Philip Higgs

In this essay I explore some of the ramifications that postmodernism, in its re-vision of Western rationality, holds for African philosophy. Insofar as African philosophy has associated itself with the traditional form of Western rationality, I argue that much can be gleaned by African philosophy from postmodernism's re-vision of Western rationality. The merits of such a postmodern re-vision of Western rationality for African philosophy include, an acknowledgement of alternative forms of reasoning and their accompanying cultural expressions; an insistence that knowledge production is not independent of moral and political value; a grounding of rationality in social relations; and a recognition of commitment, caring and feeling in rationality.

In this article an attempt is made to provide a re-vision of philosophy of education that will redress the legacy of the past in South Africa, and contribute to laying the foundations of a critical civil society with a culture of tolerance, public debate and accommodation of differences and competing interests. This re-vision of philosophy of education, which finds its roots in developments in philosophy in the twentieth century, and especially in the discourse of postmodernism, directs attention to a pluralistic problem-centred approach to philosophy of education

By offering the statement, "the truth or truths we accept determine what our lives are and will be," the authors of this volume explore the contemporary world and all of its contradictions, from starvation, AIDS, and illiteracy to digital technology, the human genome project, and the financial markets of Wall Street and Tokyo. This engaging, accessible text examines the truth propounded by a range of philosophies, such as critical theory, existentialism, feminism, and nihilism, discussing their practical applications and offering responses to the questions asked.

The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far-reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article I reflect critically on whether African philosophy, as a system of African knowledge(s), can provide a useful philosophical framework for the construction of empowering knowledge that will enable communities in Africa to participate in their own educational development