Towards a relevant African philosophy of education

Abstract Most African philosophers would accept the observation that the ‘African philosophy question’—Is there an African philosophy, and if there is, what is it?—and the different responses to it have not only generated much debate in African philosophy but have also had a significant impact on its development. Since its inception about half a century ago, African philosophy has gained recognition as a member of the world philosophies and established itself as an academic discipline. African philosophy owes these significant inroads, at least in part, to the challenge presented by the African philosophy question and the African predicament. In view of this, it remains crucial that African philosophers continue to clarify the nature of African philosophy as a field of study. Oruka captures the different scholarly responses to the African philosophy question in his famous four varieties or trends of African philosophy: (1) ethnophilosophy, (2) nationalist–ideological philosophy, (3) philosophical sagacity, and (4) professional philosophy. This article offers a general critique of these varieties of African philosophy, reflects on the nature of African philosophy and philosophizing, and argues for a relevant African philosophy of education. The article argues an African philosophy of education that considers features of the African thought that enable and enthuse African people to problem-solve and participate fully in and contribute to world affairs. As such, the article advocates Africanization, criticality, dialogue, and African humanism as the sine qua non features of African philosophy of education. The article also responds to some notable objections to the proposed African philosophy of education.