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  1.  37
    (1 other version)Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African Universities.Yusef Waghid, Nuraan Davids, Thokozani Mathebula, Judith Terblanche, Philip Higgs, Lester Shawa, Chikumbutso Herbert Manthalu, Zayd Waghid, Celiwe Ngwenya, Joseph Divala, Faiq Waghid, Michael A. Peters & Marek Tesar - forthcoming - Tandf: Educational Philosophy and Theory:1-14.
  2.  33
    African Philosophy of Education Reconsidered: On Being Human.Yusef Waghid - 2013 - Routledge.
    Much of the literature on the African philosophy of education juxtaposes two philosophical strands as mutually exclusive entities; traditional ethnophilosophy on the one hand, and ‘scientific’ African philosophy on the other. While traditional ethnophilosophy is associated with the cultural artefacts, narratives, folklore and music of Africa’s people, ‘scientific’ African philosophy is primarily concerned with the explanations, interpretations and justifications of African thought and practice along the lines of critical and transformative reasoning. These two alternative strands of African philosophy invariably impact (...)
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  3.  71
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paul Smeyers, Doret J. de Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
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  4.  32
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paulus Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal (Stud Philos Educ 31:1–27, 2012), this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. (...)
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  5.  46
    On Doing Justice to Cosmopolitan Values and the Otherness of the Other: Living with Cosmopolitan Scepticism.Yusef Waghid & Paul Smeyers - 2009 - Studies in Philosophy and Education 29 (2):197-211.
    Educators, not to mention philosophers of education, find themselves in a difficult position nowadays. With the disappearance of the so-called metanarratives, it seems that the secular society has made it difficult, not to say almost impossible, to justify a particular idea of the good life that can be shared by all or at least many. The paper draws attention to some of the postmodernist critiques and thus identifies how we have ended up at this point; it then argues for a (...)
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  6.  33
    Action as an educational virtue: Toward a different understanding of democratic citizenship education.Yusef Waghid - 2005 - Educational Theory 55 (3):323-342.
    In this essay I attempt to show that compassionate and imaginative action have the potential to extend some of the fundamental dimensions of democratic citizenship education: deliberative argumentation and the recognition of what is other and different. I argue that cultivating democratic citizenship in schools and universities cannot focus solely on teaching students deliberative argumentation and the recognition of difference and otherness. Students must also be taught what it means to act with compassion and imagination because the latter seems to (...)
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  7.  15
    Democratic Education and Muslim Philosophy: Interfacing Muslim and Communitarian Thought.Nuraan Davids & Yusef Waghid - 2019 - Springer Verlag.
    This book examines how democratic education is conceptualised by exploring understandings of emotions in learning. The authors argue that emotion is both an embodiment and enhancement of democratic education: that rationality and emotion are not separate entities, but exist on a continuum. While democratic education would not exist if it were incommensurate with reason, making judgements about the human condition could not happen without invoking emotion. Synthesising Muslim scholarship with the perspectives of the Western world, the book draws on scholars (...)
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  8.  7
    Universities, Pedagogical Encounters, Openness, and Free Speech: Reconfiguring Democratic Education.Nuraan Davids & Yusef Waghid - 2019 - Lexington Books.
    This book explores the complicated question of the regulating of speech at universities in South Africa. The authors discuss whether the potential harm of hate speech is sufficient justification for limiting free speech—and how doing so may affect the democratic project.
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  9. Reconsidering Ubuntu: On the educational potential of a particular ethic of care.Yusef Waghid & Paul Smeyers - 2012 - Educational Philosophy and Theory 44 (s2):6-20.
    In this article we argue that ubuntu (human interdependence) is not some form of essentialist notion that unfolds in exactly the same way as some critics of ubuntu might want to suggest. Rather, we offer a philosophical position that (re)considers the situation of the self in relation to others. The article starts from the general issues at stake in the debate concerning particularity and universalist ethics. We then reconsider the general position of the ethics of care, and particularly how it (...)
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  10.  36
    Towards an Ubuntu Philosophy of Higher Education in Africa.Yusef Waghid - 2020 - Studies in Philosophy and Education 39 (3):299-308.
