It has at various times been said, both before and since the fall of apartheid, that philosophers in South Africa are neglecting to do certain sorts of work. Behind this accusation lies a general claim that philosophers have responsibilities to their contexts. This essay is dedicated to (i) defending this claim against objections, and (ii) offering a positive argument for there being moral pressure on philosophers to increase understanding. My aim is not to accuse any philosopher or community of philosophers (...) of neglect. It is rather to defend an understanding of both philosophy and ethical responsibilities that makes room for philosophers to have moral responsibilities. Whether or not it has ever in fact been appropriate to accuse philosophers in South Africa, or indeed anywhere else, of neglect, philosophers do indeed have responsibilities to their contexts. (shrink)

In this article we argue that a discussion on African epistemologies must precede the quest for both the decolonisation of knowledge and curriculum in Africa. Decolonial thought in Africa is significant because it focuses, among other things, on the decolonisation of Western epistemological supremacy within the space where knowledge is produced and transferred. We contend that knowledge acquired through the process of learning must resonate with people’s lived experiences and realities. To meaningfully pursue that involves placing in focus people’s modes (...) of thought and epistemic ideas, in the interpretation of their experiences and the realities around them. This article argues that designing a decolonised curriculum that centres unique African intellectual ideas should be informed by the understanding of African epistemologies, whose principle of epistemic validation is grounded on the idea of interconnectedness in African thought. Considering a decolonial curriculum as an attempt in pursuing ‘centring’ is to align curricula with the modes of knowledge validation in African thought. (shrink)

Human behavior and thought often exhibit a familiar pattern of within group similarity and between group difference. Many of these patterns are attributed to cultural differences. For much of the history of its investigation into behavior and thought, however, cognitive science has been disproportionately focused on uncovering and explaining the more universal features of human minds—or the universal features of minds in general. -/- This entry charts out the ways in which this has changed over recent decades. It sketches the (...) motivation behind the cultural turn in cognitive science, and situates some of its central findings with respect to the questions that animate it and the debates that it has inspired. Woven throughout the entry are examples of how the cognitive science of culture, and especially its elevated concern with different forms of diversity and variation, continues to influence and be influenced by philosophers. -/- One cluster of philosophical work falls within the traditional subject matter of philosophy of science, in this case of the cognitive and social sciences. Philosophers have analyzed and assessed the methods and evidence central to the scientific study of cognition and culture, and have offered conceptual scrutiny, clarification, and synthesis. Research in a second vein sees philosophers themselves contributing more directly to cognitive scientific projects, (co)constructing theories, helping build computational models, even gathering empirical data. A third kind of work is naturalistic philosophy or philosophy of nature, wherein philosophers seek to use results from the cognitive science of culture to inform or transform debates over long-standing philosophical questions, including questions about the nature of philosophy and philosophical methodology itself. (shrink)