Can Conversational Thinking serve as a suitable pedagogical approach for philosophy education in African schools?

Journal of Philosophy of Education (forthcoming)
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Abstract

This article investigates whether Conversational Thinking can suitably serve as a pedagogical approach for philosophy education in African schools (primary and secondary levels). We argue that there is a need to introduce and teach philosophy in schools in Africa. Additionally, we argue that it would be apropos to adopt a decolonial approach in developing such curricula, which, amongst others, could accommodate African approaches to philosophy. We contend that African homegrown frameworks, such as Conversational Thinking, can serve as appropriate decolonial strategies for philosophy education in parts of Africa. Our reason is that the proposed approach can train the emerging young generations in Africa, not only to be critical, creative, and innovative, but also to view reality from African epistemic perspectives. This stems from the fact that Conversational Thinking is one strategy amongst others that can promote African culture-inspired approaches to knowledge that combine with basic thinking skills to offer truly African forms of epistemic liberation.

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Author Profiles

Jonathan Chimakonam
University of Calabar
L. Uchenna Ogbonnaya
University of Calabar, Calabar-Nigeria (Alumnus)

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References found in this work

Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.
Philosophy for children as the wind of thinking.Nancy Vansieleghem - 2005 - Journal of Philosophy of Education 39 (1):19–35.
Examining the Method and Praxis of Conversationalism.Aribiah David Attoe - 2021 - In Jonathan O. Chimakonam, Edwin Etieyibo & Ike Odimegwu (eds.), Essays on Contemporary Issues in African Philosophy. Springer Verlag. pp. 79-90.

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