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By Kwadwo A. Okrah

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

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African policy makers and educators cannot wash their hands of their responsibility to make things right (Telda, 1995). Summary In this section I have discussed the general characteristics of African educational system at the moment; in particular, its lack of functionalism—not serving the needs of the recipients and the community—in the context of the African society. Reviewed also is the concerns expressed by African educators in trying to arrest the inherent problems and thus make African education functional.

Educational reforms in Ghana over the years have all geared toward the increase of literacy rate and sometimes to contribute to vocational education. Analysis of this section leads one to notice the lack of African culture in the educational curriculum. It is therefore significant to introduce an African philosophy into the Ghanaian curriculum to salvage children from continuous alienation from their society because of the education they get. 32 NYANSAPO (THE WISDOM KNOT) AFRICAN SOCIALIZATION PROCESS Many scholars are doubtful about making generalizations on African cultures.

The problem, however, is who determines what is worthwhile. In Holt’s (1969) analysis he has attacked what we might call the “essential knowledge” and posited as follows: Behind much of what we do in school lie some ideas, that could be expressed as follows: AFRICAN PHILOSOPHY OF EDUCATION 27 1. Of the vast body of human knowledge, there are certain bits and pieces that can be called essential, that everyone should know 2. The extent to which a person can be considered educated, qualified to live intelligently in today’s world and be a useful member of society, depends on the amount of this essential knowledge that he carries about with 3.

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