ABSTRACT
In this chapter I examine what constitutes African philosophy of education, focusing on African thought and practices. Primarily I shall examine how African ethnophilosophy of education differs from a scientific African philosophy of education, before arguing in defence of a communitarian, reasonable and culture-dependent view of African philosophy of education. Concomitant with the aforementioned view of philosophy of education, I argue that criticisms of an African philosophy of education should not be taken lightly. Hence, analytically I also address some of the objections to and concerns about the use of the concept that some people might have and show that an African philosophy of education can be considered as a plausible concept, at least in the analytical sense. This brings me to a discussion of African ethnophilosophy of education.
