Reprint of an article initially appearing in Educational Philosophy and Theory (2015).

I critically discuss contemporary work in African, i.e., sub-Saharan, moral philosophy that has been written in English. I begin by providing an overview of the profession, after which I consider some of the major issues in normative ethics, then discuss a few of the more noteworthy research in applied ethics, and finally take up the key issues in meta-ethics. My aim is to highlight discussions that should be of interest to an ethicist working anywhere in the world, focusing on ideas (...) characteristic of the sub-Saharan region that are under-appreciated not merely for the purpose of comparative ethics, but also for substantive ethical argumentation. In particular, I maintain that there are kinds of communitarian and vitalist approaches to morality commonly held by sub-Saharan philosophers that international scholars should take seriously as genuine rivals to utilitarian, Kantian, contractarian, and care-oriented outlooks that dominate contemporary Euro-American discussion of ethically right action. (shrink)

This chapter explores prominent respects in which humility figures into ubuntu, the southern African (and specifically Nguni) term for humanness often used to capture moral philosophies and cultures indigenous to the sub-Saharan region. The chapter considers respects in which humility is prescribed by ubuntu, understood not just as a relational normative ethic, but also as a moral epistemology. Focusing specifically on philosophical ideas published in academic fora over the past 50 years or so, the chapter contends that, although the concept (...) of humility has not often been explicitly invoked in them to make sense of African normative ethics and moral epistemology, it is a useful lens through which to view key facets of these literate philosophies. In many ways, by ubuntu we are to be humble in respect of what an individual should claim from others, how she should appraise her own virtue, and what she may claim to know about morality (although no suggestion is made that it is some kind of ‘master virtue’ for the tradition). (shrink)

A reprint of 'African Ethics' from the _International Encyclopedia of Ethics_ (2015), but expanded to include discussion of more topics, texts and authors.

It has become increasingly common to point out that African morality is under-represented in ethical theorizing. However, it is less common to find arguments that this under-representation is unjustified. This latter claim tends to be simply assumed. In this paper I draw together arguments for this claim. In doing so, I make the case that the relative lack of attention paid to African moral ideas conflicts with epistemic and ethical values. In order to correct these shortcomings, moral theorists, broadly construed (...) as including descriptive and normative disciplines, have a duty to engage with and actively explore African moral ideas. I claim that Moral Foundations Theory is well suited to a descriptive exploratory project, and could provide a significant contribution to normative, African-derived moral theories that could be epistemically and ethically superior to their Western counterparts. (shrink)

ABSTRACT Ethics reflects the moral principles upon which most professional practices rest. It forms the basis to do good, to do no harm, to respect others, and ensure justice. The purpose of this study was to investigate ethical dilemmas experienced by 20 clinical psychologists in Ghana. Semi-structured interviews were used to investigate ethical dilemmas faced in professional practice. Using thematic analysis, the reported dilemmas included third-party involvement,, Dual relationships, Cultural competence, and Policies and practices. The findings showed that although some (...) of these dilemmas are universal, others arise from the general cultural context of Ghana and the professional culture within which clinical psychologists are socialized. Recommendations to assist clinical psychologists address ethical dilemmas in Ghana and implications for the development of ethical regulations in the country are addressed. (shrink)

In her essay ‘The Curious Coincidence of Feminine and African Moralities’ (1987), Sandra Harding was perhaps the first to note parallels between a typical Western feminist ethic and a characteristically African, i.e., indigenous sub-Saharan, approach to morality. Beyond Harding’s analysis, one now frequently encounters the suggestion, in a variety of discourses in both the Anglo-American and sub-Saharan traditions, that an ethic of care and an African ethic are more or less the same or share many commonalities. While the two ethical (...) perspectives are indeed sisters, in this article I argue, first, that they are not identical twins, and, more strongly, that the family resemblance between the two is significantly less than has been recognized. I highlight key differences between representative forms of an ethic of care and a sub-Saharan communitarian morality, after which I argue, second, that the latter better captures some central feminist concerns and moral considerations generally. That is, I maintain that an African ideal of community, when understood in a philosophically refined way, provides an important, relational corrective to the ethic of care. (shrink)

