By R. Sambul Mosha
Empowered by way of findings and insights from the wit and knowledge of the indigenous Chaga academic approach, Dr. Mosha contends that an genuine academic application in Tanzania and in other places might be holistic in its unrelenting quest to teach the full individual: physique, brain and spirit. She offers a entire description of the indigenous education procedure and its underlying primary virtues after which proposes that smooth schooling may still provide equivalent emphasis to either the non secular improvement of scholars in addition to to their highbrow progress in wisdom, technological know-how and expertise. Dr. Mosha argues that for its personal virtue and survival schooling has to prioritize ethical cognizance and accountability in its scholars to achieve educational excellence. with no constant ethical residing and ethical motion by way of all who educate and research, schooling ultimately plunges into hopeless mediocrity. This publication offers a number of contributions to the academy. First, it illustrates how the Chaga humans of N. Tanzania cherish daily event and each here-and-now state of affairs as teachable moments, educating moments and studying moments. it's also wealthy in its description of news, riddles, proverbs and rituals as robust instrument of holistic schooling. Thirdly, the e-book breaks floor by way of comprehensively articulating particular indigenous virtues akin to reverence, self-discipline, silence and thoughtfulness, braveness, diligence in paintings, and communality. This e-book for that reason makes an important contribution within the components of indigenous wisdom, spirituality, schooling, African American experiences, African reports, spiritual experiences and anthropology.
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Additional resources for The Heartbeat of Indigenous Africa: A Study of the Chagga Educational System (Garland Reference Library of Social Science)
Their worldview is a powerful compass that guides their everyday interactions in life and world. For analytical purposes, four aspects of this worldview will be identified, although there is essentially one and therefore uncompartmentalized in real life. The following is a brief description of each of the four aspects that, when seen together as one worldview, are crucial in order to understand the major thrust of this book: fundamental African virtues and the educational system that makes them possible.
When her breasts begin to be noticeable, the mother begins some lessons in sexuality that prepare her daughter for marriage. The most fundamental lesson in this initial sex education is that sex is for the procreation of children in marriage. The daughter is taught to abstain from any sexual activity until she is married. Her mother continually watches her and warns her to cover her breasts and to not allow boys to touch them. Nevertheless she does not encourage her daughter to avoid the company of other youths.
In this way all children are guaranteed a father and a mother. In the Kichagga language such a parent is simply called a mfee, not a stepfather or stepmother. 31 They learn to cooperate even in competition. ”32 When I was about ten years old, my parents made sure that I belonged to the right age group because they realized the formative potential of such groups. Today, forty-two years later, I still feel the influence of that age group as each of its members continues to be a close friend and a voice in my heart.