David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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OUP USA (1997)
This book offers a philosophical interpretation and critical analysis of the African cultural experience in modern times. In their attempt to evolve ways of life appropriate to our modern world culture, says Kwame Gyekye, African people and societies face a number of challenges, some stemming from the values and practices of their traditional cultures, and others representing the legacy of European colonialism. Defending the cross-cultural applicability of philosophical concepts developed in Western culture, Kwame Gyekye attempts to show the usefulness of such concepts in addressing a wide range of specifically African problems. Among the issues he considers are: economic development, nation-building, the evolution of viable and appropriate democratic political institutions, the development of appropriate and credible ideologies, political corruption, and the crumbling of traditional moral standards in the wake of rapid social change. Throughout, Gyekye challenges the notion that modernity must be equated with Western values and institutions, arguing instead that African modernity must be forged creatively within the furnace of Africa's many-sided cultural experience.
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Citations of this work BETA
Thaddeus Metz & Joseph Gaie (2010). The African Ethic of Ubuntu/Botho: Implications for Research on Morality. Journal of Moral Education 39 (3):273-290.
Thaddeus Metz (2012). An African Theory of Moral Status: A Relational Alternative to Individualism and Holism. Ethical Theory and Moral Practice 15 (3):387-402.
Pascah Mungwini (2011). The Challenges of Revitalizing an Indigenous and Afrocentric Moral Theory in Postcolonial Education in Zimbabwe. Educational Philosophy and Theory 43 (7):773-787.
Symphorien Ntibagirirwa (2009). Cultural Values, Economic Growth and Development. Journal of Business Ethics 84 (3):297 - 311.
Thaddeus Metz (2010). A Dilemma Regarding Academic Freedom and Public Accountability in Higher Education. Journal of Philosophy of Education 44 (4):529-549.
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