This paper focuses on evaluating Odera Oruka’s role as an expert witness in customary law for the Luo community during the Nairobi, Kenya-based trial in 1987 to decide on the place of the burial of S.M. Otieno. During that trial, an understanding of Luo burial and widow guardianship (ter) practices was essential. Odera Oruka described the practices carefully and defended them against misunderstanding and stereotype. He revisited related topics in several delivered papers, published articles, and even interviews and columns in (...) the Kenyan newspapers. The paper will raise the questions: How does Odera Oruka’s role as expert on Luo customs fit in with his sage philosophy project? In his testimony at the trial and subsequent public addresses and published work, does he accomplish two important goals, the first being defending African traditions against prejudice and anti-African bias, and secondly, does he champion reform of traditions when reform is needed? And, can Odera Oruka’s participation in the famous trial avoid seeming ethnic chauvinism and marginalization of women? My conclusion is that he achieves the first goal, but some problems remain in the achievement of the other goals. While he often asserted the need to evaluate traditions and to jettison those that have become unhelpful, in this context he evaluated traditions so strongly that the need for evaluation and possible change was muted. (shrink)

This article explores the rehabilitation of the ethical dimension of human interactions with nature, using cross-cultural perspectives in Africa. Cross-cultural comparison of indigenous concepts of the relationship between people and nature with contemporary environmental and scientific issues facilitate the rehabilitation, renewal and validation of indigenous environmental ethics. Although increasing attention is being given to the environmental concerns of non-western traditions, most of the related research has centered on Asia, Native American Indians and Australian Aborigines with little attention being paid to (...) Africa. However, this study has confirmed that, like other multi-cultural traditions, African indigenous traditions contain symbolic and ethical messages that are passed from generation to generation in order to ensure respect and compassion for other living creatures. The article shows, however, that not all indigenous knowledge is environmentally friendly. Indigenous and modern environmental ethics alike have something to teach as well as something to learn. (shrink)

Care is at the heart of the Maori values system, which calls for humans to be kaitiaki, caretakers of the maun y the life-force, in each other and in nature. The relational Five Well-beings approach, based on four case studies of Maori businesses, demonstrates how business can create spiritual, cultural, social, environmental and economic well-being. A Well-beings approach entails praxis, which brings values and practice together with the purpose of consciously creating well-being and, in so doing, creates multi-dimensional wealth. Underlying (...) the Well-beings approach is an ethic of care and an intrinsic stakeholder view of business. (shrink)

Liberal writers share the intuition that the fundamental moral particle is the human individual, not the group. In this paper, I adopt the opposing intuition which many, including the indigenous Maori of New Zealand, say they feel: that it is the group that is fundamental, rather than the individual. I attempt to work out the doctrine which results from that intuition and call it?group foundationalism?. I then seek to explore the tenability of group foundationalism, not from the perspective of external (...) criticisms, but by reference to its own internal logic, and the experience of Maori. The problem raised is how far it is possible for a group which claims precedence over its members to be coherently self?defined, and to enjoy stable relations with other groups, including states, from which it may seek reparations for past wrongs, while sharing no common authority with them. (shrink)

In considering philosophy of education now and in the future, this paper explores the issue from an Australasian perspective. While philosophy of education in this part of the world has strong international links there is an absence of indigenous influences. A number of philosophical strands have developed including naturalism and postmodernism which have informed thinking about education policy and practice. The institutional side of philosophy of education has witnessed both the promotion of philosophers to professorial positions and the slow decline (...) in numbers as departing staff are not replaced. How philosophy of education will fare in the future will depend on the survival of an academic community, the opportunity to teach papers in the subject to undergraduate and postgraduate students (and so replace ourselves) and convincing teachers and policy makers that philosophy of education makes an indispensable contribution to improving policy and the educational experiences of students. (shrink)

This paper explores early Australasian philosophy in some detail. Two approaches have dominated Western philosophy in Australia: idealism and materialism. Idealism was prevalent between the 1880s and the 1930s, but dissipated thereafter. Idealism in Australia often reflected Kantian themes, but it also reflected the revival of interest in Hegel through the work of ‘absolute idealists’ such as T. H. Green, F. H. Bradley, and Henry Jones. A number of the early New Zealand philosophers were also educated in the idealist tradition (...) and were influential in their communities, but produced relatively little. In Australia, materialism gained prominence through the work of John Anderson, who arrived in Australia in 1927, and continues to be influential. John Anderson had been a student of Henry Jones, who might therefore be said to have influenced both main strands of Australian philosophical thought. (shrink)

Among the reams of volumes published on the Pacific, mostly by foreigners (but increasingly by Pacific Islanders), only a few have examined Pacific thought and how it relates to contemporary ideas, paradigms, and ways of doing. Existing material in this area has been written mainly by Pacific theologians, educators,and more recently by native and indigenous anthropologists and sociologists. While theological works have remained essentially hidden in library stacks in unpublished theses, articles written by native and indigenous anthropologists and sociologists have (...) been published in recent editions of The Contemporary Pacific. The voice of educators, led particularly by the usp School of Education but present also in other parts of the Pacific, is still somewhat marginal in terms of its impact on mainstream education. Put together, the work of these Pacific scholars represents an important building block for the elaboration of a body of Pacific thought, which, like an open fale, should not shut out the world but invite it in on its own terms. In turn, this body of Pacific thought should contribute to the affirmation of a Pacific philosophy and ethic: a body of applicable concepts and values to guide interaction within the region and beyond. (shrink)