In this article, I offer concrete suggestions about which topics, texts, positions, arguments and authors from the African philosophical tradition one could usefully put into conversation with ones from the Western, especially the Anglo-American. In particular, I focus on materials that would make for revealing and productive contrasts between the two traditions. My aim is not to argue that one should teach by creating critical dialogue between African and Western philosophers, but rather is to provide strategic advice, supposing that is (...) a sensible goal to adopt. (shrink)

There is a kernel of truth in the claim that Western, and especially Anglo-American-Australasian, normative philosophy, including that relating to the philosophy of education, is individualistic; it tends to prize properties that are internal to a human being such as her autonomy, rationality, pleasure, desires, self-esteem, self-realization and virtues relating to, say, her intellect. One notable exception is the idea that students ought to be educated in order to be citizens, participants in a democratic and cosmopolitan order, but, compared to (...) non-Western traditions, this social element is thin. What is striking about other philosophical backgrounds in the East and the South, such as sub-Saharan reflection on the proper ends of education, is that they are typically much more communitarian, and are so in ways that differ from dominant forms of communitarianism in the West. I argue that since geographical terms such as ‘Western’, ‘African’ and the like are best construed as picking out properties that are particularly salient in a region, it is fair to conclude that individualism is Western and not African, or, more carefully, that it is much more Western than it is African, and that converse remarks go for communitarianism. What this means is that, if I am correct about a glaring contrast between philosophies of education typical in the West and in sub-Saharan Africa, and if there are, upon reflection, attractive facets of communitarianism, then countries such as the UK, the US and Australia in some real sense must become less Western in order to take them on. (shrink)

The aim of this article is to establish that current thought about the point of a publicly funded university faces a dilemma. On the one hand, influential and attractive ‘macro’-level principles about how state resources ought to be accountably used entail that academic freedom should be utilised solely for the sake of social justice or some other concrete public good. Standard theories of public morality entail that an academic’s responsibility is entirely to be ‘responsive’ or ‘relevant’ to her social context (...) in the way she teaches and researches. On the other hand, ‘micro’-level self-conceptions of teachers and researchers include the idea that it can be proper to use academic freedom in order to discover and impart knowledge that is unlikely to foster social justice, however construed. Probably most academics accept the idea that ‘knowledge for its own sake’ can often merit pursuit and transmission. In this article, I use the most space to defend the second horn of the dilemma, the micro-level perspective, by indicating just how counterintuitive the macro one is. As a foil I critically discuss a recent report by the South African Council on Higher Education, which occasions awareness of the position that the right to academic freedom is exhausted by a duty to benefit society. However, I conclude by noting prima facie defences of the first horn, pointing out that dominant accounts of institutional ethics forbid scholars from seeking knowledge for its own sake, and hence indicating the need to resolve an antinomy about the proper final ends of a state university. (shrink)

Albinism is a global public health issue but it assumes a peculiar nature in the African continent due, in part, to the social stigma faced by persons with albinism in Africa. I argue that there are two essential reasons for this precarious situation. First, in the African consciousness, albinism is an alterity or otherness. The PWA in Africa is not merely a physical other but also an ontological other in the African community of beings, which provides a hermeneutic for the (...) stigmatising separateness or difference of the PWA. The second reason hinges on a distinction drawn by Jürgen Habermas between the ethical point of view and the moral point of view. While the former consists of the ethos, customs, or idea of the good shared by a group of persons with a shared tradition or way of life, the latter consists of what is good for all and transcends particular traditions or ways of life. Consequently, the African ethical point of view, the ethics of solidarity, justifies within the African worldview the established alterity and, by implication, stigmatization of PWAs. On this view, actions that promote harmony and prevent discord and disequilibrium among accepted beings in the African community are permissible. I further show that unless there is a change in the physical and ontological conception of PWAs and a leap from the ethical point of view to the moral point of view, the negative attitudes toward PWAs will not change. The leap to the moral point of view does not suggest an abandonment of the ethical point of view but only recommends that the two meet halfway in respect for universally accepted norms of human actions. To achieve this, I will show that much needs to be done in the areas of policy formulation, law, health care services, and education. (shrink)

Ubuntu has been described as an African moral philosophy that finds actions grounded on good will to be right if they promote shared identity. I contend that freedom of expression is consistent with ubuntu. Freedom of expression enables people to be the most they can be, enabling the establishment of communities in which people can live together harmoniously. With reference to the violent South African society, the study examines broadcast media violence that may harm children to draw new insights concerning (...) the moral philosophy of ubuntu, media practice, and media literacy. (shrink)

