ABSTRACT
In this chapter, I have argued in defence of a Nietzschean position of spirituality (more specifically, spirited reflection) that offers the possibility to tackle an educational crisis. For me, as enunciated through the seminal thoughts of Nietzsche on spirituality, humans should consider an educational crisis as something profound that requires their urgent attention. Through reflection and spiritual purpose, humans should tackle what an educational crisis instantiates. Likewise, if humans hope to deliver an educational crisis a crushing blow, they have to battle the immoral sentiments from within themselves that might indifferently fuel such a crisis. Lastly, if any educational crisis were to be seen as ongoing, so the efforts of humans should become spiritually sustainable in combating the crisis. In light of Nietzsche's idea of courage, African scholars should become even more courageous in their attempts to delegitimise dominant discourses of epistemological and ontological exclusion. But then, following Nietzsche, such scholarship should content with the rational, emotional and spiritual. If one rethinks the notion of ubuntu caring in light of a Nietzschean understanding of spirituality, then the concept refers to a transcendental or sacred (innate) subversion of actions that advance tyranny and regulation; a collaborative pursuit of taking risks against education that is competency-based; and a disruption of actions that advance exclusion and humiliation.