    African philosophy of higher education and its concomitant link to teaching and learning on the continent, is a concept that remains contestable, as much about African thought and practice is presumed to exist in narrative form. However, even if African thought and practice were to have existed in narrative form only, it would not necessarily be justifiable to dismiss an idea of African philosophy of higher education as seminal works by leading African scholars over the last few decades corroborate the (...)
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  11.  33
    Islam, democracy and education for non-violence.Yusef Waghid - 2014 - Ethics and Education 9 (1):69-78.
    In this article, I shall attempt to rebuff the view that there is a necessary connection between a monotheistic religion, like Islam, and violence. Rather, I shall argue that the link between Islam and violence is a contingent one, that is, it is neither necessary nor impossible, depending on the reasons offered by a particular Islamic faith community or by individuals who exist on a continuum ranging from jihadist fundamentalists to Muslim reformists. Following such an analysis, I examine an Islamic (...)
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  12.  94
    Democratic Citizenship, Education and Friendship Revisited: In Defence of Democratic Justice.Yusef Waghid - 2008 - Studies in Philosophy and Education 27 (2):197-206.
    Literature about the significance of cultivating democratic citizenship education in universities abounds. However, very little has been said about the importance of friendship in sustaining democratic communities. In this article I argue for a complementary view of friendship based on mutuality and love—with reference to the seminal ideas of Sherman and Derrida. My view is that teaching and learning ought to be used as pedagogical spaces to nurture forms of friendship which not only encourage mutuality but also love in order (...)
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  13.  12
    Philosophy and education as action: implications for teacher education.Yusef Waghid - 2017 - Lanham, Maryland: Lexington Books. Edited by Nuraan Davids.
    Nuraan Davids and Yusef Waghid make the argument that philosophy and education are intertwined as action concepts with the potential to affect teacher education practices. This book addresses pertinent philosophical concepts in education and how these concepts impact teaching, learning, and management as classroom practices.
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  14.  23
    Democratic citizenship education reimagined: implications for a renewed African philosophy of higher education.Yusef Waghid - 2023 - Ethics and Education 18 (3-4):265-278.
    This contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of higher education constitutes African thought and practice one would get to know how such an understanding of higher education is realised and guides human actions related to the African context. Thus, the main argument of this article involves what philosophy of higher education guides understandings and practices on the African continent pertaining to the (...)
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  15. Education, responsibility and democratic justice: Cultivating friendship to alleviate some of the injustices on the african continent.Yusef Waghid - 2007 - Educational Philosophy and Theory 39 (2):182–196.
    In South Africa there is widespread recognition amongst university educators that the new outcomes‐based education system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal with critical learning because of the apparent persistence of instrumental thinking at some universities in South Africa. Simply put, many students seem to be quite willing to be taught about some (...)
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  16.  30
    Re‐envisioning the Future: Democratic Citizenship Education and Islamic Education.Yusef Waghid & Paul Smeyers - 2014 - Journal of Philosophy of Education 48 (4):539-558.
    In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy, uncritical obedience to the state , and blind patriotism. (...)
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  17.  42
    Philosophical Remarks on Nelson Mandela’s Education Legacy.Yusef Waghid - 2014 - Educational Philosophy and Theory 46 (1):4-7.
    In this article, I reflect on Nelson Mandela’s education legacy. I argue that Madiba’s education legacy is constituted by three interrelated aspects: firstly, an education for non-violence guided by deliberation, compassion and reconciliation; secondly, education as responsibility towards the Other; and thirdly, education that cultivates a ‘community of thinking’. Educational philosophy and theory would be richly informed by the compelling education legacy bequeathed us by Nelson Mandela.
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  18.  87
    Islamic Education, Possibilities, Opportunities and Tensions: Introduction to the Special Issue.Yusef Waghid & Nuraan Davids - 2013 - Studies in Philosophy and Education 33 (3):227-231.
    If Islam continues to evoke skepticism, as it has done most intensely since 9/11, then it stands to reason that its tenets and education are viewed with equal mistrust, and as will be highlighted in this special issue, equal misunderstanding. The intention of this special edition is neither to counter the accusations Islam stands accused of, nor to offer solutions to the myriad challenges facing Muslims in majority and minority Muslim countries. As will be evidenced in the diverse offering of (...)