I focus on D A Masolo’s discussion of morality as characteristically understood by African philosophers. My goals are both historical and substantive, meaning that I use reflection on Masolo’s book as an occasion to shed light not only on the nature of recent debates about African ethics, but also on African ethics itself. With regard to history, I argue that Masolo’s discussion of sub-Saharan morality suggests at least two major ways that the field has construed it, depending on which value (...) is taken to be basic and which ones are deemed derivative. According to one perspective, the ultimate aim of a moral agent should be to improve people’s quality of life, which she can reliably do by supporting community in certain ways, while the other view is that community should instead be valued for its own sake, with the enhancement of welfare being morally relevant only insofar as it is part of that. I claim that Masolo does not indicate a clear awareness of how these two perspectives differ and is not explicit about how they relate to one another. After pointing out that Masolo is not alone in these respects, I draw what is meant to be a definitive, clear distinction between the two major ethical philosophies. Then, I provide what I deem to be conclusive reason to prefer the community- based conception of sub-Saharan ethics to the welfare-based one. (shrink)

What should be the aim when teaching matters of culture to students in public high schools and universities, at least given an African context? One, parochial approach would focus exclusively on imparting local culture, leaving students unfamiliar with, or perhaps contemptuous of, other cultures around the world. A second, cosmopolitan approach would educate students about a wide variety of cultures in Africa and beyond it, leaving it up to them which interpretations, values, and aesthetics they will adopt. A third way, (...) in between these two, would be to give some priority to understanding and enriching local culture, while being open to and not remaining ignorant of other cultures. In this article, a work of moral philosophy, I argue for this third alternative, by rebutting arguments for the other two approaches and by showing that it uniquely follows from a plausible African ethic informed by indigenous ideals of communion. (shrink)

German translation by Andreas Rauhut of 'A Theory of National Reconciliation: Some Insights from Africa' (from _Theorizing Transitional Justice_ 2015).

There has been the recurrent suspicion that community, harmony, cohesion, and similar relational goods as understood in the African ethical tradition threaten to occlude difference. Often, it has been Western defenders of liberty who have raised the concern that these characteristically sub-Saharan values fail to account adequately for individuality, although some contemporary African thinkers have expressed the same concern. In this chapter, I provide a certain understanding of the sub-Saharan value of communal relationship and demonstrate that it entails a substantial (...) allowance for difference. I aim to show that African thinkers need not appeal to, say, characteristically Euro-American values of authenticity or autonomy to make sense of why individuals should not be pressured to conform to a group’s norms regarding sex and gender. A key illustration involves homosexuality. (shrink)

Suppose a person lives in a sub-Saharan country that has won its independence from colonial powers in the last 50 years or so. Suppose also that that person has become a high-ranking government official who makes decisions on how to allocate goods, such as civil service jobs and contracts with private firms. Should such a person refrain from considering any particulars about potential recipients or might it be appropriate to consider, for example, family membership, party affiliation, race or revolutionary stature (...) as reasons to benefit certain individuals at some cost to the general public? Which of these factors should be considered unjust, or even corrupt, as a basis on which to allocate state goods and which should not? This chapter outlines an attractive moral theory with African content that forbids both impartialism and a strong form of partialism that would permit government officials to favour members of their families or political parties. Between these two extremes, a moderate partialism is prescribed. This permits government agents to occasionally favour veterans and victims of state injustices at some cost to the general public. This chapter seeks to provide a new, unified explanation of why sub-Saharan values permit some forms of partiality, such as the preferential hiring of those who struggled against colonialism, but prohibit other nepotistic forms of partiality. (shrink)

The article argues that the currently dominating, Western-originated individualistic and materialistic concept of development as ‘progress’ has created an evident confusion between ‘values and facts,’ ‘ideologies/ideals and practices,’ ‘ends and means’ in the current development thinking and practice. Instead of realizing such humanistic ideas as human flourishing and holistic well-being, current development agenda focuses on economic growth and producing ‘better business environments.’ Since this model for development has gradually been globalized, any alternative patters of conceptualizing development and setting alternative ideals (...) for it have efficiently been disparaged. However, if we take the unsustainability of this model seriously and care for the survival of human kind, we need to look for new and alternative directions for development. In this we can learn from the developmental values of other cultures. This article introduces some exploratory thoughts on what African philosophy could offer to the debate on global development. (shrink)