987
West African Traditional Religion written by T. N. O. Quarcoopome and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1987 with Africa, West categories.
Africa Philosophy And The Western Tradition
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Author : Stephen Theron
language : en
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
Release Date : 1995
Africa Philosophy And The Western Tradition written by Stephen Theron and has been published by Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften this book supported file pdf, txt, epub, kindle and other format this book has been release on 1995 with Philosophy, African categories.
This book examines the notion of an African philosophy, beginning with a critique of the assumptions behind this phrase and of the existing debate about «African philosophy». This leads to enquiry about the rise, establishment and maintenance of philosophy. Relations between consent to a theory of truth presupposed to philosophy and Western truth-claims in science, religion and human rights are studied. The relation of this to successful technology as vital for African development, but calling for the corresponding mental approach, is insisted upon. The book ends with stress on the central role of analogy in philosophical science and as a point of contact with African mythical tradition.
Biblical Studies Theology Religion And Philosophy
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Author : N. Amanze
language : en
Publisher: African Books Collective
Release Date : 2012-06-28
Biblical Studies Theology Religion And Philosophy written by N. Amanze and has been published by African Books Collective this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-06-28 with Religion categories.
This book introduces the study of Biblical studies, theology, religion and philosophy from an African perspective. The book comprises twenty six chapters divided into four sections. The first section deals with Biblical studies, the second with theology, the third with religion and the fourth with philosophy. The contributions are from 20 eminent scholars from African and Caribbean universities.
Decolonising The University The Emerging Quest For Non Eurocentric Paradigms Penerbit Usm
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Author : Claude Alvares
language : en
Publisher: Penerbit USM
Release Date : 2014-11-25
Decolonising The University The Emerging Quest For Non Eurocentric Paradigms Penerbit Usm written by Claude Alvares and has been published by Penerbit USM this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-11-25 with Education categories.
This book of essays is a sequel to the ‘International Conference on Decolonising Our Universities’ held in Penang, Malaysia from June 27 to 29, 2011. The Conference was jointly organised by the Universiti Sains Malaysia and Citizens International in cooperation with the Higher Education Leadership Academy of the Malaysian Ministry of Higher Education. At the Conference, speaker after speaker pointed out that education in Asia and Africa is too Westcentric. It blindly apes European universities, European curricula and European paradigms. The papers in this volume examine possible ways of overcoming this problem of intellectual enslavement in Asian and African citadels of learning. It must be pointed out at the very outset that this book is not meant to be a tirade against the West. Its aim is not to ask Asian and African universities to shut out Europe and North America or to be insular or to wear blinds. Its aim is positive – to make Asian and African tertiary education truly global and at the same time socially relevant. This cannot be done unless the intellectual monopoly of the West is broken and European knowledge is made to make way for the review, teaching and expansion of the vast knowledge of other societies and cultures. European knowledge may supplement, but never replace, other valid knowledge systems and traditions. The book is divided into eight parts. Part I creates the setting, provides an overview of the state of our universities, reflects on decolonisation of our intellectual heritage and explains how colonial education was used to assault our cultures. Part II contains a wish-list of the decolonised university. There are essays on the philosophical basis of an African university and about how the sacred and the secular can be integrated and how the community can be brought back into the university. Part III critically examines the promise and performance of UNESCO in decolonisation of Asian and African institutions of higher learning. Part IV discusses eurocentrism in social sciences, in mathematics and in science curricula. Part V highlights the state of social sciences and the law today and provides an alternative discourse in social theory, history, psychotherapy, psychology, law and language education. Part VI discusses regional decolonising initiatives in the Philippines, Taiwan, Turkey and Iran. Part VII provides insights into some experiments in transforming academic pedagogy. Finally, Part VIII contains some personal journeys in decolonisation of the self. This book of essays is meant to coincide with Malaysia’s Independence Day on August 31, 1957. The hope is that the timing will underline the point that the stains of cultural and intellectual imperialism do not end with the attainment of political freedom. Freedom is a state of the mind and, regrettably, throughout Asia and Africa, the enslavement of the mind has continued long after the coloniser has gone back home. This humiliating state of affairs must end, not only to give meaning to political independence but also to improve the quality of our education by giving to our students a better panorama of world knowledge and thereby to increase their choices. Decolonisation of our universities is not an exercise in flag-waving nationalism. Its aim is ameliorative. Diversity and pluralism of knowledge systems are vital for meeting