ABSTRACT
In this chapter I focus on issues of religion, ethics and aesthetics in relation to African philosophy of education. Here I specifically focus on a communitarian African philosophy of education and the cultural enactments of Africa’s peoples through their religious, ethical and aesthetical practices. Taking my cue from Jonas Soltis’s (1998: 196) view of philosophy of education, I infer that any discourse of philosophy of education (including an African philosophy of education) is informed by the personal, the public and the professional. To have a personal dimension of African philosophy of education is underscored by a set of personal beliefs about what can be considered good, right and worthwhile to do in education. The individual who practices philosophy of education achieves a ‘satisfying sense of personal meaning, purpose, and commitment to guide his or her activities as an educator’ (Soltis, 1998: 196). Practising African philosophy of education in a personal manner requires one to be thoughtful and self-directed in order to gain a better understanding of the educational process in general, and of one’s own system in particular. Put differently, a personal dimension of philosophy of education pursued from the view of the individual enables him/her to gain more insights into, say, a teaching subject, the curriculum, education policy and management. Different from an understanding of philosophy of education along the personal dimension of guiding individual practice is inquiry in a public dimension. Philosophy of education in the public dimension aims to guide and direct the practice of ‘the many’, which may include educators, policy analysts, academics, intellectuals, politicians, journalists or philosophers. Soltis (1998: 197) explains philosophy of education according to the public dimension as follows:
Public philosophy of education is everybody’s business and ought to be. The point of being philosophical about education in the public dimension is to articulate public aspirations and educational values, give sense and purpose to the cooperative public enterprise of education, and provide the opportunity for thoughtful participation in the direction of education by all who care seriously about it.