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  19.  66
    On the (Im)possibility of Democratic Citizenship Education in the Arab and Muslim World.Yusef Waghid & Nuraan Davids - 2013 - Studies in Philosophy and Education 33 (3):343-351.
    The euphoria of the recent Arab Spring that was initiated in northern African countries such as Tunisia, Egypt and Libya and spilled over to Bahrain, Yemen and Syria brings into question as to whether democratic citizenship education or more pertinently, education for democratic citizenship can successfully be cultivated in most of the Arab and Muslim world. In reference to the Gulf Cooperation Council countries (Bahrain, Kuwait, Saudi Arabia, Qatar, Oman and the United Arab Emirates) in the Middle East, we argue (...)
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  20.  22
    Muslim schooling in South Africa and the need for an educational crisis?Nuraan Davids & Yusef Waghid - 2021 - Educational Philosophy and Theory 53 (14):1509-1519.
    Despite unimaginable geopolitical reform and re-humanisation, which saw South Africa transition from colonialism, to apartheid, and now, to a democracy, Muslim education has retained both its character and content. Overdue questions remain unanswered as it becomes evident that while politics and the world of Muslims have shifted – locally and globally – Muslim education in South Africa has remained unchanged ideologically and pedagogically. With Arendt’s seminal essay, ‘Crisis in education’, at the back of our minds, we ask whether a lack (...)
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  21.  50
    African(a) Philosophy of Education: Reconstructions and Deconstructions.Yusef Waghid & Berte Van Wyk (eds.) - 2005 - Dept. Of Education Policy Studies, Stellenbosch University.
  22.  25
    African philosophies of education re-imagined: Looking beyond postmodernism.Yusef Waghid - 2018 - Educational Philosophy and Theory 50 (14):1432-1433.
  23.  9
    Democracy, Higher Education Transformation, and Citizenship in South Africa.Yusef Waghid - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:153-158.
    Higher education restructuring in South Africa has been heavily influenced by policy processes which culminated in the formulation of several documents, including: the National Commission on Higher Education (NCHE) Report (1996), the Education White Paper 3 (EWP, 1997) entitled "A Programme for the Transformation of Higher Education", the Council on Higher Education (CHE) Report entitled "Towards a New Higher Education Laindscape: meeting the Equity, Quality and Social Development Imperatives of South Africa in the 21st Century" (2000) and the National Plan (...)
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  24.  96
    Islamic Education and Cosmopolitanism: A Philosophical Interlude.Yusef Waghid - 2013 - Studies in Philosophy and Education 33 (3):329-342.
    This article takes a critical look at three conceptions of Islamic education. I argue that conceptions of Islamic education ought to be considered as existing on a minimalist–maximalist continuum, meaning that the concepts associated with Islamic education do not have a single meaning, but that meanings are shaped depending on the minimalist and maximalist conditions which constitute them, that is, tarbiyyah (nurturing), ta`lim (learning) and ta`dib (goodness). I then explore some liberal conceptions of cosmopolitanism, showing how these notions connect with (...)
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  25.  33
    Maximalist Islamic Education as a Response to Terror: Some Thoughts on Unconditional Action.Yusef Waghid & Nuraan Davids - 2015 - Educational Philosophy and Theory 47 (13-14):1477-1492.
    Inasmuch as Muslim governments all over the world dissociate themselves from despicable acts of terror, few can deny the brutality and violence perpetrated especially by those in authoritative positions like political governments against humanity. Poignant examples are the ongoing massacre of Muslim communities in Syria, Iraq, Afghanistan and Pakistan by those government or rebel forces intent on eliminating the other whom they happen to find unworthy of living. This article attempts to map Islamic education’s response to violence and terror often (...)
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  26.  40
    On the (Im)potentiality of an African Philosophy of Education to Disrupt Inhumanity.Yusef Waghid - 2015 - Educational Philosophy and Theory 47 (11):1234-1240.
    Despite the advances made in the liberal Western philosophical and educational tradition to counteract unethical, immoral and inhumane acts committed by the human species, these acts of inhumanity persist. It would be inapt to apportion blame only to Western thinking, which has its roots in Greek antiquity, as Plato and Aristotle, for instance, perpetually and justifiably pursued and advocated the human enactment of civility and friendship in their writings. Instead of revisiting liberal views on education and arguing for a reconsidered (...)