many of the moral, social and economic challenges of the times and for avoiding the frightening economic, educational and cultural consequences of Europe’s near-total intellectual and educational monopoly over Asia, Africa and Latin America. For example, Western models of development have proved to be a nightmare and have not served Asia and Africa well. Economic theories from the West have brought the whole world to the brink of an environmental catastrophe. Asian universities should offer a critique of the ethnocentrism of Western scholarship by pointing out that a middle class Western lifestyle and what that entails in terms of the nuclear family, the consumer society, living in suburbia and extensive private space may neither be workable nor desirable on a fragile planet. The humiliating story of intellectual enslavement in each field and in each region is best told in the words of the authors. What must be noted is the ways in which this subservience manifests itself. Our university courses reflect the false belief that Western knowledge is the sum total of all human knowledge. The books prescribed and the icons and godfathers of knowledge are overwhelmingly from the North Atlantic countries. Titles written by scholars and thinkers from Asia and Africa are rarely included in the book list. This may indicate a pervasive inferiority complex or ignorance of the contribution of the East to world civilisation. Any evaluation of right and wrong, of justice and fairness, of poverty and development, and of what is wholesome and worthy of celebration tends to be based on Western perceptions. Eastern ideas and institutions are viewed through Western prisms and invariably regarded as primitive and in need of change. Despite decades of political independence, the framework assumptions of our law, politics, economics, education, history, science, art and culture remain dictated by our former colonial masters. Our concept of the good life and our views on human rights have very tenuous links to our indigenous traditions. Our cultural values, domestic relations, music, food and dressing – indeed our whole Weltanschauung is constructed on a Western edifice of knowledge. Our concept of beauty has been socially constructed by Hollywood media. In our professions, most of the icons we look up to are Western. In our universities, the syllabi we draft, the books we prescribe, the theories we blindly ape, the new abodes of the sacred we worship have very little connection with our own intellectual and moral heritage. It is fashionable in Asian universities to import expatriate lecturers, external examiners and guest speakers exclusively from North Atlantic countries. Asian scholars are generally not regarded as fit for such recognition. The underlying assumption is that Asians and Africans matter little and in all aspects of existence we need civilisational guidance from the overlords of humankind in Europe and America. How did we fall into such depths of enslavement and reverse racism? An essay in the volume points out that the colonisers conquered our mind by dismissing and deriding our cultures, alienating us from our roots and putting us in awe of the culture of the masters. They used the colonial education system for the production of a competent but submissive class. They replaced local languages with the English language extinguishing along with local languages, the cultural and moral nuances and perspectives that surround a language. The colonisers falsified and obliterated historical records of intellectual achievements by Asian and African scholars and inventors. They borrowed extensively from the East but shamelessly failed to acknowledge that debt. In many cases they Latinised Eastern names to make them sound European. The world does not know that during the European Dark Ages, scintillating educational developments were taking place in Asia and Africa. While Europe slept, China, India, Persia and Egypt practised science, invented algebra, furthered mathematics, metallurgy, law and logic. They conducted complex medical operations, invented rockets, wrote treatises in philosophy, sociology and astronomy. A more recent form of Western hegemony is the yearly university ranking lists. Western education, Western science and Western achievements are subjected to evaluation on criteria that are rigged in their favour. A host of Western consultants and experts unabashedly glorify American and European achievements and certify and celebrate the unique quality of their education system. A recent claim was made that American society symbolised ‘the end of history’ implying thereby that no further human progress was necessary anywhere else. The book’s ultimate aim is to discover what needs to be done to liberate our minds and our souls; to end this academic colonialism; to restore our dignity and independence. We must shed the slavish mentality of blindly aping Western paradigms. We must stop sucking up to the Western academic system. We need to send Columbus packing back home. Not only the Columbus outside but also the Columbus within. We need to rediscover the suppressed knowledge of our civilisations and to reconnect with our rich heritage. We must embark on a voyage of discovery of our ancestors’ intellectual wanderings and rediscover the wonders and heritage of China, India, Persia, Mesopotamia, Egypt and other Eastern and African civilisations. We must combat the many fabrications and plagiarisms of Western ‘innovators’ and we must give credit where credit is due to those in Asia and Africa who pioneered the ideas. It must be clarified that it is not part of our agenda to ask European and American universities to include the treasures of the East in their syllabi. Whether their world-views should be enriched by the insights and reflections of the East, or whether they should remain insular and wear blinds, is their own problem. Further, it is not our aim to shut out the West but to end blind and exclusive reliance on it. We need to root our education in our own soil; to tap our own intellectual resources first and to make our education relevant to our societal conditions. No amount of imported academics or theories can do this, only us. We are aware that our endeavour will be mocked by many in the West. We will also be opposed by many elites in the East who believe that ‘West is best’ and whose capitulation to Europe perpetuates Western intellectual hegemony. Such opposition to the basic thesis of this book will only serve to confirm the phenomenon of ‘legitimation and false consciousness’ whereby the oppressed are so brainwashed that they cooperate with their oppressors. ‘It is the final triumph of a system of domination when the dominated start singing its virtues.’ In preparing this volume, we received invaluable help from many individuals and institutions. Universiti Sains Malaysia and Citizens International provided the funds for publication. Ayesha Bilimoria helped with the editing of the bulk of the pieces. Jenessey Dias performed brisk transcription of the presentations from the DVDs. Shafeeq, Sameera and Noor Aini Masri gave secretarial assistance. Professor Dato’ Dr. Md Salleh Yaapar and his team from the USM Press did everything else with great courtesy, speed and professionalism. Citizens International’s S.M. Mohamed Idris and Uma Ramaswamy assisted with the printing. To all of them we owe a debt of gratitude. We hope that this book will highlight what is on any measure a shameful condition and that it will inspire at least some Asian educators to think afresh, to chart new directions, to search for the best in their indigenous traditions, yet to keep the windows of their mind open to the world.
Technology Tradition And The State In Africa
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Author : Jack Goody
language : en
Publisher: CUP Archive
Release Date : 1980-07-31
Technology Tradition And The State In Africa written by Jack Goody and has been published by CUP Archive this book supported file pdf, txt, epub, kindle and other format this book has been release on 1980-07-31 with Social Science categories.
Originally published in 1971 this book argues that certain aspects of traditional African social systems have been misunderstood because of a failure to appreciate what is implied by important differences between the technologies of the major traditional African states and those of Europe and Asia. Differences in the modes of agricultural production were connected with differences in other aspects of the social system such as the relations between subjects and chiefs. This means that comparisons with the feudal systems of Western Europe or the monarchies of Asiatic states have definite limitations. Differences in technology not only affected not only the means of production but also of destruction. The importance of differential access to the means of domination is stressed as a critical factor in African political systems. This is an aspect which has been obscured in many studies that have relied largely on material gathered after the establishment of colonial rule.
Universities British Indian African
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Author : Eric Ashby
language : en
Publisher: Cambridge : Harvard University Press
Release Date : 1966
Universities British Indian African written by Eric Ashby and has been published by Cambridge : Harvard University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1966 with Education, Higher categories.
Historical study of the university and higher education in the UK, India, and Africa. Bibliography pp. 525 to 540.
African Libraries
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Author : Adolphe O. Amadi
language : en
Publisher: Metuchen, N.J. : Scarecrow Press
Release Date : 1981
African Libraries written by Adolphe O. Amadi and has been published by Metuchen, N.J. : Scarecrow Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1981 with Language Arts & Disciplines categories.
African Psychology
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Author : Augustine Nwoye
language : en
Publisher: Oxford University Press
Release Date : 2022
African Psychology written by Augustine Nwoye and has been published by Oxford University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with Psychology categories.
This book aims to serve as a foundational text in the emerging field of African psychology, which centers the knowledges and experience of continental African realities and postcolonial concerns in psychology. Drawing from the author's key essays as a leading thinker in the field, African Psychology: The Emergence of a Tradition describes this discipline's meaning and scope, as well as its epistemological and theoretical perspectives. Part I presents the theoretical context for the book, proposing the Madiban tradition as a framework of inclusion for the study of psychology in African universities. Part 2 focuses on the epistemological, methodological, and theoretical perspectives in African psychology. Part 3 of the book introduces the reader to the field of African therapeutics, and Part 4 highlights the healing rituals and practices provided to the traumatised in contemporary Africa. The ultimate objective of the book is to give postcolonial Africans a fresh vision of themselves and their psychology and culture.
Knowledge And Change In African Universities
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Author :
language : en
Publisher: BRILL
Release Date : 2019-02-18
Knowledge And Change In African Universities written by and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-02-18 with Education categories.
Besides the ongoing concern with the epistemological and theoretical hegemony of the West in African academic practice, the book aims at understanding how knowledge is produced and controlled through the interplay of the politics of knowledge and current intellectual discourses in universities in Africa.