Reflections on indigenous and modernist pedagogies: The causative force of repetition

Abstract

Sound morality principles in the conduct of all issues of life ensure cohered and just society, and should therefore underpin every knowledge transmission, acquisition and practice. Pedagogy in indigenous African societies systematically groomed learners to esteem sublime intellection in  knowledge transaction situations. Now, Hi-modernist humans assiduously gestate and germinate theories and knowledge constructs as well as  processing, which mesmerise and blossom, while spawning injurious side-effects that de-human mentalities and life orientations. Ingenious  brilliances disregard prestigious knowledge origins, or re-invent them in magnificent life and mind destructing fashions. Is our millennium still  viable? This discourse queries whether ingenious or modernist pedagogy has geared into nefarious overdrive, losing sight of instilling humanly  attributes in knowledge giving, acquiring, and practice. Indigenous pedagogy, now supplanted by its elegantly devastating modern offspring is  uniquely ingenuous and gritty. It prioritised the nurturing of mass mind wellness, otherconsciousness and sublime spirituality. This paper thus  argues focusing on commonality as the foundation for probing super structural specifics. All humans are anatomically the same as per gender.