Education and the Culture Concept

Opening Paragraph The culture concept carries many implications for the educationist which have still to be worked out. Perhaps its greatest value will prove to lie in providing a corrective to the intellectualist fallacy to which teachers and educationists are singularly prone. By taking into account the complex and largely non-intellectual processes of acculturation, the teacher in Africa will realize that he is unlikely to effect a direct transference of intellectual propositions and idea-systems; and he may be saved from disappointment when he sees the truths he has dealt in employed to subserve ‘illegitimate’ ends.