Caribbean Journal of Philosophy, Vol 7, No 1 (2015)

Learning inspired education

Mogobe B. Ramose

Abstract


The meaning of experience, knowledge and truth in Africa is dominated by the successive refinement of the colonial conception of education. This dominant conception of education does in practice suppress and distort the African experience in general and, consequently constructs knowledge and truth at variance with the African experience. This condition necessitates the rethinking of education in Africa. The present essay is a contribution to this endeavor. It will emphasize the distinction between learning and education and argue for an appropriate educational paradigm suited to the African condition.

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