A Search for a Viable Philosophical Grounding of Education in Sub-Saharan Africa in General and Zimbabwe in Particular

Abstract

The unhu/ubuntu philosophy is largely portrayed as antagonistic to the occidental philosophies of education. Unhu/Ubuntu is posited as a deconstructive, decolonising and derooting African philosophy of education. This implies that the occidental philosophies of education, which have taken root in sub-Saharan Africa in general and Zimbabwe in particular, are imbued with imperialistic tendencies and are a manifestation of cultural imperialism. In spite of this view, the theoretical discussion in this study envisages points of convergence between unhu/ubuntu and Occidental philosophies in terms of contribution to education in the region in question. This implies that unhu/ubuntu and Occidental philosophies should not be viewed as divergent but rather as complementary, especially within this modern world order propelled by the forces of globalisation. It is this eclectic approach that has vast potential to bequeath to the region in question a vibrant education system steered by an appropriate epistemology.