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  27.  31
    (1 other version)Patriotism and Democratic Citizenship Education in South Africa: On the (im) possibility of reconciliation and nation building.Yusef Waghid - 2009 - Educational Philosophy and Theory 41 (4):399-409.
    In this article, I shall evaluate critically the democratic citizenship education project in South Africa to ascertain whether the patriotic sentiments expressed in the Manifesto on Values, Education and Democracy (2001) are in conflict with the achievement of reconciliation and nation building (specifically peace and friendship) after decades of apartheid rule. My first argument is that, although it seems as if the teaching of patriotism through the Department of Education's democratic citizenship agenda in South African schools is a laudable initiative (...)
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  28.  5
    Philosophical adventures in African higher education: cultivating doctoral encounters within democratic citizenship education.Yusef Waghid (ed.) - 2024 - New York: Routledge.
    This seminal volume delves into some of the doctoral research and pedagogical experiences within an African higher education context, making a case for the transformative potential of education and the integration of African indigenous philosophies into global educational practices. Through a collection of vivid narratives, the book situates philosophy of higher education by embodying the doctoral researcher and their initiation into academic life, revealing how doctoral pursuits in African higher education are not simply academic endeavours but deeply philosophical adventures that (...)
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  29.  11
    Philosophical, educational and moral openings in doctoral pursuits and supervision: promoting the values of wonder, wander, and whisper in African higher education.Yusef Waghid - 2024 - New York: Routledge.
    This timely volume conceptualises and applies the philosophical notions of wonder, wander, and whisper, serving as evaluative paradigms for objective assessment of quality doctoral research work and supervision in South African higher education. Written by one of the foremost academics in the field, the book combines the normative philosophical, educational and moral notions of wonder, wander, and whisper with academic life and studies, focusing on doctoral work and supervision not just as cognitive or scientific processes, but also as existential, ethical, (...)
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  30.  53
    Peters' Non-Instrumental Justification of Education View Revisited: Contesting the Philosophy of Outcomes-based Education in South Africa.Yusef Waghid - 2003 - Studies in Philosophy and Education 22 (3/4):245-265.
    In this article I argue that Outcomes-basedEducation is conceptually trapped in aninstrumentally justifiable view of education. Icontend that the notion of Outcomes-basedEducation is incommensurable with anon-instrumental justification of educationview as explained by RS Peters (1998). Theprocess of specifying outcomes in educationaldiscourse lends itself to manipulation andcontrol and thereby makes the idea ofOutcomes-based Education educationallyimpoverished. In this article an argument ismade for education through rational reflectionand imagination which can complement anOutcomes-based Education system for the reasonthat it finds expression in a non-instrumentaljustifiable (...)
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  31.  63
    Response to Paul Smeyers’s Review of Conceptions of Islamic Education.Yusef Waghid - 2011 - Studies in Philosophy and Education 31 (1):99-101.
  32. (1 other version)Schools and education systems.Yusef Waghid - 2023 - In Winston C. Thompson (ed.), Philosophical foundations of education. New York: Bloomsbury Academic.
     
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  33.  36
    Towards a Philosophy of Islamic Education.Yusef Waghid - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:317-323.
    In this essay, I shall explore some of the constitutive features associated with a philosophy of Islamic education. Firstly, I argue that the rationale of Islamic education is to engender a good person – a person of virtue who has the capacity to enact justice to everyone wherever he or she might be. Secondly, I shall show how such a form of universal justice can be achieved through the acts of ummah (communal engagement), shūrā (public deliberation) and jihād (just striving, (...)
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  34. Taking into account African Philosophy: An impetus to amend the agenda of philosophy of education.Yusef Waghid & Paul Smeyers - 2012 - Educational Philosophy and Theory 44 (s2):1-5.
    Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu.Since the 1960s, Africana philosophy as an instance of Africanisation has emerged as a ‘gathering’ notion for philosophical (...)
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  35.  27
    The Teacher and the World: A Study of Cosmopolitanism as Education and Thinking Differently about Cosmopolitanism: Theory, Eccentricity, and the Globalized World.Yusef Waghid - 2017 - Educational Theory 67 (3):336-342.