Download Nyansapo (The Wisdom Knot): Toward an African Philosophy of by Kwadwo A. Okrah PDF

By Kwadwo A. Okrah

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Extra resources for Nyansapo (The Wisdom Knot): Toward an African Philosophy of Education (African Studies (Routledge (Firm)).)

Sample text

These ideas are absurd and nonsense. We will not begin to have true education or real learning in our schools until we sweep this nonsense out of the way. School should be a place where children learn what they most want to know, instead of what we think they ought to know (Holt, 1969). ” (It might be multiple). In order to do this, and avoid imposition of state or colonial interests, we must inquire into the meanings inherent in traditional Akan educative practices. Once these meanings are determined, then we can ask how they might be used to avoid the imposition of hegemonic influences.

There seem to be too much attachment to having clean toes and nails, regular shaving of the beard and other parts of the body such as the armpit and sometimes the nostrils. Overgrowth of hair in every part of the body is looked upon with strong objection and feeling of contempt and scorn: overgrowth of hair is considered to be making way for cesspools of sweat and creating odor. Mothers therefore insist on thorough education on cleanliness at puberty when young women are prepared for marriage. This entails the use of specially prepared spices for at all times and seasons the body must be protected from bad odor (Tufuo and Donkor, 1989).

The provision of a University. (McWilliam and Kwamena-Poh, 1975). In spite of all these laudable principles, education in Ghana staggered until the second World War after which the British Colonial Development and Welfare Acts breathed new life into education and hence the period between 1945–50 was marked by unprecedented expansion at all levels and by political activity which ushered in independence (Asiedu-Akrofi, 1982). According to Asiedu-Akrofi (1982), whereas the school had been the nerve center of Christian educational activity during the pre-independence period, the political activities in the country during and after the 1950s tended to transform the school into a nerve center for AFRICAN PHILOSOPHY OF EDUCATION 31 manpower development for purposes of political stability and redemption of the African personality.

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